Disability

HANDBOOK
By: Madilyn Gerszewski & Sadie
Hansen
 TABLE OF
CONTENTS
Title Page....p.1
Table of Contents....p.2
Speech & Language Impairments....p. 3
Specific Learning Disabilty.....p. 5
Emotional or Behavior Disorder..p. 7
Intellectual Disabilities....p.10
Other Health Impairments...p.12
Traumatic Brain Injury...p.14
Deaf & Blindness....p.16
Visual Impairments....p.18
Hearing Impairments...p.20
Developmental Delays...p.22
Physical Disabilities....p.24
Gifted and Talented.....p.26
Autism................p.28
References......p.30
 SPEECH &
LANGUAGE
IMPAIRMENTS
Definition
Speech or language impairment means a
communication disorder, such as stuttering,
impaired articulation, a language impairment, or
a voice impairment, that adversely affects a
child’s educational performance.

Characteristics & Warning Signs

Improper use of words and their meanings
Inability to express ideas
Inappropriate grammatical patterns
Reduced vocabulary
Inability to follow directions

Strategies & Interventions

Provide distributed learning opportunities
Follow the child's focus of attention or interest
Express basic needs
Establish functional use of language
Consider least restrictive envirnoment
 SPEECH &
LANGUAGE
IMPAIRMENTS

Continuum of service options

Consider Least Restrictive Environment
Language intervention activites
Articulation Therapy
Oral-motor/feeding and swallowing
therapy

Additional Resources
https://www.parentcenterhub.org/speechlang
uage/
https://www.asha.org
https://westonsepac.org/speech-language-
resources/
 SPECIFIC LEARNING
DISABILITY
Definition
"A disorder in one or more of the basic
psychological processes involved in
understanding or using language, spoken or
written, that may manifest itself in the imperfect
ability to listen, think, speak, read, write, spell, or
do mathematical calculations, including
conditions such as perceptual disabilities, brain
injury, minimal brain dysfunction, dyslexia, and
developmental aphasia."
Eight Areas of SLD
Oral Expression
Listening Comprehension
Written Expression (Dysgraphia)
Basic Reading Skills (Dyslexia)
Reading Fluency
Reading Comprehension
Mathematics Calculation (Dyscalculia)
Mathematics Problem Solving

Continuum of service options

Consider Least Restrictive Environment
General Education Classroom
SPECIFIC LEARNING
DISABILITY
Characteristics & Warning Signs
Persistent difficulties in reading, writing,
arithmetic, or mathematical reason
Inaccurate or slow and effortful reading or
writing
A poor written expression that lacks clarity
Difficulties remembering number facts
Inaccurate mathematical reasoning
Strategies & Interventions
Give direct instructions
Break learning into smaller groups
Use diagrams, graphics & pictures
Provide prompts on strategies to use
supply regular, quality feedback

Additional Resources
https://ldaamerica.org/info/successful-
strategies-for-teaching-students-with-
learning-disabilities/
https://ldaamerica.org/parents/?
audience=Parents
https://www.sldread.org/resources/
https://www.washington.edu/doit/academic-
accommodations-students-learning-
 EMOTIONAL &
BEHAVIORAL
DISORDER
Definition
IDEA: a condition exhibiting one or more of the
following characteristics over a long period of
time and to a marked degree that adversely affects
a childs educational performance: an inability to
learn that cannot be explained by intellectual,
snesory, or health factors. An inability to build or
maintain satisfactory interpersonal relationships
with peers and teachers. Inappropriate types of
behavior or feelings under normal circumstances.
A general pervasive mood of unhappiness or
depression. A tendency to develop physical
symptoms or fears associated with personal or
school problems
 EMOTIONAL &
BEHAVIORAL
DISORDER
Characteristics & Warning Signs

Hyperactivity (short attention span,

impulsiveness)
Aggression or self-injurious behavior (acting
out, fighting)
Withdrawal (not interacting socially with
others, excessive fear or anxiety)
Immaturity (Inappropriate crying, temper
tantrums, poor coping skills)
Learning difficulties (academically performing
below grade level)

Continuum of Services
Animal-assisted interaction
Speech/Language pathology
Occupational therapy
Behavior analysis services
Consider least restrictive environment
 EMOTIONAL &
BEHAVIORAL
DISORDER
Strategies & Interventions
Set well defined limits, rules, and task
expectations
Set easily attainable daily goals
Establish consistant routines
Verbal reminders
Frequent verbal reinforcements for
appropriate behavior

Additional Resources
https://files.eric.ed.gov/fulltext/EJ1137055.pdf
https://www.916schools.org/services/special-
ed/related-services/ebd
https://www.916schools.org/services/special-
ed/related-services/ebd
 INTELLECTUAL
DISABILITIES

Definition
Intellectual disability means significantly
subaverage general intellectual functioning,
existing concurrently with deficits in adaptive
behavior and manifested during the
developmental period, that adversely affects a
child’s educational performance. The term
“intellectual disability” was formerly termed
“mental retardation.”

