Table of Content(1) Anxiety(2) Autism(3) ELL(4) Emotional/Behavioural Disorder

ADHD CD (7 stages of acting out) ODD

(5) Executive Functions Deficits(6) FASD(7) Gifted(8) Learning Disability(9) Visual Impairment

Exceptionality Name

Anxiety

Definition

&

AB Educ.

Code

Code: ECS 30, Gr 1-12 42 & 53

Definition: characterized by an excessive and often persistent sense of dread along with physical symptoms, such as sweating, heart palpitations, stomach aches and feelings of stress. The incident rate is 6.4% of all students across Canada.

Anxiety disorders can have biological and environmental causes. They are usually treated with either therapy and/or medication. Anxiety disorders can coexist with many other disorders and disabilities.

Trait Anxiety: students who tend to be anxious in many situations

State Anxiety: situations that are especially anxiety provoking

Generalized Anxiety Disorder: A type of anxiety that can disrupt everyday life; worrying about small things almost constantly

Characteristics &/or

Observable Behaviours

● Persistent worry and negative thoughts● Sweaty palms, upset stomach, racing heartbeat, fear● Often students with learning disabilities and emotional disorders will experience anxiety● Highly anxious students will have trouble focusing as their attention will be preoccupied

with negative thoughts. As a result, these students will have trouble learning new material if it relies heavily upon memory. These students may also appear somewhat disorganized.

● Anxious students may have difficulty making good choices: either choosing to select extremely difficult tasks making it very hard to succeed, or choosing to do extremely easy tasks therefore underachieving

● Anxiety is prevalent or heightened when in situations involving high pressure or competition

● Students with anxiety may have trouble sleeping/eating/studying● Students with anxiety may appear tired, irritable, sweaty● Students with anxiety may feel light-headed, sick, headachy, or out-of-breath

A child or teen with generalized anxiety disorder may also:

● Feel overly anxious to fit in

● Be a perfectionist● Redo tasks because they aren't perfect the first time● Spend excessive time doing homework● Lack confidence● Strive for approval● Require a lot of reassurance about performance

Teaching Strategies & Resources

● Teachers should meet with the student and parents early in the school year to discuss how the school can support this student's needs: this includes learning about the student's strengths, interests and areas of needs, specifying triggers that may affect the student, asking about medication side-effects, asking about other associated disorders that need to be addressed and finding out about successful strategies that are used at home that could also be used at school.

● Discuss with student and parents about the quality of sleep the student is getting. Low quality of sleep is related to debilitating anxiety and decreased school performance.

● Ensure student, with parents help, is eating a well-balanced diet (to reduce low-blood sugar) and limiting caffeinated beverages

>In order to apply these first three strategies in your classroom you need to ensure you are making yourself available for open communication between yourself and the parents as well as the child. You could consider regular emails or phone communication, surveys to parents initially at the beginning of the school year to find out interests of their children and any other pertinent information, and meetings with the individual student as some ideas.>You would want to use these three strategies in your classroom in order to ensure that you are getting all the relevant information you will need from all perspective parties involved in order to help the student to the best of your ability.

● Work on building a strong relationship with that student.

>In order to establish a strong relationship with your student you will want to treat them as an individual with their own strengths and interests and be willing to take the time to get to know them as an individual (within your professional boundaries). You will also want to make yourself approachable, and create a classroom environment that is safe and welcoming. >You would want to use this strategy in your classroom because students that trust their teachers and feel safe in your classroom will be more open to speaking about their anxiety with them.

● In school, teachers can help students set realistic goals● Teach students self-regulation techniques ● Try to help the students identify what their triggers are: is the anxiety the cause or the

outcome of academic or other school issues

● Teach positive self-talk

>The above three strategies all relate to helping the student develop their own self-regulating strategies to manage their anxiety. In order to help students set realistic goals, you may wish to introduce goal cards, progress charts, or goal-planning journals. To teach students self-regulation you may wish to include breathing exercises, and journaling in your everyday classroom, or allow the student to take “time away” breaks to walk away from uncomfortable situations. Getting the student to express their feelings with words, and including activities in the classroom that get students to look positively at themselves and others may also be beneficial.>You would want to use these strategies in your classroom because it will help the student in the long run by learning how to manage their own anxiety either by knowing their own triggers, as to avoid them, or by learning how to cope with those anxious negative feelings.

