1

Strategy Toolbox: Exceptionalities of Students

Olivia Meyer
University of Lethbridge

Table of Contents
ADHD Page 3
Autism Page 5
Cerebral Palsy .Page 6
Conduct Disorder Page 8
Down Syndrome .Page 9
Emotional: Depression ........Page 11
English Language Learners ....Page 13
Fetal Alcohol Syndrome .Page 14
Gifted ..Page 16
Learning Disability .Page 17
Oppositional Defiant Disorder Page 19
Sensory: Vision Impairment Page 20

Exceptionality Definition & AB

Name
Educ. Code

Characteristics &/or
Observable
Behaviours

Teaching Strategies & Resources

Links &/or Sources

ADHD

Inattention:
Be easily distracted,
forget things, and
frequently switch from
one activity to another.
Become bored with an
activity quickly.
Have difficulty
processing
information.
Struggling follow
instructions.
Not seem to listen
when spoken to.
Have trouble
completing activities,
often losing things
(e.g,, pencils, toys,
assignments) needed to
complete tasks or
activities.
Impulsivity:
Be very impatient
Blurt out
inappropriate
comments and act
without regard for
consequences.
Have difficulty
controlling emotions.
Have difficulty
waiting for their turns
in games.
Often interrupt
conversations or

1.

Learn Alberta:
http://www.learnalberta.
ca/content/inmdict/html
/adhd.html
University of Alberta:
http://www.psych.ualbe
rta.ca/~hoglund/PEERS
lab/assets/peersroundtable-adhdhandout_10_11.pdf
Alberta Education:
http://education.alberta.
ca/media/513142/b_cha
p1.pdf

Attention
deficit/hyperactivity
disorder (ADHD) is a
neurobiological
condition that can
cause inattention,
hyperactivity and/or
impulsivity, and other
learning difficulties.
Research suggests that
ADHD is most likely
caused by
abnormalities in
certain
neurotransmitters or
messengers in the
brain, making the
brain inefficient or
sluggish in the areas
that control impulses,
screen sensory input
and focus attention.

Teach active listening strategies. Encourage students

to delay their responses, since this is frequently an
effective way to help them process more deeply what
has been said. Remind students to "stop, think and
listen" before responding, acting or making a choice.
2. Break tasks and assignments into short, easy-tomanage steps. Provide each step separately and give
feedback along the way.
3. Help the student make a plan for a task by identifying
the goal, breaking the task into steps, and identifying
where to start and end. Encourage the student to use
self-talk to work through more challenging tasks (e.g.,
"First I have to ___, and then I have to___.").
4. Provide checklists, graphic organizers, visual referents
and examples to help the student plan ahead and to
stay on-task.
5. Design learning activities that require a high response
rate. For example, provide students with individual
white boards, chalkboards, response cards or electronic
tools so they can respond while working in large
groups.
6. Teach strategies for self-monitoring, such as making
daily lists and personal checklists for areas of
difficulty.
7. Use instructional strategies that include memory
prompts, such as mnemonics and visual prompts.
Teach specific problem-solving strategies, and use visual
supports to help the student remember what the steps
are.
8. Teach strategies for what to do while waiting for help
(e.g., underline, highlight or rephrase directions; jot
down key words or questions on sticky notes).
9. Provide extra time for tasks or reduce the amount of
work required.
10. Provide direct instruction and practice in letter

4
others activities.
Hyperactivity:
Have trouble sitting
still or doing quiet
activities
Fidget and squirm in
their seats and be
constantly in motion.
Talk nonstop.

formation and page organization. If handwriting

continues to be difficult as the student gets older,
reduce expectations for copying, provide extra time for
written work and explore the use of a word processor.
11. Design math tasks and materials that consider spatial
organization and fine motor difficulties. For example,
reduce the amount of information on a page; provide a
"window box" template to view one question at a
time; provide graph paper to align numbers correctly.
12. Provide opportunities for repetition and actively
engage students in using memory cues to remember
basic math facts. If the student continues to struggle
with recall of math facts, provide reference sheets so
that the student has an opportunity to apply and extend
knowledge without being held back by memory issues.
13. Explicitly model and teach prereading strategies that
activate prior knowledge, build vocabulary and set a
purpose for reading (e.g., K-W-L charts).
14. Teach strategies for monitoring comprehension during
reading. Physical supports, such as sticky notes or
storyboard templates, may be helpful.
15. Reduce distractions. For example, seat the student
near your desk or in an area away from distractions,
such as doors; provide a study carrel that all students
can access; allow the student to listen to music using a
headset to screen out noise.
16. Help the student to organize belongings and work
(e.g., label school supplies, colour code subject
notebooks).

5
Exceptionality
Name
Autism
Spectrum
Disorder
(ASD)

Definition & AB
Education Code

Characteristics and/or
Observable Behaviour

Severe Physical Or
Medical Disability
(Code 44)
Mild or Moderate
Medical Disability
(Code 58)
-Is the most common
neurological disorder
and one of the most
common
developmental
disabilities affecting
Canadian children,
which usually
appears before age 3.
-Children with autism
usually have
particular
communication and
social characteristics
and repetitive
behaviors to different
degrees, but each
child with autism
responds or behave in
unique way.

