Name: Dante R Williams

Semester/Year: Spring / 2018

EXC 4020 Culminating Task
Disabilities Quick Reference Guide

Disability Characteristics Choose 2 ways to differentiate Classroom Accommodations Resources

(4 or more) instruction and why it would (4 or more) (2 or more)
work for this disability
(2 or more)
Example: 1.Poor visual acuity 1. Use of Assistive technology: 1. Provide audio-taping when 1. Teaching students
Visual 2.Visual field deficits Can be decided to fit the specific possible with VI:
Impairments 3.Eye movement needs of the student to provide the 2. Verbal descriptions of visual http://www.teachingvisual
(VI) abnormalities student with visual interpretations aids or writing on whiteboard lyimpaired.com
4.Light/color reception of the instruction. Examples: 3. Seating arrangements that 2. American
impairments magnifiers, CCTV, enlarged maximize learning Foundation for
5.Abnormalities of visual books. 4. Provide materials/lessons in the blind:
perception and brain 2. Alteration in material: Present alternate formats (such as http://www.afb.org/defau
function the information in braille, large enlarged font) lt.aspx
print, or on CD. Also using 5. Extended time
models that the student can touch 6. E-text with tracking devices
can also be helpful in solidifying
the content for students with VI.
Some students with VI may need
the information presented in a
different way/format in order to
grasp the concept. If a
PowerPoint/or reading a chapter is
not an option, the information will
need to be adjusted in order to
allow them access to the
instruction.
Specific 1. Graphic Organizers: 1. Preferential seating 1. Ga
Learning 1. are an extremely Students who have difficulty 2. Check work frequently to Department of
Disabilities diverse group ensure understanding Education:
because disability modifying strategies for different
(SLD) 3. Break material up into http://www.ga
affects specific purposes can highlight
smaller manigable parts doe.org/Curri
areas of learning relationships and organizational 4. Extended time on content culum-
and perception
 Name: Dante R Williams
Semester/Year: Spring / 2018
which are unique structures within information material and summative Instruction-
to the individual being taught. assessments and-
2. may be Assessment/S
2. Visualization Strategies
indistinguishable pecial-
from their peers Students that have difficulty Education-
unless asked to do identifying important information Services/Page
an academic can connect new knowledge with s/Specific-
activity familiar knowledge and draw on Learning-
3. demonstrate Disability.asp
the connections being made.
problems in x
specific areas that 2. Project Ideal -
are not remediated SLD:
via the RTI http://www.pr
process ojectidealonli
4. May qualify for ne.org/v/speci
special education fic-learning-
services via the disabilities/
RTI model or the 3.
discrepancy
model
5. demonstrate
academic
underachievement

Mild 1. Majority of 1. Providing vocational 1. Small group instruction 1. Characteristic

Intellectual students with MID electives: (better student-to-teacher s of mild
Delays (MID) will enter school in Electives for students with MID in ratio) intellectual
general education high school should focus on 2. Check work frequently to disabilities:
2. Physical functional skills that will prepare ensure understanding (and https://www.k
characteristics do them for the adulthood and work repetition) enniscentrum-
not distinguish 2. Modified curriculum: 3. Allow time for student to kjp.nl/en/prof
them from other require intensive instructional respond (ensure engaging essionals/Mild
students
3. Teachers will be intervention that may require small in class lecture) -intellectual-
the first to notice group or one-on-one instruction 4. Small group testing (away disability/Intr
in Kindergarten with different instruction or from distractions on test oduction-
 Name: Dante R Williams
Semester/Year: Spring / 2018
and first grade that materials which might be provided day) 11/Characteris
have by reading and/or math specialist. tics-1
developmental 2. Project Ideal:
delays http://www.pr
4. Minority cultures
and low ojectidealonli
socioeconomic ne.org/v/intell
backgrounds are ectual-
overrepresented disabilities/
5. Etiology is 3.
unknown