● Competition should be used carefully● Situations in which highly anxious students are required to perform in front of large groups

might need to be avoided● Ensure that all instructions are clear: uncertainty can lead to anxiety● Avoid unnecessary time pressures● Remove unnecessary pressure to perform, severe consequences for failure, or competitive

comparisons between themselves and their peers● Allowing for accommodations within exam situations (i.e. stopping the time and

recommencing once the student has started writing again is recommended, along with writing in a private space or getting breaks)

>These strategies all have to do with possible triggers for anxiety. In order to apply them in your classroom, you need to make yourself aware of these possible triggers and create situations in your lesson plans that allow for accommodations or other options for this student in order to avoid these triggers.>You would want to apply these strategies in your classroom in order to avoid having the student get to a really anxious state in the first place.

● Counselling may be beneficial for students with generalized anxiety disorder● Explore the use of distractions to refocus a student’s anxiety● Allow student to sit at the front of the class which will help them feel safer and less

distracted● Watch for behavioural cues that indicate a student is getting anxious (refusing to do tasks,

not speaking, frequent trips to the washroom)● Provide a selection of sensory tools to reduce anxiety (fidgets)

>These additional strategies may be used to both collaborate with other members of the staff in order to best support this student, and to enable you to gauge when a student is

becoming anxious and how anxious that student is becoming. For example, you may learn that when this student picks up this stress ball, that means they are becoming anxious and may need a break.>You would want to use these strategies in your classroom so that you can identify when that student may need a break and potentially gauge how they are feeling at that time.

Links &

Sources

http://www.cmha.ca/mental-health/understanding-mental-illness/anxiety-disorders/ (summarizes different types of anxiety disorders)

http://education.alberta.ca/media/6446756/07-dip-gib-2014-15_accommodations.pdf http://education.alberta.ca/

media/6446756/07-dip-gib-2014-15_accommodations.pdf

(different exam accommodations)

http://www.learnalberta.ca/content/inmdict/html/anxiety_disorders.html http://www.learnalberta.ca/content/

inmdict/html/anxiety_disorders.html

http://www.learnalberta.ca/content/inmdict/html/anxiety_disorders.html

http://www.worrywisekids.org/schools/index.html http://www.worrywisekids.org/schools/index.html

http://www.worrywisekids.org/schools/index.html

http://www.cprf.ca/publication/pdf/teacher_02_eng.pdf

http://www.phac-aspc.gc.ca/cphorsphc-respcacsp/2009/fr-rc/cphorsphc-respcacsp06-eng.php (Incidence

rate)http://www.cprf.ca/publication/pdf/teacher_02_eng.pdf

http://www.cprf.ca/publication/pdf/teacher_02_eng.pdf

http://www.learnalberta.ca/content/inmdict/html/medicaldisabilityinformation.pdf http://www.learnalberta.ca/

content/inmdict/html/medicaldisabilityinformation.pdf

http://www.learnalberta.ca/content/inmdict/html/medicaldisabilityinformation.pdf

https://myhealth.alberta.ca/health/Pages/conditions.aspx?hwid=zd1045 (Generalized Anxiety Disorder)

http://www.mayoclinic.org/diseases-conditions/generalized-anxiety-disorder/basics/symptoms/con-20024562

www.mayoclinic.org/diseases-conditions/generalized-anxiety-disorder/basics/symptoms/con-20024562

(MAYO clinic: Generalized Anxiety Disorder: Symptoms)

Allison, V. L., Nativio, D. G., Mitchell, a. M., Ren, D., & Yuhasz, J. (2013). Identifying Symptoms of Depression and Anxiety in Students in

the School Setting. The Journal of School Nursing, 30(3), 1059840513500076–. doi:10.1177/1059840513500076

Finlayson, M. (2014). Addressing math anxiety in the classroom. Improving Schools, 17, 99–115. doi:10.1177/1365480214521457

Lobman, C. (2013). “I Feel Nervous . . . Very Nervous” Addressing test anxiety in inner city schools through play and performance. Urban Education, 49, 329–359. doi:10.1177/0042085913478621

Segool, N. K., Carlson, J. S., Goforth, A. N., Von Der Embse, N., & Barterian, J. A. (2013). Heightened test anxiety among young children: elementary school students’ anxious responses to high-stakes testing. Psychology in the Schools, 50(5), 489–499. doi:10.1002/pits

Tuncer, M., Do, Y., & Tana, R. (2013). Investigation of vocational high-school students’ computer anxiety. The Turkish Online Journal of Educational Technology, 12(4), 90–95.

Woolfolk, A.E., Winne, P.H., Perry, N.E. (2012). Interests, Curiosity, Emotions, and Anxiety. Educational Psycology (399-401). Toronto: Pearson Canada Inc.