There are 4 main

characteristics:
1) Communication
(struggles with nonverbal
communication and
expressive language skills.
Repetitive and
idiosyncratic speech
patterns and restricted
vocabulary)
2) Social integration (3
subtypes: aloof, passive,
active)
3) Unusual/challenging
behaviour (inflexible
adherence, stereotypic &
repetitive motor
mannerisms, fascination
with movement of
objects)
4) Learning
characteristics (uneven
patterns of
development)
There is also anxiety,
unusual patterns of
attention and responses to
sensory stimuli.

Teaching Strategies and Resources

1) Provide visual support and hands on activities
These strategies can help with communication and selfcontrol. These include checklists, daily schedules,
simple picture instructions, labels, charts, etc. For
example. if teaching emotions, be sure to provide
pictures with different faces in various scenarios.
2) Use activity-based instruction.
Allows teachers to focus on multiple goals and skills.
An example is a partner puzzle activity promotes
communication skills.
3) Identify an alternative behaviour
Find appropriate behaviour that serves the same
function.
4) Find strengths, weaknesses, interests and talents
Communication with parents and teachers of the
student determines what motivates the student to
succeed, encourages good behaviour, and allows them
to enjoy school. This may also develop skills for future
employment. A home-to-school journal would be a good
way to keep track of the progress.

Links and /or Sources

http://www.autismsocie
tycanada.ca/
http://education.alberta.
ca/media/825847/spedc
odingcriteria.pdf
https://www.gnb.ca/000
0/publications/ss/Teachi
ngStudentswithAutism
SpectrumDisorders.pdf
http://www.learnnc.org/
lp/editions/picturesymbols
http://download.springe
r.com/static/pdf/855/art
%253A10.1023%252F
A
%253A1025806900162
.pdf?
auth66=1421796404_9
d081542786c94934c7fe
e198176a735&ext=.pdf
http://education.alberta.
ca/media/512916/autis
m1b.pdf
http://education.alberta.
ca/media/512925/autis
m3.pdf
http://education.alberta.
ca/media/512928/autis
m4.pdf

6
Exceptionality
Name
Cerebral
Palsy

Definition and AB
Education Code
-

Cerebral Palsy (CP)

refers to a group of
disorders that result
from injury to the
developing brain,
and can affect
movement and
muscle coordination.
Muscle tightness or
spasms
Involuntary
movement
Difficulty with gross
motor skills such as
walking or running
Difficulty with fine
motor skills such as
writing or doing up
buttons
Difficulty with
perception and
sensation

Characteristics and/or Behaviours

Teaching Strategies and Sources

Links & Sources

Depending on which areas of the

brain are damaged, CP can cause
one or more of the following:
- Muscle tightness or spasms
- Involuntary movement
- Difficulty with gross motor skills
such as walking or running
- Difficulty with fine motor skills
such as writing or doing up
buttons
- Difficulty with perception and
sensation

1.

Teacher web:
http://teacherweb.com/ON/
JohnMcGregorSecondaryS
chool/LearningandEnrichm
entCentre/CerebralPalsy.pd
f
Cerebral Palsy Learn
Alberta:
http://www.learnalberta.ca/
content/inmdict/html/cereb
ral_palsy.html

Individuals with CP may have:

- Cognitive
- Speech and language disorders
- Visual and hearing impairments
- Learning disabilities.
The parts of the body that are
affected and the severity of
impairment can vary widely. Underdeveloped motor skills

Slow to reach
developmental milestones
(rolling over, sitting,
crawling, smiling, walking)

May have high levels of

frustration due to trouble
communicating and being
misunderstood

Abnormal or vacillating
muscle tone

Decreased muscle toneHypotonia

2.

3.

4.

Teach all children skills regardless of their

impairment. Modify the activity appropriately
to meet their needs. Realize that although a
CP student may never become fully able to
conventionally perform a skill, it is still
valuable for them to learn it (eg. basketball
for students in a wheelchair).
Implement stretch breaks in the classroom
to assist the child with CP into proper head
positioning if necessary. Create stretching
routines, and as a teacher be aware of the
student with CPs head positioning so that
s/he can use a normal arc of vision to view the
teacher or activity (check head & neck
alignment). CP students may have muscular
stiffness, and may have difficulty with head
"righting" (focusing on target) or orientation.
Talk to the class about cerebral palsy, and if
the child is comfortable with the situation,
have the child or parent explain any adaptive
needs. Encourage other students to find out
how they can assist and when they should
assist the student with Cerebral Palsy. This
may help the student with CP to feel included
and welcome in the classroom. It also gives
the rest of the class a responsibility to
including and accepting them into the
community.
85-95% of CP students have a speech
disability and30% have severely limited
speech which cannot be easily understood.
Students and teachers may use various
technologies to help improve communication.
Some examples of technology which can be
used in the classroom are:
i.
Digitized Speech Generator (Chat

Cerebral Palsy Association

in Alberta:
http://cpalberta.com/about/
cerebral-palsy-faq/
BC Education Recognizing the Child
with Cerebral Palsy:
http://www.bced.gov.bc.ca/
specialed/awareness/32.ht
m
MyHealth.Alberta.ca:
https://myhealth.alberta.ca/
health/pages/conditions.asp
x?
hwid=aa56262&#aa56262sec
Cerebral Palsy Blog Teaching Strategies:
http://cerebralpalsyresource
.weebly.com/teachingstrategies.html

Increased muscle toneHypertonia (stiff and rigid)

May favour one side of
the body or one movement
pattern
Unusual and often
awkward posture

Box, Liberator)
Bliss Board
Eye Movement Recognition
Hardware
The use of technology to communicate
allows the student with CP to express
themselves to the teacher and the rest of the
class. This is allow them to build
relationships.

ii.
iii.

