Disabilities Learning Disabilities: A learning disability can cause a person to have trouble learning and using certain skills.

This is caused by differences in how a persons brain works and how it processes information. (Dyslexia,Dyscalc ulia, Dysgraphia, Dyspraxia,Dysph asia/Aphasia, Auditory Processing Disorder, Visual Processing Disorder)

Cognitive Strengths: Successful students with learning disabilities recognize their talents and accept their limitations and have selfawareness. Many students with learning disabilities show great perseverance and work hard to complete learning tasks. Difficulties: Often students with learning disabilities have inconsistent academic performance and are slow to learn the connection between letters and sound. They typically confuse basic words and make consistent reading and spelling errors (letter reversals, inversions,

Behavioral Strengths: Successful student with learning disabilities set specific yet flexible goals. Difficulties: Reading is a very difficult task for students with learning disabilities and they often avoid having to read aloud in class and avoid writing tasks. These students have difficulty adjusting to new settings, may develop learned helplessness, have poor impulse control, have a need need for immediate gratification, experience trouble expressing their feelings and have difficulty calming themselves down., All of these difficulties

Social Strengths: Students with learning disabilities that receive appropriate learning assistance at home and at school are often happy students and enjoy making new friends. Difficulties: Making new friends can be difficult for students with learning disabilities after primary school as these students have trouble understanding body language, facial expressions and, interpreting social cues.

transpositions, and substitution). Mathematics is another area of difficulty for students with learning disabilities, they confuse arithmetic signs, and are slow to remember mathematic facts. These students also have difficulty learning new skills, have poor coordination, are unaware of their physical surroundings, which makes them more prone to accidents. Reading and reading comprehensions is very difficult/poor because they often reverse letter sequences, have trouble learning prefixes, suffixes, and root words, and pay too little attention to details or focuses on them too much. (Hallahan, 2011)

and areas of need can lead to low self-esteem, isolation, and behavior problems.

Emotional/Beha vioral Disabilities (EBD): May be caused by heredity, brain disorder, diet, stress, and family functioning. Have difficulty coping with their environment and peers.

Strengths: Students with EBD often score average or sometimes above average on IQ tests. These students are often very successful at getting what they want. Difficulties: Students with EBD have an inability to learn that cannot be explained by intellectual, sensory, or health factors. Their behaviors are impacting them in a way that can causes learning problems. They often have pains or fears associated with personal or school problems (Hallahan, 2011).

Strengths: Students often want to improve their behavior but do not have the skills or know how. Once interventions and strategies are given the students behaviors often show improvement. Difficulties: Students with EBD display behaviors that are unacceptable because of social or cultural expectations. They have inappropriate school behavior such as: getting out of their seats, yelling, talking out, cursing, disturbing peers, hitting, fighting, ignoring the teacher, complaining, arguing excessively, stealing, lying, destroying

Strengths: Students with EBD often want to make friends but their disability cause them to have trouble making new friendships and maintaining lasting connections with others. Difficulties: Students with EBD struggle with making new friends and maintaining existing friendships. They often withdrawal from social interactions, lack trust in others or are fearful of others. These students are often ignored or rejected by their peers, which can cause depression and increase feelings of aggression. These students are often easily influenced by

property, not complying with directions, having temper tantrums, not completing assignments, and not respond to corrections. These students also have many issues with behavior and often have inappropriate affective or behavior response to a normal situation and display extreme aggressiveness for a long period of time.

peers, use/manipulate others, are excessively dependent, and controlling. They typically have an inability to interact with a group/play by the rules and want constant attention or approval by peers and adults. They often see themselves as a victim, have difficulty attaching to others, and separating from caregivers. Have a lack of social awareness, may not understand social conventions or behavioral expectations, and can be overly affectionate. Strengths: Students with ID are often willing and enthusiastic to make friends. They typically enjoy participating in group activities with their peers.