Exceptionality Name

Autism

Definition &

AB Educ. Code

Code: ECS 30, Gr 1-12 44 Definition: Autism is a general term for a group of complex brain disorders that are

characterized by difficulties in social interactions, verbal and nonverbal communication, and repetitive behaviors.

Autism Spectrum Disorder is associated with intellectual disability, difficulties in motor coordination and attention, and physical health issues such as sleep and gastrointestinal disturbances.

Aspergers: Asperger syndrome is one of the disabilities included in the autistic spectrum. Those with Asperger syndrome will have no history of language delay, have better fundamental language skills, and will generally be of average to above-average intelligence.

Characteristics &/or

Observable Behaviours

Autism is a spectrum disorder so it is important to remember that each individual will display different characteristics.

4 Main categories: communication characteristics social interaction characteristics unusual/challenging behavior characteristics learning characteristics Specific Characteristics/ Behaviors: Difficulties with nonverbal communication  (inappropriate facial expressions, unusual use

of gestures, lack of eye contact, strange body postures, lack of mutual or shared focus of attention)

- Repetitive speech patterns- Restricted vocabulary- Difficulty establishing and maintaining relationships

- Inability to plan, organize and solve problems- Impairment in social cognition, including deficits in the capacity to

share attention and emotion with others, and understand the feelings of others- Ritualistic behavior patters (Spinning, rocking, flapping arms,

humming, tapping, etc.)- Cause injury to self (biting, banging head)

Aspergers:- ** Significant trouble with social situations and difficulty forming

friendships, may appear socially awkward**- Good language skills but difficulty with communication (stand too

close to people when talking, interrupt or talk over the speech of others, lack of pitch and rhythm)

- Difficulty understanding sarcasm, body language, facial expressions, and tone

Teaching Strategies & Resources

Visual Support - Pictographic and written clues often help students learn, communicate,

and develop self-control.- Can be used over and over- Planned activities should be charted in visual forms and posted

at/near desk. Structure the Environment and Instructional Tasks

- Establish specific areas in the classroom (ex. quiet work, group work). Use rugs, tape, or signs to separate instructional areas.

- Clearly mark materials & store in an organized fashion- Use different colored folders, binders, or bins for different subject

areas/tasks.- Present only the text you want to read, rather than the whole book.

Highlight key words in the text.- Remove extraneous materials from desks/tables before teaching a new

skill. Task Variation

- prevents boredom- reduces anxiety and inappropriate behaviors

Provide Precise, Positive Praise - Directing praise towards specific behavior is important- “Sal, you are doing very well at multiplying these numbers.”

Keep Language Simple and Concrete - break down oral instructions into small steps- Get your point across using as few words as possible

Provide Opportunities for Choice - give the student a choice of which assignment they complete first- do not provide too many choices or the child will become confused.

Communicate with the Parents - Find out which strategies work well at home

Links &Sources

Alberta Sources:http://education.alberta.ca/media/512913/autism1a.pdfhttp://education.alberta.ca/media/512916/autism1b.pdfhttp://education.alberta.ca/admin/supportingstudent/diverselearning/autism.aspxhttp://education.alberta.ca/media/512937/autism5b.pdfhttp://www.calgaryautism.com/characteristics.htmOther Sources:http://www.autismspeaks.org/family-services/tool-kits/100-day-kit/ten-things-every-child-autism-wishes-you-knewhttp://www.specialed.us/index.htmlhttp://www.bced.gov.bc.ca/specialed/docs/autism.pdf

http://teaching.monster.com/benefits/articles/8761-22-tips-for-teaching-students-with-autism-spectrum-disorders

Exceptionality Name

English Language Learner

Definition &

AB Educ. Code

Codes (2) - Mild/Moderate: 301 - ELL Foreign Born, 303 - ELL Canadian Born Definition: English Language Learners are students who first learned to speak, read and/or

write a language(s) other than English and whose level of English language proficiency precludes them from full participation in learning experiences provided in Alberta schools. ELL students may have recently (im)migrated to Canada or may have been born in Canada and live in homes in which the primary language is not English.”[1]

[1] Alberta Education. (2009). Supporting English as a second language students: Promising ESL strategies in Alberta. Edmonton, Alberta, Canada: The Crown in Right of Alberta. Retrieved from: http://education.alberta.ca/media/1076318/support_esl.pdf

Student who is in the process of acquiring the English Language and whose 1st language is not English

