An overview of An overview of Disabilities, common Disabilities, common characteristics, and characteristics, and

helpful hintshelpful hintsFrom: Johns, B & Crowley, EP (2005).Students From: Johns, B & Crowley, EP (2005).Students

with Disabilities and General Education: A with Disabilities and General Education: A desktop Reference for School Personnel. desktop Reference for School Personnel.

Horsham, PA: LRP Publications. Chapter 7.Horsham, PA: LRP Publications. Chapter 7.

IDEA definition of “specific learning IDEA definition of “specific learning disability:disability:

A disorder in one or more basic A disorder in one or more basic psychological processes involved in psychological processes involved in understanding or in using language, understanding or in using language, spoken or written, which disorder spoken or written, which disorder may manifest itself in imperfect may manifest itself in imperfect ability to listen, think, speak, read, ability to listen, think, speak, read, write, spell or do mathematical write, spell or do mathematical calculations.calculations.

Learning disabilities includeLearning disabilities include

Perceptual disabilitiesPerceptual disabilities Brain injuryBrain injury Minimal brain dysfunctionMinimal brain dysfunction DyslexiaDyslexia Developmental aphasiaDevelopmental aphasia

Learning disabilities do not include:Learning disabilities do not include:

VisualVisual HearingHearing Motor disabilitiesMotor disabilities Mental retardationMental retardation Emotional disturbanceEmotional disturbance Environmental, cultural, or economic Environmental, cultural, or economic

disadvantagedisadvantage

Learning disabilities are notLearning disabilities are not

Synonymous with low achieversSynonymous with low achievers Mild disabilities, and they are life-Mild disabilities, and they are life-

longlong Fixable and short termFixable and short term

Some characteristics of children Some characteristics of children with learning disabilitieswith learning disabilities

Student learns a skill in a different way or Student learns a skill in a different way or at a different paceat a different pace

Student has difficulty processing Student has difficulty processing information in particular waysinformation in particular ways

Student has difficulty storing information Student has difficulty storing information either short term or long termeither short term or long term

Student has difficulty in the perception of Student has difficulty in the perception of information (letter or number reversal)information (letter or number reversal)

Student has difficulty perceiving social Student has difficulty perceiving social situations (sees them differently)situations (sees them differently)

What a teacher can do for students What a teacher can do for students with learning disabilitieswith learning disabilities

Learn about the child and the learning disabilityLearn about the child and the learning disability Use multiple learning styles and multiple forms of Use multiple learning styles and multiple forms of

communicating instructionscommunicating instructions Avoid lengthy directionsAvoid lengthy directions Use strategies to help students rememberUse strategies to help students remember Break down tasks into smaller stepsBreak down tasks into smaller steps Provide additional time for schoolwork and testsProvide additional time for schoolwork and tests Allow the student with reading problems to use textbooks Allow the student with reading problems to use textbooks

on tape or similar deviceson tape or similar devices Allow the student with listening difficulties to borrow notes Allow the student with listening difficulties to borrow notes

or use a tape recorderor use a tape recorder Allow the student with writing difficulties to use a computer Allow the student with writing difficulties to use a computer

with spell check, grammar checks, or speech recognitionwith spell check, grammar checks, or speech recognition Teach organizational and study skillsTeach organizational and study skills

Speech or language disability Speech or language disability defined:defined:

Communication disorder, like Communication disorder, like stuttering, impaired articulation, stuttering, impaired articulation, language impairment or voice language impairment or voice impairmentimpairment

Characteristics of speech or Characteristics of speech or language disabilitylanguage disability

Mispronouncing syllables or whole Mispronouncing syllables or whole wordswords

Voice disorder, including abnormal Voice disorder, including abnormal pits, loudness or voice qualitypits, loudness or voice quality

Fluency disorder, pauses, hesitations, Fluency disorder, pauses, hesitations, repetitionsrepetitions

StutterStutter Reluctance to speak Reluctance to speak

What the teacher can do for speech What the teacher can do for speech and language disordersand language disorders