Intellectual Disabilities (ID): Children with intellectual disabilities may take longer to learn to speak, walk, and take care of their

Strengths: Students with ID often succeed at academic tasks they enjoy and are typically excited about learning. Difficulties:

Strengths: Students with ID will often have positive personalities and be willing to try new learning strategies. They typically have very friendly

personal needs such as dressing or eating. They are likely to have trouble learning in school. They will learn, but it will take them longer.

ADHD/ADD: Inattention, hyperactivity, and impulsivity are the core symptoms of Attention Deficit Hyperactivity Disorder.

Students with ID have poor working memory, causing them to have trouble following multistep directions, remembering multi-step skills, and recalling instructions. They also have difficulty planning ahead, problem solving, reasoning through tasks, understanding the consequences of their actions. Their adaptive behavior is very limited as well. They also have problems with different types of attention: orienting to a task, selective attention, and sustaining attention to a task (Hallahan, 2011). Strengths: Students with ADHD often have average/high intelligence and a quick thinking process. Difficulties:

personalities and enjoy creating new friendships with others. Difficulties: Students with ID may act out in inappropriate ways and exhibit behavior problems inside and outside of the classroom. They often behave in ways that are immature for their age. They may also display some obsessive compulsive behaviors.

Difficulty: Students with ID have difficulty understanding social expectations, reading social cues, and understanding social norms. These students may socially withdrawal or seek attention in inappropriate ways.

Strengths: Students with ADHD typically have outgoing personalities and are adventurous/risk takers.

Strengths: Students with ADHD are often very social and enjoy having friends. They are often referred to as the life of the party.

(Jackson, 2004)

Autism: Autism is a developmental disorder that appears in the first 3 years of life, and affects the brain's normal development of social and communication skills.Students with Autism have

Students with ADHD have difficulty sustaining attention, waiting their turn, following instructions, organizing tasks, completing tasks, and paying close attention to details. Listening to others without being distracted or interrupting while others are speaking is also another area of difficulty for these students. They often blurt out answers and lose things necessary for tasks or activities (Hallahan, 2011). Strengths: Students with autism often know a lot about specific subjects of interest. They have good memorization skills and a tendency to be logical. Students with autism are visual learners.

Difficulties: Students with ADHD have a wide range of mood swings, must have instant gratification, are frequently distracted, hyperactive, are constantly shifting and moving around, and are very talkative (Jackson, 2004).

Difficulties: Students with ADHD often offend others by interrupting during a conversation, have trouble staying on topic, and loses focus during conversations (Jackson, 2004).

Strengths: Students with autism are typically happy, friendly, have kind personalities, and want to share their interests with others. They pay close attention to details and are very honest people.

Strengths: Students with autism are honest with friends and non-judgmental of others. Difficulties: Students with autism have a deficit in the area of communication. They have trouble

a deficit in the area of communication and have difficulty socializing with adults and peers. Students with autism also have behavioral issues.

Difficulties: Students with autism have deficits with the process of empathy. They have difficulty relating to the feelings of others and understanding a range of emotions. Students with autism can be very successful in many areas of academics such as mathematics and reading but have difficulty with reading comprehension and writing. (Hallahan, 2011)

Difficulties: Students with autism typically have a preoccupation with certain objects or subjects. They often perseverate over an object of interest for long periods of time. They have an absence or impairment of imaginative and struggle with social play. They have restricted patterns of interest that are abnormal in intensity or focus. They exhibit stereotyped, repetitive, or unusual use of language. Students with autism have an inflexible adherence to specific routines or rituals. These students often act out and become very upset because they struggle with reacting appropriately

with back and forth conversation and are often uninterested in conversations that are not about topics of their own interest. They have an impaired ability to make friends with peers. These students struggle with the unwritten rules of social interaction and understanding the hidden curriculum.

when they become upset.