Characteristics &/or

Observable Behaviours

5 different divisions of ELL students for K-12:-        Level 1: Beginning-        Level 2: Developing-        Level 3: Expanding-        Level 4: Bridging-        Level 5: Extending

Level 1: self conscious, confused, require “buddies”, rely on first language, rely on visuals & diagrams to understand and communicate, one or two word responses, use memorized expression responses

Level 2: begin to understand social norms (ie. eye contact, personal space), increase confidence in classroom routines and situations, observe others before attempting a task, rely on visuals, diagrams, pictures, and know phrases to understand and communicate, participate in most social interactions with peers

Level 3: typically progressing, high oral, low literacy, competent in most everyday social interactions, reluctant to take risks, import new words into language, need repetition & practice before adopting new classroom routines, support newly arriving first language peers, listen to first language, respond to parents and peers in English

Level 4: competent in most academic & social situations, may not speak first language or are literate in first language, observe & rehearse prior to speaking

Level 5: confident & competent in all social and academic situations with peers and teachers, use new words in context, use a variety of strategies to close language or cultural gaps, have native-like English fluency or have accented speech

Teaching Strategies & Resources

Graphic Organizers - such as KWL charts or mind maps used for structured note taking to provide more direction. It will allow ELLs to draw on past experiences & knowledge, form connections, while limiting the amount of text they will have to deal with. It provides them with a visual reference so they can focus on comprehension & language development rather than memory.

Reading Support - will have partner reading, guided reading in small groups, recordings, and software translation tools for students. This will help them clarify and interpret written content; hopefully lead them in becoming more independent readers.

Modified Presentations - present new concepts so all students can gain knowledge. Ex: Give clear/simple instructions, break directions into smaller steps, speak slowly, provide additional time, use multiple mediums (visuals), teach important vocabulary. As a teacher you need to modify your instruction to suit the needs of ELLs.

Nonlinguistic Representation - students create meaning through other channels of communication other than spoken/written words. Ex: hands-on experiences, body language, manipulatives, physical models. Use base-ten blocks in math, drawing the setting of a story. This allows ELLs to form mental images related to their learning & elaborate on their knowledge. Also allows students to be artistic.

Other Strategies - Low-stress environment, learn to pronounce student names correctly, use consistent classroom routines, intensive literacy focus approach, understand their cultural/linguistic backgrounds

Links &Sources

http://www.learnalberta.ca/content/eslapb/documents/characteristics_of_english_language_learners.pdfhttp://www.supportrealteachers.org/strategies-for-english-language-learners.htmlhttp://education.alberta.ca/media/1093791/earlylearning.pdfhttp://education.alberta.ca/media/1076318/support_esl.pdfhttp://education.alberta.ca/media/1234005/12_ch9%20esl.pdfhttp://education.alberta.ca/aisi/cycle4pdfs/40025.pdfhttp://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/ELLstudents.html

http://education.alberta.ca/media/1234005/12_ch9%20esl.pdf (Making a Difference - Chapter 9)

Emotional/Behavioural Disorders

Exceptionality Name

ADHD

Definition &

AB Educ. Code

Code: ECS 30, Gr 1-12 52 Definition: a psychiatric disorder of the neurodevelopmental type in which there are

significant problems of attention, hyperactivity, or acting impulsively that are not appropriate for a person's age. In school-aged individuals inattention symptoms often result in poor school performance.,

Characteristics &/or

Observable Behaviours

Impulsive Hyperactive Inattentive Typically has tendency to be forgetful. Has difficulty with task initiation. They can talk excessively. Working quietly can be very difficult because they are easily distracted.

Teaching Strategies & Resources

Establish simple routines that are easy for the child to follow and remember. These routines can be laid-out in the open for them to see.

Tactile activities work well to distract the part of their brain that “wanders”. So, differentiating tasks that are normally done with just pencil and paper would be a huge benefit.

Calming tools can be a great way to “reel them back in” if they have already lost their focus. A stuffed animal or something calming like it can be given to them during these periods.

Walking strip at the back of the class lets them have space to move without completely disrupting the flow of your classroom.

Medication in the right circumstance has also shown to be somewhat effective in redirecting the child.

Links &Sources

http://education.alberta.ca/admin/supportingstudent/diverselearning/adhd.aspx (alberta Ed)

http://www.aacap.org/AACAP/Families_and_Youth/Resource_Centers/ADHD_Resource_Center/Home.aspx

http://www.caddra.ca/

Exceptionality Name

Conduct Disorders

Definition &AB Educ. Code

Code: Gr 1-12 42Definition: Repetitive and persistent pattern of behaviour/emotional disorder in adolescence where they violate societal norms or rules. There are four main groupings of behaviours.

