Exceptionality Name/

AB Ed. Code/
Incidence Rate

Definition

Characteristics &/or
Observable Behaviours

Teaching Strategies & Resources

Links &/or Sources

Deaf / Hard of
Hearing

-The Canadian Association

of the Deaf (2012) defines
deaf as little or no
functional hearing which
depends upon visual
rather than auditory
communication (n.p.).
-Alberta Education
(2012/2013) defines hard
of hearing as either mild or
moderate. Mild hearing
loss is defined as a 26 to
40 decibels hearing
disability, while moderate
hearing loss is defined as a
41 to 70 decibels hearing
disability (p. 5).
-Alberta Education
(2012/2013) defines
deafness as severe to
profound hearing loss of
71 decibels or more,
unaided. Alberta Ed
recognizes that such
hearing loss interferes
with the use of oral
language as the primary
form of communication,
requires extensive
modifications and
specialized educational
supports and is diagnosed
by a clinical or educational
audiologist (p. 9).

Characteristics:
-have difficulty with
speech, reading, and
writing skills
-may be skilled lip readers
-may use hearing aids or
other sound amplification
devices
-may use American Sign
Language as a primary
mode of communication
-can be culturally deaf
(born with no hearing) or
late-deafened (lose
hearing later in life)
-may also have speech
impairments
Observable Behaviour:
Tend to have higher rates
of:
-inattention
-aggression
-non-compliance
-depression
than students who are not
deaf or hard of hearing.

1. What: The teacher, white/Smartboard, and other screens are clearly visible to the
student. How: Ensure that the boards and screens are free from glare (draw shades,
but provide ample light) and ensure that you the teacher are always visible to the
student. Place the student in a spot in the classroom that is conducive to their visual
needs. Why: Ensuring that the student can see the boards and screens with ease will
assist their visual learning needs. Since the student may not always hear you, they
need to be able to see any visual clues/information. Ensuring that the student can see
your face will help read your facial expressions and read your lips in order to help
further the communication lines. (Alberta Education: Standards for Special
Education, 2004).
2. What: Ensure that hearing impaired students have access to the questions their
peers ask. How: Verbally repeat the questions that other students in the class have
asked so that students with hearing impairments know what you are referring to, or
use an internet program such as Padlet that allows students to post their questions so
they appear on the smartboard. Why: Questions from peers help fuel learning. Deaf
or hard of hearing students need to have access to these questions in order to enrich
their learning environment. Repeating such questions, or posting them to the
smartboard will help increase their participation and enrich their learning.
(University of California San Francisco, 2014).
3. What: Circular seating arrangements. How: Arrange desks in circle or semi-circle
so the deaf or hard of hearing student can see classmates without having to turn
around. Why: Circular seating arrangements offer deaf or hard of hearing students
the advantage of seeing all classmates. This assists the student in having access to
other students questions (Strategy 2) (University of California San Francisco, 2014).
4. What: Lightly touch student on the shoulder to gain attention. How: If not facing
a student with a hearing impairment, gently touch a student on the shoulder or on the
arm to indicate that you want to talk to him/her. Why: Classes are not always full of
direct instruction when you will be facing your students. Using light touch to gain
attention is a useful strategy during station work, group work, or when using an
unfamiliar environment. (University of California San Francisco, 2014).
5. What: Reduce background noise. How: Turn off machines that make excessive
noise, close doors to hallway, do not use noisey machines/tools when trying to
provide instruction, do not try to provide instruction until students are quiet. Why:
Students who are deaf may have some residual hearing that they can use to access
information. Students who are hard of hearing can also hear, but have limited ability.
By reducing noise students who are deaf or hard of hearing will have increased
chances of accessing/hearing information. (University of California San Francisco,
2014).

-Alberta Education. (2012/

Special Education Coding
Edmonton, AB: Alberta Ed
Inclusive Learning Support
-Alberta Education. (2012/
Special Education Statistic
Education Code. Retrieved
www.http://education.alber
supportingstudent/schoolle
ycode.aspx
-Alberta Education: Standa
Special Education. (2004).
Components of Educationa
Programming for Students
Deaf or Hard of Hearing. E
AB: Alberta Education Spe
Programs Branch.
-Canadian Association of th
(2012, July 23). Definition
Retrieved from
www.cad.ca/definition_of_
-Johns Hopkins University
Disability Services. (2014)
of Hearing. Retrieved from
http://web.jhu.edu/disabilit
ypes_of_disabilities/deafne
-Deaf Alberta. 2014. Deaf P
Retrieved from
www.http://deafalberta.ca/i
resources/deaf-population/
-University of California S
Francisco. (2014). Instructi
Strategies for Students Who
or Hard of Hearing. Retrie
http://sds.ucsf.edu/sites/sds
es/PDF/hearing.pdf
-Brice, Patrick. Gallaudet U
(2013). Raising and Educa
Children. Retrieved from
www.raisingandeducationg
n.org