Emotional 1. Differentiated
1. Aggression 1. Group class work: 3. See counselor and Case
Disturbance Instruction:
a. Verbal: manager twice / week -
(ED) collaborative learning groups in https://differe
yelling, group counseling with
Choose one: the inclusive setting with ntiatedinstruct
teasing, guidance counselor or
*Internalizing attainable tasks/job assignments ion-
whining, social worker
*Externalizing for the special needs students inclusion.wiki
tantrums, 4. Break Content material
2. Audio Strategies: spaces.com/E
use of into smaller groups and
motional+Dist
profanity, use of audio for reading books on allow for break times -
urbance
threatening cd, podcasts) brief breaks are needed
, within the classroom
humiliating 2. Tips on
others, Instructional
disrespectf Strategies for
ul Students with
comments, EBD:
attempts to http://www.cc
engage bd.net/publica
others in tions/newslett
arguments.
er/nov201327
b. Physical:
4/tipsoninstru
hitting,
kicking, ctionalstrategi
grabbing, esforstudents
punching, withebd
biting,
 Name: Dante R Williams
Semester/Year: Spring / 2018
throwing, 3.
and other
violent acts
2. Noncompliance:
student actively
choose not to
follow written or
verbal directions,
rules, and/or
requests. By
refusing to
comply, academic
and social
development is
halted.
3. Students can also
demonstrate the
inability to form
and/or maintain
friendships. Some
students lack the
ability to show
warmth or affect.
4. Emotional
disturbances
includes
schizophrenia

Traumatic Brain 1. Assistive Technology - 3. Preferential seating - 1. Ferris State

Injury (TBI) 1. Typically male, Due to the various levels of Reduce distractions in the University:
2. member of traumatic brain injury, student's work area (i.e., https://ferris.e
ethnic/racial multiple types of assistive have the student remove du/HTMLS/c
minority from technology may be used extra pencils, books) olleges/univer
urban settings, such as 4. Check on student sity/disability/
3. before age 10 and a. Voice organizers frequently to ensure faculty-
between ages 15
 Name: Dante R Williams
Semester/Year: Spring / 2018
and 24, often prior b. Smart phones understanding - Use cue staff/classroo
history of special c. PDA devices words to alert the student m-
education services 2. ESY - Extended School to pay attention (e.g., issues/traumat
4. loss of prior Year because the child's "listen," "look," "name") ic-brain/TBI-
abilities or short-term memory may be 5. Allow student multiple ABI-
functions impaired, what appears to times to respond - strategy.htm
5. inability to learn have been learned may be Frequently repeat 2. Project Ideal:
due to cognitive or forgotten later in the day, information and summarize http://www.pr
processing deficits over a month, and for the it ojectidealonli
6. inappropriate semester.. 6. Provide Agenda - Written ne.org/v/trau
behavior resulting schedule of daily routines matic-brain-
in a disruption of and reinforcements for injury/
socialization referring to schedule 3.