Repetitive and persistent pattern of behaviour by a child or teenager in which the basic rights of others or major age-appropriate societal norms or rules are violated. These behaviours fall into four main groupings:

1. aggressive conduct that causes or threatens physical harm to other people or animals, 2. nonaggressive conduct that causes property loss or damage, 3. deceitfulness or theft, and 4. serious violations of rules time and time again.

Characteristics &/or

Observable Behaviours

Four main groupings of behaviours (1) Aggressive behaviour that causes or threatens physical harm to people or animals

Bullies Initiates fights Has weapons that can cause serious physical harm Physically cruel to humans and animals Mugging/Robbery Forced sexual activity

(2) non-aggressive behaviour that causes property loss or damage Fire setting with intent of causing serious harm Deliberately destroyed others properties

(3) Deceitfulness or theft Broken into someone’s house or property Shoplifting

(4) violations of rules time again. Stays out at night starting at 13 years of age Run away overnight at least twice while at a parents house Skipping school at the age of 13

(http://psychcentral.com/disorders/conduct-disorder-symptoms/)

7 Stages of Acting Out: 1) Calm, 2) Triggers, 3)Agitation, 4) Acceleration, 5) Peak, 6) De-escalation, 7) Recovery

Teaching Strategies & Resources

Implications for Instruction• Determine the implications of the student's academic difficulties related to conduct disorder.

Students with conduct disorder also may show low cognitive functioning, low academic achievement and reading disabilities.

• Use "start" requests rather than "stop" requests. "Do" requests are more desirable than "don't" requests.

• Make one request at a time, using a quiet voice and, when in close proximity, using eye contact.• When appropriate, offer a choice (e.g., "Do you want to work at your desk or at the table?").• Describe the desired behaviour in clear and specific terms to reduce misunderstanding. Avoid

entering into a discussion or argument about the behaviour.• Recognize that most behaviour has a function. Use observation and data to determine the

function of the behaviour as this will help in determining appropriate strategies to implement.

• Develop a behaviour support plan in which inappropriate behaviours are replaced with appropriate ones. When appropriate, involve the student in the development of this plan.

(http://www.learnalberta.ca/content/inmdict/html/conduct_disorder.html)Implications for Social and Emotional Well-being• Maintain predictable classroom routines and rules for all students.• Provide encouragement and praise. • Reward appropriate classroom behaviour.• Speak to the student privately about his or her behaviour instead of in front of others, to prevent

loss of face and avoid escalation.

• Explicitly teach, reinforce and provide opportunities to practise social and life skills, including how to:

◦ understand one's own feelings◦ be friendly◦ read social cues◦ talk to peers◦ manage anger◦ make good decisions◦ solve problems◦ succeed in school.• To ensure the safety of other students in the classroom, explain to students the importance of

walking away from possible confrontations that may lead to aggression.• Encourage students to get help as soon as they feel the situation is getting out-of-hand.(http://www.learnalberta.ca/content/inmdict/html/conduct_disorder.html)

Get to know the student’s interests. Once you have done this you can connect with the student over their interests.

Also knowing the students interests you can help them get more involved in these. If they want to get into trades get them into the RAP program at school.

Building a positive relationship with the student is one of the most important things. If you provide them with positive influences you can help change their direction in life.

Community intervention Consistent supervision and mentoring Providing positive emotional support (unfailing love and vision for this future) Parent must still be an advocate for the child Keep student busy with structured and productive activities (discover interests and invest in the

positives. i.e., rock climbing, painting, service to others, music, etc.)

Strategies to use in each of the 7 Stages:1) Create a relationship, collaborate and come up with ideas/plan for when student acts out2) Know your students triggers, have those triggers removed from the classroom when possible3) Recognize when student is in this phase, Try to figure out what is bothering them. You may want

to have student leave the class to clam down4) Try to calm student down. This will look differently with every student. Possibly try talking and

letting them know you understand, give them a chill out card to leave the class, remove them from the group etc.

5) Leave the student to carry through with the peak phase, do not try and intervene 6) Have student self-reflect on the situation and give them alone time if needed7) Debrief with student about what can we do to help next time this happens etc.