Infusing Assistive Tech

(Alberta Education):
https://education.alberta.ca/
media/525549/ipp9.pdf
Assistive Technology:
http://www.teachspeced.ca/
cerebral-palsy?q=node/688

Exceptionality
Name

Definition & AB
Educ. Code

Characteristics &/or
Observable Behaviours

Teaching Strategies & Resources

Conduct Disorder

Conduct disorder is a
condition characterized by
a persistent pattern of
behaviour
in which the basic rights of
others are ignored.
Children and teens with
conduct
disorder tend to be
impulsive and behave in
ways that are socially
unacceptable and often
dangerous.
- It is exceptionally rare for
a student to present with
CD alone. The student may
have some other
neuropsychiatric disorder
such as attention deficit
hyperactivity disorder
(ADHD), depression or
bipolar disorder. Students
with CD may also have
Tourette syndrome,
learning difficulties, mood
disorders, obsessive
compulsive disorder
(OCD) or other special
educational needs.
- Conduct Disorder is
coded 42 under the
umbrella of the term
Severe
Emotional/Behavioral
Disorder.

Aggression to people and animals

Suggested strategies
bullies, threatens or
Develop empathy with the
intimidates others
student and understand that you
often initiates physical fights
are not the cause of defiance, but
rather an outlet for it.
has used a weapon that
could cause serious physical
Consistency of application of
harm to others (e.g. a bat,
agreed rules by all stakeholders
brick, broken bottle, knife,
in the school is needed with
gun)
students with CD. Rules need to
is physically cruel to people
be realistic, specific, consistent
or animals
and proactive.
steals from a victim while
Remain positive; give praise and
confronting them
positive reinforcement when the
forces someone into sexual
student demonstrates flexibility
activity
and/or co-operation.
Destruction of Property
Be approachable and act as a
deliberately engages in fire
positive role model.
setting with the intention to
Devise an exit strategy (e.g.
cause damage deliberately
provide the student with a red
deliberately destroys others
card to display if he/she needs a
property
time out).
Deceitfulness, lying, or stealing

Remember rewards work better

has broken into someone
than sanctions.
elses building, house, or car

Avoid raising your voice or

lies to obtain goods, or
exhibiting any emotion. Be
favors or to avoid
neutral and speak calmly, saying
obligations
something similar to As you
steals items without
broke this rule this is what you
confronting a victim
will have to do. Be like a
Serious violations of rules
referee, who simply states the
often stays out at night
consequence and holds the
despite parental objections
player accountable.
runs away from home
Try not to allow the student an
often truant from school

Links &/or Sources

Center for Mental
Health in Schools at
UCLA. (2008).
Conduct and Behavior
Problems Related to
School Aged Youth.
Los Angeles, CA:
Author. Retrieved from:
http://smhp.psych.ucla.
edu/pdfdocs/conduct/co
nduct.pdf

Special Education
Coding Criteria. (2012).
Retrieved from:
http://education.alberta.
ca/media/825847/spedc
odingcriteria.pdf
Special Education
Support Service:
Conduct Disorder.
Retrieved from:
http://www.sess.ie/cate
gories/emotionaldisturbance-and/orbehaviouralproblems/conductdisorder

9
opportunity to argue.

Exceptionality
Name

Definition & AB Educ.

Code

Characteristics &/or Observable

Behaviours

Teaching Strategies & Resources

Links &/or Sources

Down
Syndrome

Down Syndrome is a
genetic disorder whereby a
person has three copies of
chromosome 21 instead of
two. It is the most common
genetic (chromosomal)
intellectual disability
occurring from 1 in 700 up
to 1 in 1000 live births.

Down Syndrome is
named after the English
doctor, John Langdon
Down, who was the first to
categorize the common
features of people with the
condition.

Coding 51, 54, 57,

41, 43

Lower level of task persistence

and higher level of off-task behavior
which interferes with task
completion.

Communication barriers may

be present, and many struggle by
knowing far more than they can
express.

Some students may have

sensory and/or motor difficulties and
may have difficulties processing
information from many sources at
once. This may cause them to act
out or become excited if their senses
are not working properly together.

The mean IQ of children with

Down Syndrome averages about 45.
(range, 25-70)

Older children and young

adults are described as having
primarily a positive demeanor and
tend to be predictable in their
behavior.

Physically, people with Down

Syndrome have almond-shaped eyes
and a short stature. They often have a
short neck, with excess skin at the
back of the neck and white spots on
the colored part of the eye (called
Brushfield spots). Often they also
have wide, short hands with very
short fingers.