Disabilities Learning Disabilities

Differentiated Instruction 1.Provide students with written instructions as reinforcement of oral instruction. 1. Use visuals when teaching students information. 2. Color code things that written down because this will help students with tracking. (Tomlinson, 1999)

Differentiated Technology 1. Students 1.Predictable with Auditory books are an Processing effect Disorder technology to benefit from use with being able to students. read 2.Math information as number lines well as see it. are helpful 2. It is and one can important to be given to use visuals each student. when 3.Voice teaching recognition students with software is learning beneficial for disabilities students that such as have difficulty Dyslexia,Dysc with writing, alculia, reading, and Dysgraphia,A spelling. uditory (Tomlinson, Processing 1999) Disorder because letters and words can often appear out of order or

Explanation

Explanation 1. Predictable books use repetitive language, sequences, rhythms, and rhymes to help readers predict what the sentence will say. Students with learning disabilities often struggle with reading and this type of book can help them be more successful. 2. Using a math number line

words can be misunderstoo d when they are heard. 3.Students with visual processing disorder struggle with Visual Sequencing: the ability to see and distinguish the order of symbols, words or images and color coding words is an effective strategy to help students visually see the difference between two words.

helps students visually add and subtract numbers and allows them to work more independen tly on math problems. 3. Voice recognition software assist students with writing stories, essays and completing classroom writing tasks. This tool greatly reduces the frustration that many students with Learning Disabilities feel when completing a writing task. 1.There are a 1. Small large amount group of educational instruction computer allows the

Emotional /Behavioral Disabilities

1.Students with EBD benefit from small group

1. Small group instruction will allow

(EBD)

or individual students to instruction be less rather than distracted large group and will instruction. allow the 2. These teacher to students need focus on social skills the instruction students and anger individual management needs. This instruction individualiz using double ed attention dipping will reduce where the reading is students taught using frustrations materials that and have a improve prosocial classroom message manageme such as nt. successful 2. Social skills conflict instruction resolution. is (Tomlinson, necessary 1999) to help 3. Give students student with EBD responsibility improve in the their social classroom, skills and such as a double classroom job dipping is a that changes way the weekly. teacher can focus on these social skills while also working on

games available to teachers. These games are very useful and provide a wonderful way for students to learn using visuals and technology. 2. Students with EBD can benefit from a personal laptop with word prediction software, if they struggle with writing, reading, and/or spelling. (Tomlinson, 1999)

students to work independen tly and reduces the likelihood of confrontatio n with other students. 2. A personal laptop with word prediction software will greatly reduce the students frustration levels as it will assist students with writing and spelling. Students with EBD often become very upset when they find a task too difficult and will not complete academic tasks.

Intellectual Disabilities (ID)

academic content like reading or writing. 3. Giving the students a classroom job will allow them to feel like they have some level of control in the classroom. They will feel less threatened and feel a sense of importance, thus reducing their anxiety and feelings of anger and helplessnes s. 1.The use of 1.Cooperative 1. The use of 1.Word walls cooperative groupings word walls are an groupings is allow each in the effective very effective students to be classroom technology to with students successful serve as an use with that have ID. and gain effective students that 2.Scaffold ing confidence in visual for have instruction is their students. intellectual a way of educational They can disabilities breaking abilities be added to (ID) because information because whenever they help into steps and students are the teacher students see

monitoring comprehensio n at small stages throughout the teaching process. 3.Repeat instructions and directions frequently and check for understandin g of directions repeatedly (Tomlinson, 1999)

given tasks sees based on necessary. their 2. The strengths. teacher can Some ways to use create pictures/sy cooperative mbols groupings are along with to: a) Identify texts to roles within provide the small students group, as with visuals appropriate that help for each them student's understand abilities. the b)Plan tasks meaning of to be done by words. the student (Tomlinson, with 1999) intellectual disabilities so they are important to the final outcome. c)Design evaluation of cooperative group projects so they reflect each person's individual contribution. 2.Scaffolding instruction allows students with intellectual

patterns and relationship in words, thus building phonics and spelling skills. This is important for students with ID because they often struggle in the areas of reading and writing. 2.Using pictures and symbols with text helps students identify the meaning of words they are reading or want to use in their writing. This is effective because many students with ID are reading bellow grade level.

disabilities to focus on one task at a time. Once they have completed one task successfully they can move on to the next. This also makes assignments less stressful and overwhelming for students. 3.Repeating instructions often is a useful strategy because many students with ID have poor short term and long term memory. It is important to repeat instructions and check for understandin g often because often times it will take several explanations before the students