Links &/or Sourceshttp://www.learnalberta.ca/content/inmdict/html/conduct_disorder.html

http://adhdfamilies.ca/adhd-resources/61

http://www.interventioncentral.org/behavioral-interventions/challenging-students/school-wide-strategies-managing-defiance-non-complianc

Exceptionality Name

ODD

Definition &

AB Educ. Code

Code: 42 Definition: ODD is a condition in which a child displays an ongoing pattern of uncooperative,

defiant, hostile, and annoying behavior toward people in authority. The child's behavior often disrupts the child's normal daily activities, including activities within the family and at school. They may express their defiance by arguing, disobeying, or talking back to their parents, teachers, or other adults. ODD usually occurs in conjunction with ADHD.

Characteristics &/or

Observable Behaviours

A 6 month(and ongoing) pattern of negative, hostile or defiant behaviour. The child is just looking for a fight. Has a tendency to push boundaries. Repeated temper tantrums. Being spiteful or seeking revenge. Swearing or using obscene language. Saying mean and hateful things when upset.

Teaching Strategies & Resources

ADHD strategies (or medication) may help to alleviate symptoms ADHD. When dealing with a child with ODD it is important to pick your battles when they matter.

You have to be prepared with letting them have their way with certain things that really won’t affect the flow of your day overall. It’s not about being right, it’s about keeping them from doing the things that might actually be detrimental to their well-being.

Be positive. They respond even more negatively to negative attitude. Do not just direct the child to their next task. This presents itself in the form of an ultimatum.

Instead, give them options to choose from. This gives them the sense of freedom they seek, while keeping their temper at bay.

Links &Sources

http://www.aacap.org/AACAP/Families_and_Youth/Resource_Centers/Oppositional_Defiant_Disorder_Resource_Center/Home.aspx

https://education.alberta.ca/media/511987/focus.pdf

http://education.alberta.ca/admin/supportingstudent/diverselearning/ipp.aspx

Exceptionality Name

Executive Function Deficits

Definition &AB Educ. Code

Code: 52Definition: Disruption to the efficacy of the executive functions, which is a group of cognitive processes that regulate, control, and manage other cognitive processes.

Characteristics &/or

Observable Behaviours

-may have problems with analyzing, planning, organizing, scheduling, and completing tasks at all — or on deadline-Have problems organizing materials and setting schedules -Often misplace papers, reports, and other school materials -They might have similar problems keeping track of their personal items or keeping their bedroom organized.

Teaching Strategies & Resources

-Establish routines in the classroom with checklists and agendas for the period, day or week-Help students create a plan listing what tasks must get done and when-Set goals for the student and with time, have him/her set their own goals-Establish rewards and praise when a student is able to meet their goal or fulfill their plan

Links &/or Sourceshttp://www.edutopia.org/blog/brain-based-teaching-strategies-judy-willis

http://www.childmind.org/en/posts/articles/2012-8-20-helping-kids-executive-functions-organization

Exceptionality Name

FASD

Definition &AB Educ. Code

Code: ECS 30, Gr 1-12 42, 44 Definition: Fetal alcohol spectrum disorders (FASD) is a continuum of various permanent

defects caused by the mother's consumption of alcohol during pregnancy. FASD is a preventable, lifelong disability that has no cure.

FASD is the umbrella term used to describe a range of disabilities that may include physical birth defects and health problems including developmental delays, learning disabilities, memory problems, as well as difficulties in communicating feelings and understanding consequences.

-http://fasd.alberta.ca/

Characteristics &/or Observable Behaviours

Characteristics· small for age· small eyes· smooth philtrum (area between the nose and the lip)· thin upper lip· abnormal muscle toneYounger Children· Lack of social awareness.· Social deficit.· Trouble getting along/playing with other kids.· playing ‘alongside’ rather than playing ‘with’ other kids.· Does not like going to bed at night.· Would eat indefinitely if allowed.Later Childhood· Poor social problem solving.

· Inappropriate social actions.· Difficulty understanding others’ viewpoints.· Responding inaccurately/inappropriately to others’ feelings or actions.· Difficulty controlling emotions.· Difficulty focussing on abstract tasks.Adolescence and Adulthood· Increased social difficulty· Missing social cues· Lack of control in social situations· Memory difficulties· Difficulty with abstract concepts

Teaching Strategies & Resources

1. Teach the concepts of true and false, real and imaginary, and fiction and nonfiction. Teach younger students what pretending involves. Use costumes and props to demonstrate taking on other roles, such as pretending to be a police

officer, superhero or animal. Use these situations to discuss the difference between pretending and lying. Help students distinguish storytelling from lying by providing them with positive opportunities to

tell stories. When you suspect students may be storytelling, ask them a simple question, “truth or story?”