People with Down Syndrome

Indian Journal of
Medical Sciences
http://www.bioline.org.
br/request?ms09011
Canadian Down
Syndrome Society
www.cdss.ca
Teaching Students with
Down Syndrome
http://www.cdss.ca/ima
ges/pdf/parent_informat
ion/teaching_students_
with_down_syndrome.p
df
Global Down
Syndrome Foundation
http://www.globaldown
syndrome.org/aboutdown-syndrome/factsabout-down-syndrome/
Medical/Disability
Information for
Classroom Teachers
http://www.learnalberta
.ca/content/inmdict/htm
l/down_syndrome.html
Special Education
Coding Criteria
2012/2013
http://education.alberta.
ca/media/825847/spedc
odingcriteria.pdf
Sample IPP Templates

Maintain a positive attitude and

reinforce students for specific tasks
since many students will work for
positive recognition and affirmation.
Encourage the parents to work with
you to learn what works best for their
child.
Use many verbal and visual cues
when giving instruction (eg. rhythmic
songs, repetition phrases, large photos,
tactic manipulatives).
Establish a daily routine with the
student and allow practice time to
review the schedule daily. This will
minimize outbreaks due to change.
Use pictures, symbols or signs to
communicate if there are
communication barriers, and do not be
afraid to ask the student to slow
down or try again if there is
difficulty in understanding what they
are trying to express. It is also
important that teachers model
appropriate communication strategies.
Be aware that loud noises, unusual
light, and activities around them will
distract and hinder focus. Therefore
provide quiet spaces or noise
cancelling headphones that all students
in the classroom have the option to
use. You can also teach students to
work through distractions as well.
Allow students to film material done

10
have an increased risk for heart,
respiratory, orthopedic, skin, hearing,
or vision problems. These vary from
person to person.

in class, so that they can review it at

home with parental support.
Create differentiated scaled
assessments and activities, and use the
same accommodations in testing as
was used in teaching.
Speak slower and with fewer words,
and allocate sufficient wait time in
order for students to process and
respond before repeating
instructions/questions.
It is important to recognize that a
child with Down's syndrome may still
acquire many of the cognitive and
social skills most other people develop.
It simply takes more time, and a child
should be allowed to move forward at
their own pace.
Alberta Education has created
sample individualized program
planning (IPP) templates to help
identify the level and types of teaching
strategies and supports each student
requires. Template B is designed for
students with moderate to severe
cognitive disabilities, such as Down
Syndrome. The purpose of this
particular template is to identify 5
individual learning goals in order to
increase the students engagement in
learning, (particularly literacy and
numeracy). Template A is designed for
students with mild cognitive
disabilities. The purpose of this
particular template is to find strategies
that meet the students strengths and
needs, while also reducing learning
barriers.

http://www.learnalberta
.ca/content/ieptLibrary/l
ib07.html

11

Exceptionality
Name
Emotional:
Depression
AKA:
Major
depression
Major
depressive
disorder
Clinical
depression

Definition & AB
Education Code

Characteristics and/or Observable

Behaviour

Teaching Strategies and Resources

Links and /or Sources

- Feelings of severe
despondency and
dejection.
- It is an internalizing
disorder that involves
a childs feelings,
thoughts and
behaviours, exhibits
chronic and pervasive
behaviours that
interfere with the
learning and safety of
the student/child,
other
students/children and
staff.
It is characterized by
symptoms such as
persistent feelings of
sadness,
hopelessness,
dejection and guilt;
withdrawal from
activities and people;
poor concentration;
lack of energy;
inability to sleep;
weight loss or gain;
anxiety, irritability or
agitation; and/or
thoughts of death or
suicide.
- It may be caused by
a loss, by genetic or
biochemical factors,

Changes in: feelings, physical

health, thinking & behaviour.
These changes can manifest
themselves as:
-Extended periods of excessive
sadness, feelings of hopelessness,
or crying.
-Loss of interest in activities.
-Sleep problems (too much or too
little).
-Change in appetite. Lack of
energy or excessive fatigue.
-Feelings of worthlessness or
guilt. -Difficulties thinking or
concentrating.
-Increased irritability or anger.
-Physical violence toward other
persons and/or physical
destructiveness toward the
environment
-Somatic complaints (This
Stomach-aches, nausea,
headaches, body aches or vague
complaints).
-Preoccupation with death.
Social withdrawal. Note: The
most important symptoms to
watch for in children are
irritability and somatic
complaints.
-Inability to establish or maintain
satisfactory relationships with
peers or adults.
-Inappropriate behaviour or
feelings under ordinary conditions

Teachers can play an important role by

observing the warning signs and creating
a school environment that is sensitive to
the needs of children with depression.
1. Communicate with parents to discuss
strategies for helping children learn and
feel better.
2. Invite children to share their feelings
and create routine opportunities for
reflecting on and sharing their feelings
(e.g., circle time or journal writing).
3. Refer children to and encourage
children to use the PEERS feelings
strategies.
4. Be consistent with routines and use
visual schedules.
5. Focus on the positive.
6. Create opportunities for healthy living.
7. Teach shortterm goalsetting for
academic work.
8. Build a support network by promoting
peer assistance.
9. Record unusual behaviours (e.g., in a
log) and communicate concerns with
mental health professionals (e.g.,
school counselor).
10. A welldesigned classroom: layout,
movability, etc.
11. Establish an I need a break system.
Refer to pg. 13 of Supporting positive
behaviours in Alberta schools
12. Establish High levels of structure and
routine
.