Work closely with speech therapistWork closely with speech therapist Minimize the pressure to perform verbally Minimize the pressure to perform verbally

and reduce student’s anxietyand reduce student’s anxiety Use nonverbal listening skills such as eye Use nonverbal listening skills such as eye

contact and facial expressionscontact and facial expressions Let the student finish talkingLet the student finish talking Don’t finish the student’s sentencesDon’t finish the student’s sentences Do not allow other students to make fun of Do not allow other students to make fun of

the studentthe student Provide positive feedback for all Provide positive feedback for all

communication effortscommunication efforts

Emotional disturbance definedEmotional disturbance defined Inability to learn or maintain satisfactory Inability to learn or maintain satisfactory

interpersonal relationships that can not be interpersonal relationships that can not be explained otherwiseexplained otherwise

Inappropriate behavior or feelings under normal Inappropriate behavior or feelings under normal circumstancescircumstances

Mood of unhappiness or depressionMood of unhappiness or depression Develops physical symptoms or fears associated Develops physical symptoms or fears associated

with personal or school problemswith personal or school problems SchizophreniaSchizophrenia Does not apply to students who are maladjusted, Does not apply to students who are maladjusted,

unless they have an emotional disturbance.unless they have an emotional disturbance.

What the teacher can do for What the teacher can do for students with Emotional students with Emotional

disturbances disturbances Provide positive recognition for appropriate Provide positive recognition for appropriate

behaviorbehavior Set clear limits so student knows what is Set clear limits so student knows what is

expectedexpected Provide posted rules/expectations and teach the Provide posted rules/expectations and teach the

student what they mean and provide remindersstudent what they mean and provide reminders Follow the student’s behavioral intervention plan Follow the student’s behavioral intervention plan

(IEP)(IEP) Develop a non-verbal cueing system to assist the Develop a non-verbal cueing system to assist the

studentstudent Provide assigned seatingProvide assigned seating Start each day new…don’t hold grudgesStart each day new…don’t hold grudges

Autism definedAutism defined

Developmental disability that affects Developmental disability that affects verbal and nonverbal communication verbal and nonverbal communication and social interaction before age 3.and social interaction before age 3.

Characteristics of students with Characteristics of students with autismautism

Student may have a range in degree of Student may have a range in degree of intellectual functioning and any adverse intellectual functioning and any adverse effect on educational performanceeffect on educational performance

Significant communication/language/Significant communication/language/ interpersonal skill deficitsinterpersonal skill deficits Self stimulate (rocking, hitting self)Self stimulate (rocking, hitting self) Inappropriate emotionsInappropriate emotions Becomes upset with routine or Becomes upset with routine or

environmental changesenvironmental changes Becomes frustrated when over-stimulatedBecomes frustrated when over-stimulated

What the teacher can do for What the teacher can do for students with autismstudents with autism

Prepare the child for change in Prepare the child for change in environment or routineenvironment or routine

Avoid too much stimulation and a Avoid too much stimulation and a high noise level high noise level

Break down directions into very small Break down directions into very small stepssteps

Provide multiple opportunities for Provide multiple opportunities for appropriate repetitive movementsappropriate repetitive movements

Other Health impairments definedOther Health impairments defined

Having limited strength, vitality or Having limited strength, vitality or alertness due to chronic or acute alertness due to chronic or acute health problems such as asthma, health problems such as asthma, attention deficit disorder or attention attention deficit disorder or attention deficit hyperactivity disorder, deficit hyperactivity disorder, diabetes, epilepsy, heart condition, diabetes, epilepsy, heart condition, hemophilia, lead poisoning, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, leukemia, nephritis, rheumatic fever, and sickle cell anemiaand sickle cell anemia

Characteristics of students with Characteristics of students with other health impairments:other health impairments:

Difficulty staying on task or paying Difficulty staying on task or paying attention to important aspect for a long attention to important aspect for a long period of timeperiod of time

ImpulsiveImpulsive Need to move around frequentlyNeed to move around frequently Easily distractedEasily distracted Problems breathingProblems breathing Easily infectedEasily infected EnergeticEnergetic Difficulty paying attention when not Difficulty paying attention when not

feeling wellfeeling well

What the teacher can do for What the teacher can do for students with other health students with other health

impairmentsimpairments Provide many opportunities for movementProvide many opportunities for movement Keep lecture and written activities shortKeep lecture and written activities short Use visuals during teaching centered activitiesUse visuals during teaching centered activities Provide fidgets (ball, paperclip) Provide fidgets (ball, paperclip) Provide positive reinforcementProvide positive reinforcement Provide organizers away from desk for items Provide organizers away from desk for items

student is not currently usingstudent is not currently using Use timers Use timers Use highlighters to color code instructions and Use highlighters to color code instructions and

key parts of assignmentskey parts of assignments

What the teacher can do regarding What the teacher can do regarding other health impairmentsother health impairments