This cues students to stop and think, and get back to the truth.Often, students with FASD do not engage in pretend play. If they do not pretend, it is difficult for them to distinguish between real/true from pretend.2. Alternate active and quiet activities throughout the day. Children with FASD need frequent periods of gross motor activity to help focus for quiet. structured activities.

work with the student to develop a plan for when they feel overwhelmed in the classroom (go for a walk)

that could be: moving to a quiet place, getting a drink of water, or taking a short walk around the school

Students with FASD need to find ways that allow them to diffuse stress or energy before they act out. During a calm state, talk with the student to find ways that will help them stay focused in activities or calm in class; go for a walk. Understanding self control and what works for the student with FASD is important for the above strategies.3. Create structure in their routine. Use verbal cues that enforce routine or redirect their focus.

provide checklists that students can use both at their desk and at different learning areas around the room

encourage the use of self-talk as students follow their checklists provide pictures and words to describe the routine teach routines with correction, not consequence encourage students to create their own sequential list of activities and tasks they need to

accomplishStudents with FASD can use routines at any age as it provides a focus. Using picture checklists when the

student is younger and then developing into more elaborate checklists when the students is in high school.4. Teach time concepts.

use pictures, charts, and large visuals to teach time post a visual chart with the daily schedule and times of activities have students tape their own time schedules to their desks or in a specific place in their

notebooks or binders use classroom calendars to show students there is a predictable pattern within the year advise students in advance of possible routine changes

Students with FASD may have a difficult time understanding and learning time concept. By understanding time concepts and having a schedule in front of them, students will become less anxious and more prepared for their daily routine.5. Build skills on participating in class discussion and activities

ensure students have stopped the task they are on before giving new instruction use nonverbal and prearranged signals to regain the students attention use planning and pacing to increase students capacity to attend and follow instruction (moving to

new areas, clear/simple directions) use visuals to support instruction allow for movement around the room

Students with FASD should feel like they are included within the class. The above strategies also work for students of all ages and levels within the class.

Links &Sources

http://fasd.alberta.ca/· http://education.alberta.ca/admin/supportingstudent/diverselearning/fasd.aspx · http://www.knowfasd.ca/ · http://fasd.alberta.ca · http://www.fasdwaterlooregion.ca/at-school/fasd-classroom · http://www.gov.mb.ca/healthychild/fasd/fasdeducators_en.pdf · http://www.education.gov.yk.ca/pdf/fasd_manual_2007.pdf · http://www.gov.mb.ca/healthychild/fasd/fasdearly_en.pdf

Exceptionality Name

Gifted

Definition &

AB Educ. Code

Coding: ECS 30, Gr 1-12 80 “A very bright, creative, and talented student” who excels in one or more areas. -Exceptional potential and/or performance across a wide range of abilities in one or more of

the following areas:                   *general intelligence             *specific academic *creative thinking                   *social                       *musical                   *artistic *kinesthetic

Characteristics &/or

Observable Behaviours

- Highly independent and self-directed- Abundant creativity

-Remember with little practice- Energetic and intense- Tend to prefer the company of older playmates or adults

Work is original, extremely advanced for their age- Struggles with perfectionism- Strong vocabularies or learned to read earlier than others

-High-level cognitive abilities -Twice Exceptional- gifted students who also have disabilities

Teaching Strategies & Resources

Pull-out Classes - How? Student is placed in a higher grade or ability level for one or

more subjects- Why? This will allow for the student to be challenged and stay better

engaged Independent Studies/Projects

- How? Allow to work alone, or try to pair with other high-achieving students

- Why? To provide challenges and extra support for advanced material Curriculum Compacting

- How? Eliminate activities or material that has already been mastered- Why? Student can use freed up time to pursue enriching activities that

align with their needs Questioning Techniques

- How? Use open ended questions that draw on more advanced levels of understanding

-Why? To stimulate creative and critical thinking, this will help to engage the student

Links &Sources

Alberta Education:AISI Project 40022 – Differentiating Instruction for Gifted Students, 2010 (http://education.alberta.ca/aisi/cycle4pdfs/40022.pdf )             Woolfolk, 2012. “Educational Psychology, Fifth Canadian Edition”Hutchinson, 2014. “Inclusion of Exceptional Learners in Canadian Schools” Chapter 3: Exceptional StudentsAlberta Education “Special Education Coding Criteria 2008/2009”Alberta Education : A Handbook for Parents of Children Who Are Gifted and Talented, 2004 (http://www.education.alberta.ca/admin/supportingstudent/engagingparents/journey.aspx )