Autism 1. Typically, persons 1. Visual and Concrete 1. Provide extra breaks 1. Autism
Spectrum with autism Systems - such as PECs, 2. Provide Alternative media Awarness:
Disorder (ASD) seldom make eye total communication, and - Flash cards, board games, https://autism
contact.
visuals to help children computer games, notepads, awarenesscent
2. Inappropriate
understand expectations etc. re.com/differe
responses in
(“First/Then”) 3. Daily Outline schedule - to ntiating-
conversations
2. Structured Teaching - promote transition from instruction/
3. Misreading
Physical Structure and use activity to activity 2. Autism
nonverbals
Boundaries to keep 4. Extended time on tests and Spectrum
4. Limited interests
students engaged and able content assignments Disorders and
5. Insistence on
to transition. Break tasks Differentiated
routine
up with according to what Instruction:
interests the child https://www.b
righthubeduca
tion.com/spec
ial-ed-
neurological-
disorders/363
36-
differentiated-
instructions-
 Name: Dante R Williams
Semester/Year: Spring / 2018
for-autism-
spectrum/
3.
Hearing 1. Provide multiple content 3. Allow time for student to
1. Conductive: Result
Impairment for student accessibility - respond - for visual cues 1. Differentiated
of damage to outer
large print documents with 4. Provide extra copies of Instructional
or middle ear
high contrast, tactile study guides and notes - If Strategies -
2. Sensory or
information, and braille. possible, provide Deaf and
Sensorineural:
2. Hands-on learning lessons transcripts of audio Hard of
Result of damage
- incorporate multisensory information. Hearing:
to sensory cells or
approach via sight, touch, 5. Preferential seating - https://ttaconli
nerve fibers
smell, & movement. Circular seating ne.org/differe
3. Central : Result of
arrangements offer ntiated-
injury to auditory
students who are deaf or instructional-
cortex of the brain
hard of hearing the best strategies-deaf
4. Unilateral vs.
Bilateral advantage for seeing all 2. Ferris State
class participants. University:
6. Visual technology - Using https://ferris
visual aids and materials .edu/htmls/c
during your instruction is olleges/unive
beneficial for those with a rsity/disabili
hearing loss, as vision is ty/faculty-
their primary means of staff/classro
receiving information. om-
issues/heari
ng/hearing-
strategy.htm
3.
Communication 1. Word Finding/ 1. Team teaching - 1 teacher 1. Teaching
1. Use of assistive technology
Impairments Retrieval deficits lecture while another Strategies for
2. Use of a person
(CI) 2. Use of a large teacher roams providing Students With
3. Changes in student
number of words extra assistance as needed. response Speech
in an attempt to 2. Resource class setting - Impairments:
4. Changes in teacher
explain a concept small group class for better https://www.b
instruction
3. Use of 1-on-1 approach for righthubeduca
5. Alteration in activities
grammatically student and teacher tion.com/spec
and/or curriculum
 Name: Dante R Williams
Semester/Year: Spring / 2018
incorrect sentence ial-ed-speech-
structures disorders/113
4. Simple, as 025-
opposed to strategies-
complex, used-to-teach-
sentences students-with-
5. Use of redundant speech-
expressions and impairments/
information the 2. Speech and
listener has already Language
heard Disorders:
6. Less skill in giving https://speech
explanations andlanguagedi
sabilities.wee
bly.com/classr
oom-
implications.h
tml
3.
Physical 1. Class with student 3. Provide extra time for 1. Spina Bifida:
1. Area on the back
Impairments delegated duties - Children transitions between classes http://www.le
that looks
(PI) with Spina Bifida and/or 4. Provide adapted tools - arnalberta.ca/
abnormal, such as
Choose one: Hydrocephalus are slanted boards, adapted content/inmdi
a small hairy
*Cerebral Palsy sociable, out-going and paper, pencils. ct/html/spina_
patch, dimple, or
*Muscular enjoy having duties which 5. Provide extra set of notes bifida.html
birthmark, or a
*Dystrophy makes a definite and books for easy 2. Teaching
pouch-like bulge
Spina Bifida contribution to the class accessibility in multiple strategies to
(sac)
and where they feel locations improve
2. No feeling below
“important”. Give them 6. Evacuation plans - exit classroom
the place on the
tasks, which are interesting routes if an ER arises. performance:
spine where the
to them and at the same https://www.s
sac is
time permits skill practice bhi.ie/teachin
3. Not able to move
in areas where there is g_strategies
his or her legs
weakness 3.
(paralysis)
2. Association technique -
4. Constipation or
Due to poor short-term
 Name: Dante R Williams
Semester/Year: Spring / 2018
incontinence memory and sequencing
difficulties, they are likely
to forget instructions. Use
short simple words,
repetition and reminders
such as notes, checklists,
and pictures. Use
“association” technique
e.g. words, situations and
simple habit training to
reinforce learning
Other Health 1. weight loss 1. Peer tutoring programs - 1. Diabetes at
3. Assistive technology and
Impairments 2. fatigue also called Peer Assisted school:
medical technology
(OHI) 3. excessive hunger Learning (PAL).. This https://www.d
4. Use of a person
Choose one: 4. blurred vision technique involves students iabetesatschoo
5. Modification of physical
*ADHD 5. wounds that do not teaching and practicing a l.ca/tools/supp
environment
*Asthma heal quickly. concept with one another ort
6. Adaptation to the
*Sickle Cell following direct instruction 2. Characteristic
curriculum
*Diabetes by the teacher. Teachers s if diabetes:
*Epilepsy can maximize the https://www.li
effectiveness of PAL vestrong.com/
programs by monitoring article/181972
tutoring sessions and -
rewarding proper characteristics
participation and tutoring -of-diabetes/
behaviors. 3.
2. Direct performance
feedback - can also be
used. This technique
provides students with
informational feedback
regarding his or her
performance on a specific
task and has been
demonstrated to motivate
students and sensitize them
 Name: Dante R Williams
Semester/Year: Spring / 2018
to areas requiring
improvement.
Intellectual MOID 1. Group Learning - Group 3. Allow subtests to be taken 1. Primary
Delays (MOID learning is one of the most in a different order charaterictics
& SID) 1. IQ 35 to 49 effective teaching 4. Administer a test at a of students
2. Noticeable strategies for students with specific time of day with ID:
developmental intellectual disabilities. It is 5. Provide preferential seating https://www.e
delays (i.e. speech, when you bring children 6. Provide special lighting or ducation.com/
motor skills) together in a group to teach acoustics reference/artic
3. May have physical various skills. Children 7. Provide a space with le/characterist
signs of often do better when they minimal distractions ics-
impairment (i.e. are in a group. 8. Administer a test in small intellectual-
thick tongue) 2. Chaining - process of group setting disabilities/
4. Can communicate breaking a task into its 2. Project Ideal:
in basic, simple small steps and teaching http://www.pr
ways them in a sequential ojectidealonli
5. Able to learn basic manner. It is usually used ne.org/v/intell
health and safety to teach daily living skills ectual-
skills and life skills. disabilities/
6. Can complete self- 3.
care activities
7. Can travel alone to
nearby, familiar
places