-Deaf: Code 45 for

students ECS-Gr.12
-Hearing Disability:
Code 55 for students
Gr. 1-12, Code 30 for
students in ECS
(Alberta Education,
2012/2013, p. 5 & 9).
According to Alberta
Education
(2012/2013) Special
Education Statistics,
there were:

53 deaf ECS
children in
2012/13

305 deaf
Gr.1-12
children in
2012/13

420 Gr. 112 children

with a
hearing
disability in
2012/13
*May also be coded
for multiple disability
code 59 (Gr.1-12)

Exceptionality

Definition/Code

Autism
Spectrum
Disorders
(ASD)

Severe Physical or Medical Disability

(Code 44)
A student/child with a severe
physical, medical or neurological
disability, including autism, is one
who:
a.
has a
medical diagnosis of a
physical disability, specific
neurological disorder or
medical condition which
creates a significant impact
on the childs ability to
function in the school
environment. (Note: some
physical or medical
disabilities have little or no
impact upon the childs
ability to function in the
school environment);
b.
requir
es extensive adult
assistance & modifications
to the learning environment
in order to benefit from
schooling.

Alberta
Education says the prevalence
for autism spectrum disorders
has been 4-5 out of every
10,000 births, but other

Characteristics/
Observable Behaviours

Difficulties in
social interaction, verbal &
nonverbal communication &
repetitive behaviours.

With the May

2013 publication of the DSM-5
diagnostic manual, all autism
disorders were merged into one
umbrella diagnosis, including
Autistic Disorder, Aspergers
disorder, Retts Disorder,
Childhood Disintegrative
Disorder, and Pervasive
Developmental Disorder Not
Otherwise Specified.

ASD can be
associated with intellectual
disability, difficulties in motor
coordination & attention &
physical health issues such as
sleep. Some persons with ASD
excel in visual skills, music,
math and art.

Preoccupation
with one specific interest or
object, so has difficulty changing
topics.

May rely on
behaviour to communicate. Ex.
Use aggression or destruction to
communicate that a task is too

Teaching Strategies

Provide visual support to ensure

students understand schedules, where
to find class materials & expectations.
Use visual supplementation
like pictures and concrete objects in
addition to oral instruction. (Writing with
Symbols 2000 is a word processing
program that creates visuals to
correspond with words typed).
Use different coloured
folders, binders or bins for different
subject areas or tasks. Model or
illustrate what is expected of students.
Create a sequence of pictures to set out
steps.
Create kinaesthetic activities
over paper and pen activities.
Reduce stimuli and redirect
students attention. Mark areas of
classroom to be used for certain
activities (eg. quiet time, group work).
Remove extra materials from
desk before teaching a new skill.
Present only text you want to
read, instead of a whole book. Highlight
keywords in the text.
Develop & implement consistent
management practices to disruptive
behaviour.
Teach social skills & proper
behaviour. Reinforce good behaviour.

Links & Sources

Alberta Education
http://education.alberta.ca/media/825847/sped
codingcriteria.pdf
http://education.alberta.ca/admin/supportingstu
dent/diverselearning.aspx
http://education.alberta.ca/media/512925/autis
m3.pdf
http://www.learnalberta.ca/content/inmdict/html
/autism.html
Other Provincial Guides for Teachers of
Autistic Children
http://www.edu.gov.on.ca/eng/general/elemsec
/speced/asdfirst.pdf
http://www.bced.gov.bc.ca/specialed/doc
s/autism.pdf
Learning Styles and Autism:
http://www.autism.com/understanding_learning
http://www.autismspeaks.ca/aboutautism/what-is-autism/
ASD Census, Calgary & Area:
http://www.autismsocietyalberta.org/?
s=prevalence

estimates suggest a rate of

about 1 in 500 when a broader
spectrum of disorders is
included. Its more prevalent
among males than females.

difficult.

May not read

social cues Ex. tone of voice.