Children, youth, and depression.

(n.d.). Retrieved from Canadian
Mental Health Association: mental
health for all website:
http://www.cmha.ca/mental_healt
h/children-anddepression/#.VLxkbYrF9XZ
PEERS program mental health
roundtable session for teachers:
Depressive symptoms in children
[Fact sheet]. (n.d.). Retrieved from
http://www.psych.ualberta.ca/~ho
glund/PEERSlab/assets/peersroundtable-depressive
symptoms.pdf
Supporting positive behaviour in
Alberta schools: A classroom
approach [Fact sheet]. (2008).
Retrieved from
http://www.learnalberta.ca/content
/inspb2/html/supporting_positive_
behaviour_orange.pdf
Medical/Disability information for
classroom teachers: Depression
[Fact sheet]. (n.d.). Retrieved from
http://www.learnalberta.ca/content
/inmdict/html/depression.html
Teaching students with mental
health disorders ministry of
education: Resources for teachers
[Fact sheet]. (n.d.). Retrieved from
http://www.bced.gov.bc.ca/special
ed/docs/depression_resource.pdf
Special education coding criteria
2012/2013. (2012). Retrieved

12
or by past or ongoing
trauma. Students with
disabilities are as
vulnerable to
depression as the
general population.
-There is no one
cause for depression,
research suggests a
dynamic and complex
interplay between
several factors.
Coding: 30, 42, 53
(ECS: Code 30;
Grades 112: Code
53)

-fears associated with personal or

school problems
-difficulty accepting the realities
of personal responsibility and
accountability
- displays chronic, extreme with a
severe and pervasive behaviours
and requires close and constant
adult supervision. ( can
significantly interfere with both
learning and safety)
-could have a diagnosis of:
conduct disorder, schizophrenia,
bi-polar disorder, OCD.
- may display self-stimulation or
self-injurious behaviour

from
http://education.alberta.ca/media/8
708251/spedcodingcriteria_20122013.pdf
Alberta Childrens Hospital.
(2011). Services. Retrieved from
http://www.calgaryhealthregion.ca
/ACH/programs_services/services.
html
AntayMoore, Dana. (2008).
Supporting Positive Behaviour in
Alberta Schools. Edmonton AB:
Alberta Education.

13
Exceptionali
ty Name
English
Language
Learners
(ELL)

Definition &
AB Educ.
Code
- Also
known as
English
Second
Language
Learners
(ESL), it is
an
exceptionalit
y in which
the students
first learned
language is a
language
other than
English. This
lack of
English
proficiency
makes full
participation
in learning
opportunities
difficult to
the students.
Coding:
Canadian-born
(303)
Foreign-born
(301)

Characteristics &/or Observable Behaviours

Teaching Strategies &

Resources

Links &/or Sources

- There is a wide range of characteristics and

behaviours for ELL students. An overview of
these can be found at
http://www.learnalberta.ca/content/eslapb/docu
ments/characteristics_of_english_language_lear
ners.pdf with respect to the Profiency
Benchmarks.
- Behaviours are organized into 5 different
levels based on English speaking ability. These
include: Beginning, Developing, Expanding,
Bridging and Extending.
- Students who are in the Beginning Level show
behaviours such as high self-consciousness,
frustration and fatigue as the day goes on, and
heavy reliance on visual representations.
- As students progress through the levels, there
is an increase in their comfort speaking English
as well as their confidence in learning.
-Teachers of ELL students often misjudge their
language abilities. There is an observable
difference between the conversational language
and academic language these students use. This
misunderstanding can lead to misconceptions
about the intelligence or motivation levels of
ELL students. Jim Cummins helped clarify this
disparity by introducing two language continua
called BICS (Basic Interpersonal
Communicative Skills) and CALP (Cognitive
Academic Language Proficiency). For more
information about BICS and CALP visit
http://www.educ.ualberta.ca/staff/olenka.Bilash/
best%20of%20bilash/bics%20calp.html.

-Use a variety of instruction

and assessment strategies.
-Use visuals during
instruction and accompany
print material with visuals
for clarification and
explanation.
-Slow down your speech and
use shorter sentences,
examples, gestures,
demonstrations, and avoid
expressions or sayings that
are only common in your
culture.
-Follow predictable routines.
-Involve students culture
and family in school events
and projects
-Allow students to substitute
drawings, pictures, or
diagrams, graphs, charts for
a written assignment
-Reduce length and allow
more time for written
assignments
-for more specific strategies
and activities, visit
http://www.educ.ualberta.ca/
staff/olenka.bilash/best
%20of
%20bilash/strategiesactivitie
s.html

- Alberta Education: English

Second Language Learners:
http://education.alberta.ca/tea
chers/aisi/themes/esl.aspx
- Supporting English
Language Learners:
http://www.learnalberta.ca/co
ntent/eslapb/
http://www.edutopia.org/blog
/strategies-and-resourcessupporting-ell-todd-finley
webpage is a portal to
multiple other websites,
articles, and resources.
http://education.jhu.edu/PD/n
ewhorizons/strategies/topics/
English%20Language
%20Learners/Articles/Effecti
ve%20Instructional
%20Strategies%20for
%20English%20Language
%20Learners%20in
%20Mainstream
%20Classrooms/
-12 simple ways to support
ELL students in the
classroom
http://www.cultofpedagogy.c
om/supporting-esl-studentsmainstream-classroom/