SID
1. IQ 20 to 34
2. Considerable
delays in
development
3. Understands
speech, but little
ability to
communicate
4. Able to learn daily
routines
 Name: Dante R Williams
Semester/Year: Spring / 2018
5. May learn very
simple self-care
6. Needs direct
supervision in
social situations

Gifted and 1. Technology Curriculum - 1. Allow group work outside 1. Engaging

1. An unusual ability
Talented Online and distance the classroom gifted and
to perceive
learning offer gifted 2. Provide alternatives for talented
essential elements
students endless students who complete students:
and underlying
opportunities for their work early. https://teach.c
structures
enrichment and 3. Allow students to make om/blog/enga
2. An extraordinary
acceleration. choices in their learning. ging-gifted-
speed in
2. Independent Study projects 4. Help them learn to set their and-talented-
processing
- allows the students to act own learning goals, then students/
information
as an independent worker provide them with the 2. Differentiatin
3. High degree of
by choosing a topic they opportunity to work g curriculum
ability to think
want to learn more about. towards those goals. for gifted
abstractly that
Since the student is the one 5. Create a contract with students:
develops early
who chooses the topic their students that outlines tasks http://www.da
4. Need for precision
enthusiasm is usually high. to be completed, concepts vidsongifted.o
in thinking and
The gifted teacher plays to be learned and the rg/Search-
expression
the role of director or evaluation technique so Database/entr
5. Need to correct
coach as the student students can be active y/A10342
errors and argue
extensively researches their topic and participants in their 3.
prepares a report and/or learning
6. An ability to learn
presentation.
in an integrative
matter
7. Unusual capacity
for memory
8. Ability to perceive
many sides of an
issue
9. Long
concentration span
 Name: Dante R Williams
Semester/Year: Spring / 2018
10. Extensive
vocabulary
11. Argumentativeness