What is FASD?
FASD is a variety of physical changes, and neurological and/or psychometric patterns of brain damage associated with fetal exposure
to alcohol during pregnancy. This brain damage can result in a range of structural, physiological, learning and behaviour disabilities in
individuals.
FASD is a low incidence disability, which means that it is less common than the presence of other disabilities. The incidence rate is
1/1000 (or in high risk grounds it can occur in as often as 1/100 children).
Alberta Education Code: 42(more severe), 44(less severe)
Links: Chapter 1: What is FASD? https://education.alberta.ca/media/414085/fasd1f.pdf
Characteristics:
FASD is characterized by delayed growth, intellectual and behavioural disabilities, and facial characteristics. It is also characterized
physiologically by a high threshold for pain, inability to feel hunger or thirst, difficulty perceiving different temperatures, and an
inability to balance. Three key features evaluated in the diagnosis: small eye slit openings (palpebral fissures), flattened vertical
columns of the upper lip (philtrum) and a thin upper lip. FASD can also lead to the diagnosis of other learning disabilities such as
ADHD. Students with FASD commonly have difficulty sequencing, with memory, difficulty understanding cause and effect
relationships, and they have weaker generalizing skills. FASD varies greatly on a case to case basis.
Links:
Chapter 1: What is FASD?
https://education.alberta.ca/media/414085/fasd1f.pdf

Woolfolk, A.E., Winne, P.H., & Perry, N.E.(2010). Educational psychology (5th Canadian ed). Upper Saddle River, New
Jersey, USA. Pearson Education, Inc.
FASD http://www.bced.gov.bc.ca/specialed/fas/whatfas.htm
FASD http://specialed.about.com/od/disabilities/a/FAS.htm
Behaviours:

Can struggle with distinguishing right from wrong.

Can be very daring, and is more likely to participate in risky behaviours

Fidgets frequently; has a need to keep their hands busy.

May struggle with abstract concepts

Coordination can be off with poor spatial judgements.

May have difficulties with social situations and skills

Great deal of difficulty focusing attention

Is prone to anger outbreaks, tantrums, yelling or becoming extremely upset (due to increased anxiety)

Self-esteem can be very low.

May struggle with impulse control

May appear immature

Prone to depression and poor judgement

In school years FASD students may have basic weaknesses in language, memory and other functions essential to ageappropriate academic performance. In primary grades, they may have difficulty learning basic skills, such as recognizing letters and
numbers, reading words, learning math facts, spelling, and writing sentences.
By junior high and high school they may have significant and persistent difficulty with complex learning tasks such as reading
comprehension, math reasoning and problem solving, report writing and test taking. At the high school level and beyond, arithmetic
skills may show limited development beyond basic intermediate grade functioning
Behaviours:

Can struggle with distinguishing right from wrong.

May have difficulties with social situations and skills

Can be very daring, and is more likely to participate in

Great deal of difficulty focusing attention

risky behaviours

Is prone to anger outbreaks, tantrums, yelling or

Fidgets frequently; has a need to keep their hands busy.

becoming extremely upset (due to increased anxiety)

May struggle with abstract concepts

Self-esteem can be very low.

Coordination can be off with poor spatial judgements.

May struggle with impulse control

May appear immature

Prone to depression and poor judgement


In school years FASD students may have basic weaknesses in language, memory and other functions essential to ageappropriate academic performance. In primary grades, they may have difficulty learning basic skills, such as recognizing letters and
numbers, reading words, learning math facts, spelling, and writing sentences.By junior high and high school they may have significant
and persistent difficulty with complex learning tasks such as reading comprehension, math reasoning and problem solving, report
writing and test taking. At the high school level and beyond, arithmetic skills may show limited development beyond basic
intermediate grade functioning.

Definition & Alberta Education Code

Anxiety disorders are characterized by an excessive and persistent

sense of apprehension along with physical symptoms, such as
sweating, palpitations, stomach aches and feelings of stress. Anxiety
disorders have biological and environmental causes, and are usually
treated with therapy and/or medication. Anxiety disorders can
coexist with many other disorders and disabilities.
ECS: Code 30
Grades 1-12: Code 53

Teaching Strategies

Characteristics & Observable Behaviours

Phobias - fear of an object, animal, or situation

Panic attacks

Social anxiety - easily embarrassed, shy, fearful of judgement and

evaluation.