Learn about the health disabilityLearn about the health disability Follow physician’s instructions Follow physician’s instructions

regarding level of activityregarding level of activity Work with school dietician regarding Work with school dietician regarding

dietary restrictionsdietary restrictions Watch for changes in behavior or Watch for changes in behavior or

unusual lethargyunusual lethargy

Mental retardation definedMental retardation defined

Sub-average general intellectual Sub-average general intellectual functioning with deficits in adaptive functioning with deficits in adaptive behaviorbehavior

Characteristics of students with Characteristics of students with mental retardationmental retardation

Student learns at a slower rateStudent learns at a slower rate Student will have difficulty grasping Student will have difficulty grasping

abstract conceptsabstract concepts Student may not remember Student may not remember

directions he or she is givendirections he or she is given

What the teacher can do for What the teacher can do for students with mental retardationstudents with mental retardation

Provide new information at a slower Provide new information at a slower raterate

Provide concrete directionsProvide concrete directions Repeat directions as much as Repeat directions as much as

possiblepossible Provide reinforcement for rote Provide reinforcement for rote

material learnedmaterial learned

Traumatic brain injuryTraumatic brain injury

An acquired injury caused by An acquired injury caused by physical force resulting in total or physical force resulting in total or partial functional disability or partial functional disability or psychosocial impairmentpsychosocial impairment

Characteristics of students with Characteristics of students with traumatic brain injurytraumatic brain injury

Reduced staminaReduced stamina Seizures/headachesSeizures/headaches Hearing/vision problemsHearing/vision problems Easily confusedEasily confused Mood swings and problems with Mood swings and problems with

social skillssocial skills

What the teacher can do for What the teacher can do for students with traumatic brain students with traumatic brain

injuriesinjuries Talk with administrator/parent to find the Talk with administrator/parent to find the

extent of the injuryextent of the injury Avoid an unstructured daily routineAvoid an unstructured daily routine Keep directions simple and concreteKeep directions simple and concrete Plan ahead for specific activitiesPlan ahead for specific activities Be clear on rules and review them Be clear on rules and review them

frequentlyfrequently Document any unusual circumstances of Document any unusual circumstances of

changes in behaviorchanges in behavior

Hearing impairment definedHearing impairment defined

Impairment of hearing Impairment of hearing severe severe enoughenough to adversely affect a child’s to adversely affect a child’s educational performance, whether educational performance, whether permanent or fluctuating permanent or fluctuating

Characteristics of a student who is Characteristics of a student who is hearing impairedhearing impaired

Uses gesturesUses gestures Hearing aidesHearing aides Sign languageSign language May write on paper or refuse to write May write on paper or refuse to write

on paper if feels inadequateon paper if feels inadequate Isolation due to communication Isolation due to communication

barriersbarriers Unintentional noisesUnintentional noises

What the teacher can do for a What the teacher can do for a student who is hearing impairedstudent who is hearing impaired

Minimize background noiseMinimize background noise Face the student when giving instructionFace the student when giving instruction Use an overhead or power point so you Use an overhead or power point so you

can face the class while instructingcan face the class while instructing Teacher’s mouth should be fully visible Teacher’s mouth should be fully visible

when speakingwhen speaking Stand in areas without bright backlightingStand in areas without bright backlighting Maximize visual and tactile accessMaximize visual and tactile access Use advance organizers Use advance organizers

Deafness definedDeafness defined

Hearing impairment Hearing impairment so severeso severe that that student can not process linguistic student can not process linguistic information through hearing, with or information through hearing, with or without amplificationwithout amplification

Characteristics of deafnessCharacteristics of deafness

Student may talk very loudlyStudent may talk very loudly Student may feel isolated due to Student may feel isolated due to

communication barrierscommunication barriers Student may use gesturesStudent may use gestures Student may use an interpreterStudent may use an interpreter

What the teacher can do for a What the teacher can do for a student who is deafstudent who is deaf