Characteristics & Warning Signs

Sit up, crawl, or walk later than other children
Learn to talk later,or have trouble speaking
Find it hard to remember things
Have trouble understanding social rules
Have trouble seeing the results of their
actions
Have trouble solving problems
 INTELLECTUAL
DISABILITIES
Strategies & Interventions
Form collaborative teams
Follow a strengths-based perspective
Maximize self-sufficiency
Recognize individual variability
Use natural environments
Involve peers as communication partners

Continuum of services

Consider least restricitive environment

Additional Resources

https://www.parentcenterhub.org/intellectua
l/
https://www.specialolympics.org/about/intell
ectual-disabilities/what-is-intellectual-
disability
https://www.psychiatry.org/patients-
families/intellectual-disability/what-is-
intellectual-disability
 OTHER HEALTH
IMPAIRMENTS
Definition
Other health impairment means having limited
strength, vitality, or alertness, including a
heightened alertness to environmental stimuli, that
results in limited alertness with respect to the
educational environment, that—
(i) Is due to chronic or acute health problems such
as asthma, attention deficit disorder or attention
deficit hyperactivity disorder, diabetes, epilepsy, a
heart condition, hemophilia, lead poisoning,
leukemia, nephritis, rheumatic fever, sickle cell
anemia, and Tourette syndrome; and
(ii) Adversely affects a child’s educational
performance.

Characteristics & Warning Signs

Fatigue
Mobility issues
Issues involving attention
Coordination difficulties
Muscle weakness
Frequent absences or latenss's to school
Stamina
Inability to concentrate for long periods of
time
 OTHER HEALTH
IMPAIRMENTS
Strategies & Interventions
Provide extended time
Simplify tasks
Post daily and weekly schedule
Ensuring that care is given while at school
and at school functions to prevent injury
Conducting and/or promoting education and
skills training for all (including the child) who
serve as caregivers in the school setting.

Continuum of Services
Additional guidance/help
Consider Least Restrictive Environment

Additional Resources
https://granite.pressbooks.pub/understandin
g-and-supporting-learners-with-
disabilities/chapter/other-health-
impairments/
https://disabilities-informational-
resources.weebly.com/physical-and-other-
health-impairments.html
http://educ685disabilityresourcepage.weebly
.com/other-health-impairments.html
 TRAUMATIC
BRAIN INJURY
Definition
Traumatic brain injury means an acquired injury to
the brain caused by an external physical force,
resulting in total or partial functional disability or
psychosocial impairment, or both, that adversely
affects a child’s educational performance.
Traumatic brain injury applies to open or closed
head injuries resulting in impairments in one or
more areas, such as cognition; language; memory;
attention; reasoning; abstract thinking; judgment;
problem-solving; sensory, perceptual, and motor
abilities; psychosocial behavior; physical functions;
information processing; and speech. Traumatic
brain injury does not apply to brain injuries that are
congenital or degenerative, or to brain injuries
induced by birth trauma.

Characteristics & Warning Signs

Headache
Confusion
Dizziness/lightheadedness
Blurred Vision
Change in sleep habits, and behavior
Trouble with memory, concentration, and
attention
Nausea or vomiting
 TRAUMATIC
BRAIN INJURY
Strategies & Interventions
Range of movement
Strength and conditioning therapy
Edurance training
Balance and postural control training
Co-ordination and agility training
Sensory stimulation

Continuum of Services

Additional guidance/help
Consider Least Restrictive Environment

Additional Resources

https://www.dshs.wa.gov/altsa/traumatic-
brain-injury/traumatic-brain-injury
https://www.caregiver.org/resource/traumati
c-brain-injury/
https://www.biausa.org
 DEAF AND
BLINDNESS
Definition
"Concomitant hearing and visual impairments, the
combination of which causes severe
communication and other developmental and
educational needs that students cannot be
accommodated in special education programs
solely for children with deafness or children with
blindness."

