Supports for Students with Disabilities

SUPPORTS FOR STUDENTS WITH DISABILITIES

Disability / Specific Disabilities (Impairments/Disorders) / Characteristics
(Limitations) / Successful Strategies
COGNITIVE / · Mental Retardation (MR)
· Learning Disabled (LD)
· Down Syndrome
· Traumatic Brain Injury (TBI)
· Fragile X
· Genetic Disorders
/ · Auditory processing delays
· Physical limitations
· Slower work pace
· Poor reading comprehension
· Lack of generalization or transfer
· Limited recall, remembering
· Short and long term memory issues
· Non-readers
· Literal interpretation, difficulty with logic, reasoning
· Writing – poor written expression
· Lack of abstract thought
· Math – concrete, rote oriented,
· Limited problem solving skills
· Lack of higher level thinking
· Slower to respond, react
· Difficulty focusing
· Inappropriate social behaviors
· Speech and language deficits
· Lack of organization / · Wait time (after questions)
· Verbal cues / reminders
· Limiting/chunking material read
· Keeping examples concrete
· Repetition
· Breaking down task/assignments
· Visual supports/aides – providing for steps
· Word banks
· Use of computer, calculator
· Use of real life examples
· Buddy or partner systems
· Small group
· Partial participants
· Reduced expectations, requirements – allow more time
· Become informed, work with the parents to understand as much as you can about the child
· Exercise patience and lower your expectations
· Repeat, rephrase instructions, directions as needed
· Consistent routines and rules
· Keep distractions to a minimum
PHYSICAL / · Cerebral Palsy (CP)
· Muscular Dystrophy (MD)
· Spina Bifida
· Spinal Cord Injury
· Multi-Disabled
· Non-ambulatory
· Orthopedic Impairment
· Multiple Sclerosis (MS)
· Hearing Impairment (HI)
· Vision Impairment (VI)
· Hearing/Vision
· Speech & Language
· Medial Diagnosis
o Diabetes
o Obesity
o Allergies / · Limited life experiences (never been in woods, camping)
· Short and long term memory issues
· Physically weak, limited strength
· Some cognitive delays / · Providing visual stories, books, videos
· Partial participants
· Reduced expectations, requirements
· Avoid pity, treat as normal
· Focus on strengths, focus on what they can do all the time
· Keep expectations high
· Do not assume cognitive limitations
SOCIAL/ EMOTIONAL
(Mental Heath) / · Autism Spectrum
o Autism
o Asperger’s
· Pervasive Development Disorder (PDD)
· Anxiety
· Depression
· Obsessive Compulsive Disorder (OCD)
· Oppositional Defiant Disorder (ODD)
· Conduct Disorder / · Difficulty making friends and working collaboratively in a group
· Doesn't responds to the needs of others,
· Lacks empathy and will be very ego-centric
· Often doesn't follow or adhere to rules and or routines
· May engage in annoying and repetitive movements - tapping etc.
· Often has a poor attention span
· Almost obsessed about certain topics
· Doesn't respond well to change.
· Lack of generalization or transfer
· Literal interpretation, very concrete
· Lack of abstract thought
· Limited problem solving skills
· Lack of higher level thinking
· Lack of organization / · Pre-warning of transitions, trips (verbal or visual cues)
· Providing of daily schedule
· Teach social skills
· Patience
· Behavior management - child is motivated to please you
· Understand your expectations
· Use a buddy system
· Establish daily routines and keep consistent
· Minimize transitions
· Stimulus & distraction to a minimum.
· Chunk information presented
· Limit 'special interest' time
· Instructional strategies should focus on teaching concretely
· Break down complex tasks
· Feedback should always be immediate.