Excessive worry

Feelings of self-doubt

Sweaty palms

Upset stomach

Negative thoughts

Prolonged sense of tension

Sleep deprivation

over/under arousal

Students may have poor study habits and a difficult time retaining
difficult information and organizing it

Students may freeze- and - forget when being tested, they may
actually have learned the material but are unable to show their learning

Students with anxiety may choose either extremely easy, or extremely

hard tasks (have trouble making wise choices)

Links & Sources


Develop realistic goals and chart student progress

conduct reality checks with the student to avoid unrealistic expectations

Help the student to accept and prepare for setbacks

Teach the student positive self talk, and affirmations

Allow for extra time for assignments and tests

Take time to develop trust with the student

Provide a routine, and predictable environment

Use visual cues/ prompts

Allow the student to move to a quiet place if needed

Allow for movement breaks during class to reduce feelings of confinement

Provide a selection of sensory tools that are available to the student at all
times (ex. stress ball, string, stretch objects, quiet corner etc.)

Allow the student to listen to music

Reduce threatening situations (such as test taking), find other ways to

summatively assess, or adjust the environment to be more comfortable (perform the test
outside of the classroom, isolated space etc.)

Seating Arrangement- Place the student beside someone they work well
with

Avoid having the student stand/ present in front of the classroom

Distract the student from worry by engaging them with positive tasks, or
humour to reduce the anxiety

Exceptionality
Name

Definition&
Alberta
EducationCode

http://education.alberta.ca/media/825847/spedcodingcriteria.pdf
http://www.learnalberta.ca/content/inmdict/html/anxiety_disorders.html
http://www.cprf.ca/publication/pdf/teacher_02_eng.pdf
http://www.worrywisekids.org/schools/index.html
http://www.learnalberta.ca/content/insp/html/managing_anxiety.html
http://www.learnalberta.ca/content/inmdict/html/anxiety_disor
ders.html
http://www.sbbh.pitt.edu/files/other/Anxiety_LNG_newsletter.p
df
http://www.worrywisekids.org/node/40
http://www.cmha.ca/mental_health/understanding-anxietydisorders/#.VLsviYeTYoY

Characteristics
&Observable
Behaviours

Teaching
Strategies&
Resources

Links&/or
Sources

English
Language
Learner
(ELL)

Or

English as a
Second
Language
(ESL)

English as a Second
Language (ESL)
students are students
who first learned to
speak, read, and/or
write in a language
other than English.
Their language
proficiency excludes
those from full
participation in
learning experiences
provided in Alberta
schools.
They often have
grown up in homes
where another
language is spoken,
or they have recently
immigrated to
Canada.

ESL is used
interchangeably with ELL
(English Language
Learner).

*There is no
exceptionality code
for English Language
Learners.

Some ELLs have no

formal education, such
as refugee children, so
they may not be
socialized in a school
setting.
These students have
significant gaps in their
learning and have had
limited opportunities to
develop ageappropriate language
and literacy skills.

ELLs needs may extend

beyond schooling. They
may have experienced
great difficulties, and
may still carry the
burden of separation
and loss.
Interpersonal
communication skills
take about 2-3 years to
develop. Academic
language proficiency
can take 5-7 years to
fully develop.

You need to identify the

proficiency of language
to accurately identify
and assess the students

1) Use visual aids flow

charts, graphic
organizers, venn
diagrams, tables,
wordless picture books
2) Guided reading
practice reading skills in
small groups of same
level
3) Cooperative learning
have ELL students work
with those who have
English as their first
language
4) Provide a safe,
welcoming environment
- provide opportunities to
learn the cultural practices
and beliefs of the ELL and
their English peers.
Provide opportunities for
students to continue to
develop their home
language.
5) Differentiation of
assessment use a
variety of assessment
strategies to emphasize
the students strengths
6) Instruction should be
predictable teachers
should try to maintain a
routine to lower anxiety
7) Parent workshops
and family events

Alberta Education.
(2010). English Language
Learners (ELL) Retrieved
from
http://education.alberta.ca/m
edia/1234005/12_ch9%20es
l.pdf

Alberta Education.
(2007). English as a
Second Language:
Guide to
Implementation
Kindergarten to
Grade 9. Retrieved
from
http://education.albe
ta.ca/media/507659
eslkto9gi.pdf

Alberta Education.
(2010). Alberta
Initiative for School
Improvement (AISI)
Project Synopsis.
Retrieved from
http://education.albe
ta.ca/aisi/cycle4pdfs
40180.pdf

Alberta Education.
(2008). A Review of
the Literature on