14
Exceptionality
Name

Definition & AB
Education Code

Fetal Alcohol
Spectrum
Disorder
(FASD)

Students/ECS
children diagnosed
with fetal alcohol
spectrum disorder
(FASD) in the most
severe cases should
be reported under
Code 44 rather than
Code 42.
Fetal Alcohol
Spectrum Disorder
(FASD) - Coined in
1973 to describe
physical
malformation and
mental retardation
observed in
children born to
alcoholic mothers.
Fetal Alcohol
System (FAS) profound physical
and neural
abnormalities in
offspring caused by
exposure to high
ethanol levels in
utero.

Characteristics and/or
Observable Behaviour
Affected Regions:
Frontal Lobes:
Executive Functions
Limbic System:
Regulates emotions,
social and sexual
behavior, the fight or
flight response, and
empathy.
[Hippocampus,
Amygdala,
Hypothalamus]
Behavior:
varying
degrees of
learning
disabilities
low
intelligence
test scores
hyperactivity
social
problems

Teaching Strategies and Resources

Links and /or

Sources

1. Strategy: Structure the physical learning environment, which means

that students with FASD can be easily distracted if they have poor
sensory processing, and so structuring the classroom to have less
visual stimuli might help these students accomplish more work.

http://fasd.albert
a.ca/index.aspx
Government of
Alberta Website
Dedicated to
FASD
https://education
.alberta.ca/media
/377037/fasd.pdf

How to apply: Create a quiet and calm environment.

How to use it in the classroom: Teachers can use tennis balls on the
bottom of chairs and on desk legs to reduce noise as students move
their desks and chairs. We can also consider using window coverings,
relaxing music, and headphones for quiet time as other uses in the
classroom to create a quiet and calm environment.
2. Strategy: Its important to teach social and adaptive skills because
most students with FASD have trouble with adaptive and functional
living skills. These skills are often an essential part of programming
for students with FASD.
How to apply: Use role-playing and practice in context.
How to use it in the classroom: Role-playing allows students to explore
communication skills in a safe environment. As teachers we can
provide specific situations to role-play, and provide tips for being
participants and tips for being an observer; it is important to follow
role-playing with discussion. It is just as important to acquire skills
through being an observer as it is through participating in the roleplaying. Through observation listening skills are acquired,
appropriate use of encouragement and feedback are learned, and body
language can also be studied.
FASD students:

struggle to learn basic facts, such as multiplication facts

have difficulties with memory and organizational skills

http://www.gov.
mb.ca/healthyc
hild/fasd/fasded
ucators_en.pdf
http://www.edu
cation.alberta.c
a/media/352661
/build.pdf
http://education
.alberta.ca/med
ia/377037/fasd.
pdf
http://www.lear
nalberta.ca/con
tent/inmdict/ht
ml/fasd.html
http://www.learn
alberta.ca/conten
t/inmdict/html/fa
sd.html

15

have strengths in visual arts and music

enjoy repetitive work and succeed in structured situations

enjoy physical activities

respond to smaller teaching groups.

16
Exceptionality
Name

Definition & AB
Educ. Code

Characteristics &/or Observable

Behaviours

Gifted

Code 80:
Demonstrated or
potential abilities
to show
exceptionally high
capability in
specific
disciplines,
intellect, or
creativity.
Students who are
advanced in one
area or in many
areas and exceed
the expectations
of parents or of
the school
curriculum in
specific areas or
development are
described as
gifted

Work quickly
Generate explanations, theories,
ideas and solutions
Show curiosity and/or strong
interests.
Does not work well in normal
classrooms
May have accompanying
disabilities (Autism Spectrum)
Have great vocabulary, fluency,
memory, insight, reasoning,
observation skills, problemsolving skills, imagination and
motivation
Be highly self-directed and
independent
Be unusually perceptive of or
sensitive to feelings and
expectations of others
Seem intense in expression or
feelings of justice and/or empathy
Demonstrate perfectionism and
high task commitment
Seem out of synch with age-mates
or prefer the company of adults.
Very sensitive, emotionally and
even physically

Teaching Strategies & Resources

Tiered assignments- Teacher prepares a range of distinct

assignments, from simple to complex, focusing on key
learning outcomes. Once gifted students complete the
required part, they can move on to more complex
activities.
Ability Grouping- students work with their intellectual
peers on a regular basis in or outside the classroom. This
could mean having gifted students spend part of the day
with a different grade level for enrichment.
Mentor Programs- gifted students apply their knowledge
hands-on, in real-life settings under the supervision of an
adult.
Authentic Problem Solving- Students apply their
knowledge and skills to problems that are significant in
their own lives.
Telescoping- Gifted students can do two curricula in one
year.
Open Ended Assignments- Students are given options for
completing and deciding how far to take their learning.
Let your child follow his or her passion. Some childrens
intensity may lead to immersion in a passion to the
exclusion of all else
Participating in their own SMART goal setting helps
students who are gifted to practise higher-order and
metacognitive thinking.
Open-ended questions invite critical and creative
thinking, and nurture the development of students
capacities to frame their own questions.
Independent projects offer challenge and engagement for
students who need academic enrichment.
Advanced Placement (AP): Students participate in senior
high school courses that follow the prescribed AP
program and students who successfully complete