ADHD/ADD

1.Creating specific learning stations/cente rs is a very effect method of instruction for students with ADHD . 2.Teacher need to provide multiple examples of new information in present it in different ways. 3.Students with ADHD can benefit from both hearing directions reading aloud and having a written copy of instructions in front of them, with key points and important words bolded and/or highlighted so they are very evident and

comprehend, repetition is key. 1.Stations and learning centers allow students to focus on specific academic content for a designated period of time and then switch to another activity. The routine of centers is helpful for students with ADHD because they learn what is expected of them and how much work needs to be done by a specific time point. Centers are a small group activity and allow the teacher to give students more individualized attention and keeps students

1. Giving students large graph paper for calculation problems each time they have mathematic s assignment s both at home and at school. 2. Using a visual timer in class is an effective tool for both the teacher and the students. (Jackson, 2004)

1.Large graph paper allows students to keep their numbers organized so they do not mix numbers up and add or subtract incorrectly. Many students with ADHD rush their writing and struggle keeping their math calculations organized. 2.Using a visual timer will help students keep track of how much time is left to complete an assignment. This will help the students stay on task and learn to manage time appropriately.

explicit. (Jackson, 2004)

attention. Moving to different activities in a short period of time helps students with ADHD stay engaged during each center activity. 2.It is important to provide multiple examples in different ways as students may become distracted or not understand information the first time. 3.Reading aloud and giving students a copy of directions that have important notes highlighted allows students to know what information is most important.

Autism

Students with ADHD have trouble paying attention and will often miss key points when the teacher is giving directions. Having written directions available allows students to refer to the notes rather then using precious class time and asking the teacher to re-explain. 1.Choice 1.Allowing 1. Teachers Board: students to can create Teachers can make their Social use a tic-tac- own choices Stories for toe board for about the students this type of activities they using the instructions. will be doing students The teacher increases names in will add student the stories. learning tasks engagement. 2. Teachers to the board, Students with can create asking the Autism are a Picture students to more likely to Schedule select three participate for students tasks from the and stay on with autism. board. Each task when The picture student can they enjoy the schedule

1.Social stories help students with autism to understand how others might behave or respond in a particular situation, and therefore how they might be expected to behave. These stories help students cope with

have his or her own board or teacher can create boards based on learning levels and groups of students can be assigned to boards. 2.It is important to present lessons in variety of ways using computers, videos, and many visuals. 3. Teachers of students with autism need to be aware of their who students avoid or seek certain sensory stimulation. The teacher can either use sensory stories with these students or have the students participate in acting out the

activity. 2.Students with Autism are often visual learners and providing information using computers, videos, and visuals increases the success of their learning outcomes.In fact, most students with Autism are able to effectively process information visually than information expressed verbally. 3. Students who enjoy sensory stimulation would benefit from the teacher bringing in items that the students can touch to go along with stories, and participating

can be given to each student with autism, as their own personal schedule (what time they have speech, music etc.). A picture schedule can also be made for the entire classroom schedule as well.

changes to routine and unexpected or distressing events. 2.Provides more specific routine, agenda, and instructions for students daily procedures in class, between classes, and during unstructured times. Structures and organizes time for students while decreasing wasted time. Helps students to initiate tasks more quickly and efficiently. Helps students to gain more accountability for their behaviors, academic work, and expectations.

stories, similar to the activity readers theater.

in sensory stories. Students who do not like sensory stimulation can participate in activities that require them to move and learn kinesthetically when they are listening to stories. These students can assist the teacher with acting out the story for the class.

Provides a visual reminder and cue of what to do and what is coming next.

References: Hallahan, D. (2011). Exceptional learners (12th ed. ). Pearson. Jackson, S. (2004). Teaching children with ADHD: Instructional strategies and practices. Education Publication Center. Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all

learners. Alexandria,

VA.

Task Stream Assignment: Differentiated Instruction/Technolog