Alberta Education: Making a Difference: Meeting diverse learning needs with differentiated instruction. Chp. 10: Students who are gifted http://education.alberta.ca/media/1234009/13_ch10%20gifted.pdf

Exceptionality Name

Learning Disability

Definition &

AB Educ. Code

Code: ECS 30, Gr 1-12 54Definition: "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. (http://education.alberta.ca/media/825847/spedcodingcriteria.pdf)

Characteristics &/or

Observable Behaviours

Learning disabilities result from impairments in one or more processes related to perceiving, thinking, remembering or learning. These include, but are not limited to: language processing; phonological processing; visual spatial processing; processing speed; memory and attention; and executive functions (http://education.alberta.ca/media/825847/spedcodingcriteria.pdf)

If you see students struggling in any of these areas they may have a learning disability Refer to Figure 3.2, 3.3, and Table 3.4 (Hutchinson Ch3)

Teaching Strategies & Resources

Refer to Table 3.4 in Hutchinson Ch 3 for Executive Functions Overwhelmed by the volume of work they must do in the classroom, use strategies to

reduce this work load/breaks things down Make sure there is a safe environment where these students feel accepted. Vary the modes of presentation, curing students, and relating material to students lives Provide study guides, produce color-coded/organized materials, or collaborative work Main things: General organizational skills, highlighting main ideas, additional practiceand

note-taking strategies 8 instructional factors (1) questioning (2) sequencing and segmentation (3) skill modelling

(4) organizational and explicit practice (5) small-group setting (6) indirect teaching activities (7) technology (8) scaffolding

Figure 3.4

Links &Sources

http://education.alberta.ca/media/825847/spedcodingcriteria.pdf

Hutchinson, N. (2014). Chapter 3: Exceptional Students: Learning and Behaviour Exceptionalities. (pp.67-101). Inclusion of Exceptional Learners in Canadian Schools.

Exceptionality Name

Visual Impairment

Definition &

AB Educ. Code

Code: ECS: 30, Gr 1-12: 56 or 46 Definition : having poor or no visual perception. Can use their remaining vision for learning,

but will need aids to respond and access visual information. Low vision : limited or diminished vision that cannot be corrected with lenses. Partial vision : field of vision is impaired due to illness or degenerative syndrome.

Characteristics &/or

Observable Behaviours

May not be able to decode visual stimuli May see a picture but cannot perceive it. The hairy skull Squinting or blink frequently. Clumsiness and misjudging distance. Cross-eyed, eyes turn out. Behavioural issues: skim readings, difficulty with notes, short attention span

Teaching Strategies & Resources

Environmental Be aware of your classroom setting. Making sure that there are clear pathways, minimum

furnishings, materials in consistent location, and different textures for different areas. Make sure students keep up with maintaining the classroom. Make sure they are familiar with materials in the classroom.

Instructional

Determine what medium is best for the student through Learning Media Assessment. This could be braille, large print, dual media, auditory, objects, or combination. Also having specific magnification software can help.

Be well organized. Have any materials that need to be made into braille or audio tapes before hand. This will help reduce otherness.

Assignments Quality over quantity. Making sure that they have the time to do assignments in formats that

work best for them. If need be have them partnered with a non-impaired student when in groups, or for verbal explainations.

Links &Sources

Alberta Sources:http://education.alberta.ca/teachers/resources/prb/ssvi.aspxhttp://www.learnalberta.ca/content/inmdict/html/visual_impairment.html***http://www.vision.alberta.ca/resources/adaptingprograms/ (this link has amazing information and resources for teaching blind/visually impaired students in Alberta)Other Sources:http://www.blindcanadians.ca/publications/cbm/25/adjustment-losses-and-positive-attitude-dealing-vision-impairment-and-blindnesshttp://www.pathstoliteracy.org/instructional-strategies-students-who-are-blind-or-visually-impairedhttp://www.livestrong.com/article/126096-characteristics-visually-impaired-child/http://www.teachingvisuallyimpaired.com/http://www.teachingvisuallyimpaired.com/adapt.htmlhttp://www.ncl.ac.uk/students/wellbeing/assets/documents/SuggestedTeachingStrategiestousewithBlindandPartiallySightedStudents.pdfhttp://www.sdcity.edu/Portals/0/CollegeServices/StudentServices/DSPS/QT2-VI.pdfhttp://sds.ucsf.edu/sites/sds.ucsf.edu/files/PDF/Visual_Impairment.pdfhttps://www.youtube.com/user/TommyEdisonXP/videos