Links &/or
Sources
Class
Coursepack
(Chapter 3Exceptional
Students:
Learning and
Behaviour
Exceptionalities)
http://education.
alberta.ca/media/
825847/spedcodi
ngcriteria.pdf
https://education
.alberta.ca/media
/448831/journey.
pdf
http://education.
alberta.ca/media/
1234009/13_ch1
0%20gifted.pdf

17
examinations in the program may apply for advanced
credit or placement at post-secondary institutions

Exceptionality
Name

Definition & AB
Educ. Code

Characteristics &/or
Observable
Behaviours

Learning
Disability

LD is coded 54.
"Learning
Disabilities" refer to a
number of disorders
which may affect the
acquisition,
organization,
retention,
understanding or use
of verbal or
nonverbal
information. These
disorders affect
learning in
individuals who
otherwise
demonstrate at least
average abilities
essential for thinking
and/or reasoning. As
such, learning
disabilities are
distinct from global
intellectual
deficiency.

Learning disabilities
range in severity and
may interfere with the
acquisition and use of
one or more of the
following:
oral language (e.g.,
listening, speaking,
understanding)
reading (e.g. decoding,
phonetic knowledge,
word recognition,
comprehension)
written language (e.g.,
spelling and written
expression)
mathematics (e.g.,
computation, problem
solving).

Research continues to
confirm that we can
teach students with
learning disabilities to
learn how to learn.
We can put them into a
position to compete and
hold their own.

Teaching Strategies & Resources

direct instruction;
learning strategy instruction; and
using a sequential, simultaneous structured multisensory approach.
break learning into small steps;
administer probes;
supply regular, quality feedback;
use diagrams, graphics and pictures to augment what
they say in words;
provide ample independent, well-designed intensive
practice;
model instructional practices that they want students
to follow;
provide prompts of strategies to use; and
engage students in process type questions like How
is the strategy working? Where else might you apply
it?
Set the stage for learning by telling children why the
material is important, what the learning goals are, and
what the expectations are for quality performance.
Use specific language.
Teachers should develop a scoring guide, share it
with students, and provide models of examples of
each level of performance.
Never use a student's work as a public example of
poor work for the class to see. This is humiliation,
and it has no place in any classroom or home.
Have the student repeat back the instructions for a

Links &/or
Sources
Learning Disabilities
Association of
America. Retrieved
from:
http://ldaamerica.org/
successful-strategiesfor-teaching-studentswith-learningdisabilities/
Learning Disabilities
Association of
Ontario. Retrieved
from:
http://www.ldao.ca/int
roduction-toldsadhd/introductionto-ldsadhd/what-arelds/
About Health:
Teaching Strategies to
Help Learning
Disabled Students
(2014). Retrieved
from:
http://learningdisabilit
ies.about.com/od/instr
uctionalmaterials/qt/in
structhomesch.htm

18

task to ensure he understands. Correct any

miscommunication before he begins the actual work.
Check back on the student as he works to ensure he is
doing the work correctly. Prompt him as necessary to
ensure that he corrects any mistakes before he
finishes.
Clearly define classroom expectations for work and
behavior. Post them, and use them for a basis of all
interactions and class projects. Making your
requirements a part of the classroom or homework
routine will help the student meet expectations.

19

Exceptionality
Name

Definition & AB Characteristic and/or

Education Code Observable Behaviours

Teaching Strategies and Resources

Links & Sources

Oppositional
Defiant Disorder
(ODD)

Oppositional Defiant Children with ODD may

Disorder is a
frequently demonstrate one or
childhood behavioural more of the following:
disorder that is
Temper tantrums
marked by consistent
Frequent arguing
disobedience and
Defiance and
hostility towards
disregard for rules
others, particularly
and expectations
adults. Symptoms
Purposely trying to
typically begin before
annoy or anger others
the age of 8. Many
Blaming others
children with ODD
Easily bothered by
eventually get
others
diagnosed with CD

Revenge seeking
later in life. Severe
Spiteful attitude
cases can be
categorized under the
AB Education Code
42.