Address the child, not the interpreterAddress the child, not the interpreter Increase wait time during lecture Increase wait time during lecture Meet regularly with the interpreter to Meet regularly with the interpreter to

assess the communication servicesassess the communication services Learn a few signs for vocabulary Learn a few signs for vocabulary

frequently used in the classroomfrequently used in the classroom

Visual impairment definedVisual impairment defined

Includes blindness, but can include Includes blindness, but can include partial or complete blindnesspartial or complete blindness

Some visual impairments may be Some visual impairments may be corrected with glassescorrected with glasses

What the teacher can do for What the teacher can do for students with visual impairmentsstudents with visual impairments

Provide extra time to complete a taskProvide extra time to complete a task Provide verbal descriptions Provide verbal descriptions Help implement an IEP team decision to provide services Help implement an IEP team decision to provide services

necessarynecessary Provide assistance in the student’s orientation to the Provide assistance in the student’s orientation to the

classroom and around the buildingclassroom and around the building Talk about where things areTalk about where things are Don’t lead the student; teacher hand at student’s elbow Don’t lead the student; teacher hand at student’s elbow

may be enoughmay be enough Remind sighted students/adults to identify themselves by Remind sighted students/adults to identify themselves by

namename Describe objects when referring to themDescribe objects when referring to them Don’t leave student standing or waiting along in an open Don’t leave student standing or waiting along in an open

spacespace Do not move things in classroom without notifying studentDo not move things in classroom without notifying student

Deaf-blindness definedDeaf-blindness defined

Hearing and visual impairmentsHearing and visual impairments Cause communication and other Cause communication and other

developmental/educational needsdevelopmental/educational needs

Characteristics of students with Characteristics of students with deaf-blindnessdeaf-blindness

Demonstrates serious impairments and Demonstrates serious impairments and growing diversity of impairmentsgrowing diversity of impairments

Significant medical complicationsSignificant medical complications Self-stimulating behaviors (rocking)Self-stimulating behaviors (rocking) Easily aroused (frustration, self-abusive, Easily aroused (frustration, self-abusive,

aggressive, withdrawn)aggressive, withdrawn) Lack of responsivenessLack of responsiveness Own interests and signaling methodsOwn interests and signaling methods Vulnerable to stressVulnerable to stress

What the teacher can do for What the teacher can do for students who are deaf-blindstudents who are deaf-blind

Teach systematically what non-Teach systematically what non-impaired students learnimpaired students learn

Increase the length of time to master Increase the length of time to master daily classroom objectivesdaily classroom objectives

Establish sensitivity and awarenessEstablish sensitivity and awareness Mutual attentionMutual attention Respond to student’s signalsRespond to student’s signals Keep classroom emotions positiveKeep classroom emotions positive

Orthopedic impairment definedOrthopedic impairment defined

Clubfoot, absence of an appendageClubfoot, absence of an appendage Polio-myelitis, bone tuberculosisPolio-myelitis, bone tuberculosis Cerebral palsy, amputations, Cerebral palsy, amputations,

fractures or burnsfractures or burns

Characteristics of students with Characteristics of students with orthopedic impairmentsorthopedic impairments

Unable to coordinate body Unable to coordinate body movementmovement

Muscles may weaken and Muscles may weaken and degeneratedegenerate

Nerve control and lack of feelingNerve control and lack of feeling Painful movementPainful movement

What the teacher can do for What the teacher can do for students with orthopedic students with orthopedic

impairmentsimpairments Avoid barriers in the classroomAvoid barriers in the classroom Plan accommodations ahead of timePlan accommodations ahead of time Provide extra time for movement and Provide extra time for movement and

transitionstransitions Treat student with respectTreat student with respect Provide assistance as neededProvide assistance as needed Monitor safety and healthMonitor safety and health Meet with building administrator regarding Meet with building administrator regarding

specific medical emergency planspecific medical emergency plan

Multiple disabilities definedMultiple disabilities defined

Combination of disabilities Combination of disabilities

Teacher should try to find out as Teacher should try to find out as much as possible about the multiple much as possible about the multiple disabilitiesdisabilities

General words of adviceGeneral words of advice

Stay informed of changesStay informed of changes– Changes in medicationChanges in medication– Behavioral changesBehavioral changes– Academic changesAcademic changes

Talk with parents and let them know Talk with parents and let them know of any academic or behavioral of any academic or behavioral changes in their student in response changes in their student in response to any changes in medicationto any changes in medication