Characteristics & Warning Signs

Complex health needs
Physical impairments
Difficulty moving around in unfamiliar
places
Cognitive deficits
Asking others to speak up
Needing to hold objects to see closely
Difficulty following conversation

Continuum of Services
Involved in General Classrom to be around
peers
Assistive technology
 DEAF AND
BLINDNESS

Strategies & Interventions

Behavior skills
Language development
Speech Development
Communication
Collaborative efforts
Social skills
Consider assistive technology

Additional Resources
https://www.ndsd.nd.gov
https://www.nad.org/resources/
https://www.handsandvoices.org/resources/li
nks.htm
 VISUAL
IMPAIRMENTS

Definition
"Any kind of vision loss, whether it’s someone who
cannot see at all or someone who has partial vision
loss."

Characteristics & Warning Signs

Sensitivity to light
Bump into things often
Not being able to see distant objects
May squint often
Not able to focus or follow objects
Having trouble reading and participating in
class

Continuum of Services
Consider Least Restrictive Environment
Assistive technology
 VISUAL
IMPAIRMENTS

Strategies & Interventions

Tonometry test
Visual field test
Visual acuity test
Keep walkways open
Make seating changes
Assistive technology if needed
Giving extra time for work

Additional Resources
https://www.aao.org/eye-
health/diseases/low-vision-
resources
https://www.nvisioncenters.com/ed
ucation/resources-for-visually-
impaired/
https://nfb.org/resources
https://www.afb.org/blindness-and-
low-vision
 HEARING
IMPAIRMENTS
Definition
"An impairment in hearing, whether permanent or
fluctuating, that adversely affects a child’s
educational performance."

Characteristics & Warning Signs

Trouble hearing consonants
Difficulty understanding words
Having to ask others to speak slowly or louder
Muffling speech and other sounds
Needing to turn up the volume on devices
Withdrawing from conversations
Avoiding social settings

Continuum of Services
Additional guidance/help
Consider Least Restrictive Environment
Consider General Education Classroom
 HEARING
IMPAIRMENTS
Strategies & Interventions
Joining support groups
Work with a team that can help a child to learn
how to communicate
Get a hearing device to help aid the child (ex.
hearing aid)
Assistive technology
Consider implementing sign language

Additional Resources
https://www.cdc.gov/ncbddd/hearingloss/lin
ks.html
https://www.ocecd.org/HearingImpairmentR
esources.aspx
https://www.hearingloss.org
https://www.mydeafchild.org/resources
 DEVELOPMENTAL
DELAYS
Definition
"When a child’s progression through predictable
developmental phases slows, stops, or reverses."

Characteristics & Warning Signs

Lower than average scores on IQ tests
Learning and developing more slowly than
other children
Rolling over, sitting up, etc. which happens
slowly compared to other children
Slower than normal cognitive, social,
emotional, and developmental motor skills
Difficulty with problem solving
Trouble learning in school
Difficulty with logical thinking
Difficulty talking or not developed

Continuum of Services
Consider Least Restrictive Environment
DEVELOPMENTAL
DELAYS

Strategies & Interventions

Behavioral therapy
Speech and language therapy
Early childhood special education
Occupational therapy
Speech therapy
Physical therapy

Additional Resources
https://www.parentcenterhub.org/dd/
https://www.cpsd.us/departments/office_of
_student_services/resources/additional_spe
cial_education_resources/developmental_de
lay_resources
https://www.cdc.gov/ncbddd/development
aldisabilities/links.html
https://www.inclusivechildcare.org/resourc
e-library/website/developmental-delay-
resources
 PHYSICAL
DISABILITIES
Definition
"A severe orthopedic impairment that adversely
affects a child’s educational performance, includes
impairments caused by disease, congenital
anomaly, as well as other causes."

Characteristics & Warning Signs

Musculoskeletal disorders
Degenerative diseases
Neuromotor impairments
Possible normal or gifted intelligence
Unusually tight muscle tone
Poor balance
Poorly developed coordination

Continuum of Services
Consider Least Restrictive
Environment
 PHYSICAL
DISABILITIES

Strategies & Interventions

Motor development
Understanding restrictions
Collaborative services
Building of experiences
Communication development
Concept development

Additional Resources
https://www.hopeservices.org/resources/
https://opa.hhs.gov/adolescent-
health/physical-health-developing-
adolescents/introduction-chronic-conditions-
disability/resources
https://disabilityinfo.org/directory-of-
disability-related-websites/physical-
disabilities-resources/
https://www.adcet.edu.au/inclusive-
teaching/specific-disabilities/physical-
disability
 GIFTED AND
TALENTED
Definition
“Children and youth with outstanding talent perform
or show the potential for performing at remarkably
high levels of accomplishment when compared with
others of their age, experience, or environment.
These children and youth exhibit high performance
capability in intellectual, creative, and/or artistic
areas, possess an unusual leadership capacity, or
excel in specific academic fields."