Strategies one can use to support a child with ODD:

Children with
Focus on positive behaviour, and give praise when Oppositional Defiant
Disorder. Retrieved from:
good behaviour is demonstrated.
http://www.aacap.org/aac
Model appropriate behaviours and reactions.
ap/Families_and_Youth/F
Set appropriate consequences for negative
acts_for_Families/Facts_f
behaviour, which can be easily and consistently
or_Families_Pages/Childr
enforced.
en_With_Oppositional_D
Avoid engaging in a power struggle with the
efiant_Disorder_72.aspx#
student. Always place the focus on defusing an
contentstart
escalating situation before it peaks. Choose your
battles.
Have clearly defined expectations, and be consistent Oppositional Defiant
Disorder Symptoms.
with enforcing your expectations.
Retrieved from:
Discuss problems with the student away from their
http://psychcentral.com/di
peers.
sorders/oppositionalDont demonstrate an emotional response to a situation (eg.
defiant-disorderdont get angry during a conflict). Remain calm and keep a
symptoms/
firm, clear voice.
Oppositional Defiant
Disorder. Retrieved from:
http://www.ncbi.nlm.nih.g
ov/pubmedhealth/PMH00
02504/
Solutions to Oppositional
Defiant Disorder.
Retrieved from:
http://www.guidancefacili

20
tators.com/odd2.html

Exceptionality
Name
Sensory
Disability:
Visual
Impairment

Definition & AB Education

Code
Visual impairment is a
limitation of one or more
functions of the eye that cannot
be corrected with the use of
glasses or contacts. The
exceptionality is considered to
have a low-incidence rate
amongst students. There are two
Alberta Education codes for
visual impairments:
Code 56: VISUAL DISABILITY
(ECS: Code 30; Grades 112:
Code 56):A student/ECS child
identified with a mild to
moderate visual disability is one
whose vision is so limited that it
interferes with the ability to
learn and requires modification
of the learning environment. A
student/child who is designated
as having limited vision should
have a visual acuity of less than
20/70 (6/21 metric) in the better
eye after correction and/or a
reduced field of vision
Code 46:
BLINDNESS:
A student/child with severe vision
impairment is one who
:has corrected vision so limited
that it is inadequate for most or
all instructional situations, and

Characteristics and/or
Observable
Behaviour

Teaching Strategies and Resources

Links and /or Sources

Characteristics &
Observable
Behaviours:
Students who are
visually impaired
may experience the
following:
Uncomfortable/uneas
y in unfamiliar
settings
- Feeling of isolation
due to their disability
- Increased feelings
of stress
- Struggle to pick up
on social cues
- May use a cane or
have a seeing eye dog
- May appear to be
unable to focus
- Shorter attention
span

Strategies:
Braille textbooks: Braille is a type of written
language where the words are written with a pattern
of raised dots on a page that is felt by fingers. When
using Braille in the classroom, it is important to
ensure that the student can read Braille. This may
require that the school provides the student with an
assistance to teach them how to read Braille.
Laptop programs (eg. Zoomtext):Assignments/notes
can be uploaded into the program so that they can
be enlarged and easier for the student to see. This
program also allows students to respond to
assignments by being able to type in the program.
Student would need to have a laptop/computer all
the time. Teacher must also have digital copies of
each assignment or set of notes to email to the
student.
Voice recorder: Used to record teacher lectures.
Students can used this as a study tool, rather than
having to review notes through a program like
Zoomtext.
Scribe (for assignments or testing):An academic
accommodation for students who are visually
impaired is to have a scribe to write for them. This
will allow for the students to express their ideas
during tests and quizzes and allow them the same
opportunities for achievement as other students.
Voice Print
(http://www.ami.ca/Pages/default.aspx):Voice print
is a Canadian website that provides audio for
various newspapers, free of charge. This would be
an excellent way to have your exceptional student

Resources:
Voice Print http://www.ami.ca/Pages/def
ault.aspx
Speaking Graphing
Calculator http://shop.aph.org/webapp/
wcs/stores/servlet/Product_O
rion%20TI-84%20Plus
%20Talking%20Graphing
%20Calculator_1-0734000P_10001_11051
Sample Activities http://vision.alberta.ca/media
/83125/3%20section
%206%20resource%20kit
%20goals%20nov
%202010.pdf
Adapted program of studies
from the California
Department of Education http://www.cde.ca.gov/sp/se/
sr/documents/braillemathstan
d.pdf
NSCC Disability Services http://www.disabilityservices
.nscc.ca/en/home/disabilitiesi
nformation/sensorydisabilitie
s/default.aspx
Standard for Special
Education https://education.alberta.ca/m

21
information must be presented
through other means; and
has a visual acuity ranging from
6/60 (20/200) in the better eye
after correction, to having no
usable vision or a field of vision
reduced to an angle of 20
degrees.
For those students/ECS children
who may be difficult to assess
(e.g., cortical blindnessdevelopmentally delayed), a
functional visual assessment by
a qualified specialist in the field
of vision or a medical
professional may be sufficient to
support eligibility.

be able to participate in some of the Social Studies

units that involve current events. It would be easy
to implement into the classroom as long as you
have access to technology.
Visual Efficiency Skills:These skills are used to
accurately interpret visual information and
complete visual tasks as efficiently and effectively
as possible. With comprehensive, systematic
training and practice, most students can learn to use
their remaining vision more effectively and
efficiently.Visual efficiency training may include
blur interpretation, scanning and location skills,
strategies to improve visual efficiency (e.g., use of
appropriate lighting or wearing tinted lenses to
reduce glare), and strategies which enhance a given
students access to visual information.

edia/511690/ecep_blind_or_
visually_impaired.pdf
Special Education Coding
Criteria http://education.alberta.ca/m
edia/8708251/spedcodingcrit
eria_2012-2013.pdf
Information for Teachers http://www.learnalberta.ca/co
ntent/inmdict/html/visual_im
pairment.html