Characteristics & Warning Signs

Don't follow the rules
Tend to be domineering
Are argumentative
Are excessively competitive
Have a tendency toward tunnel vision
Have a sharp sense of humor
Are often compulsive collectors

Continuum of Services
Consider Least Restrictive Environment
Educational Options
 GIFTED AND
TALENTED
Strategies & Interventions
TO SEE DEFICIENCIES
TO BE CHALLENGED
TO TAKE RISKS
FREEDOM TO MAKE CHOICES
AWARENESS OF FEELINGS
TO BE AWARE OF CONFLICTS
COPING SKILLS
EMPHASIS ON STRENGTHS
INTENSE SUPPORT
INDIVIDUAL PROGRAM
FEEDBACK
ADVOCACY

Additional Resources:
https://www.davidsongifted.org/resource-
library/
https://www.spencer.kyschools.us/userfiles/2
/my%20files/usefulwebsitesforeducatorsofgift
edandtalentedchildren.pdf?id=65
https://educationaladvancement.org/blog-
ten-websites-gifted-kids/
https://www.nagc.org/resources-
publications/resources-parents
 AUTISM
Definition
Autism is a life-long developmental
disability that prevents individuals from
properly understanding what they see, hear,
and otherwise sense.

How Is Autism Diagnosed

Autism is made based on observations of the
child's behavior, communication, and
developmental levels by a multi-disciplinary team
which may include:
Licensed psychiatrist or psychologist
Certified speech pathologist
Educational diagnostician
Other student evaluation specialist skilled on
screening and assessment of autism

Three main struggles

Social Relationships
Social Communication
Social Behavior

Continuum of Services
Consider Least Restrictive
Environment
 AUTISM
Characteristics & Warning Signs
Limited social interactions
Problems sustaining simple conversation
Odd verbal responses
Preference for a set routine
Difficulty with transitions
Behavioral concerns of hyperactivity,
inattentiveness, aggression, outbursts
Appearing "in one's own world"
Over focus on specific objects or subjects

Strategies & Interventions

Written Schedules
Calendars
Social Stories
Visual Structures

Additional Resources
https://www.cdc.gov/ncbddd/aut
ism/links.html
https://www.autismspeaks.org/re
source-guide
https://www.aacap.org/aacap/Fa
milies_and_Youth/Resource_Cent
ers/Autism_Resource_Center/Ho
me.aspx
https://nationalautismresources.
com
 REFERENCES
"Gifted Education- Why we need it" (Jackie
Owen)
"Autism in the General Education Classroom"
(Heather Peschel)
"Emotional or Behavioral Disorder" (Heather
Peschel)
"Intellectual disabilities" (heather peschel)
https://www.nd.gov/dpi/sites/www/files/docu
ments/SpeEd/Guidelines/Guidelines%20with
%20RTI.2.pdf
https://www.nationaldb.org/info-center/deaf-
blindness-overview/
https://kidshealth.org/en/teens/visual-
impairment.html
https://successforkidswithhearingloss.com/id
ea-law-summary-information/
https://www.yalemedicine.org/conditions/de
velopmental-delay
https://sites.ed.gov/idea/regs/b/a/300.8/c
https://sites.ed.gov/idea/regs/b/a/300.8/c/11
https://www.parentcenterhub.org/speechlan
guage/#refs
https://kidshealth.org/en/parents/speech-
therapy.html
https://sites.ed.gov/idea/regs/b/a/300.8/c/6
 REFERENCES
https://www.cdc.gov/ncbddd/developmental
disabilities/facts-about-intellectual-
disability.html
https://www.asha.org/practice-
portal/clinical-topics/intellectual-
disability/treatment-principles-for-
individuals-with-an-intellectual-disability/
https://sites.ed.gov/idea/regs/b/a/300.8/c/9
https://www.naset.org/index.php?id=2278
https://www.parentcenterhub.org/ohi/
https://sites.ed.gov/idea/regs/b/a/300.8/c/12
https://www.nichd.nih.gov/health/topics/tbi/
conditioninfo/symptoms
https://www.physio-
pedia.com/Therapeutic_Interventions_for_Tra
umatic_Brain_Injury