Exceptionality Toolbox

Exceptionality
Name

Autism
Spectrum
Disorder
(ASD)

Clinical
Depression

Definition & AB
Education Code
Severe Physical Or
Medical Disability
(Code 44)
Mild or Moderate
Medical Disability
(Code 58)
-Is the most common
neurological disorder
and one of the most
common
developmental
disabilities affecting
Canadian children,
which usually
appears before age 3.
-Children with autism
usually have
particular
communication and
social characteristics
and repetitive
behaviors to
different degrees,
but each child with
autism responds or
behave in unique
way.

- Feelings of severe
despondency and
dejection.
- It is an internalizing
disorder that involves
a childs feelings,
thoughts and
behaviours, exhibits
chronic and
pervasive behaviours
that interfere with
the learning and

Characteristics and/or
Observable Behaviour
There are 4 main
characteristics:
1) Communication
(struggles with
nonverbal
communication and
expressive language
skills. Repetitive and
idiosyncratic speech
patterns and restricted
vocabulary)
2) Social integration (3
subtypes: aloof, passive,
active)
3) Unusual/challenging
behaviour (inflexible
adherence, stereotypic
& repetitive motor
mannerisms, fascination
with movement of
objects)
4) Learning
characteristics (uneven
patterns of
development)
There is also anxiety,
unusual patterns of
attention and responses
to sensory stimuli.

Changes in: feelings,

physical health, thinking
& behaviour.
These changes can
manifest themselves as:
-Extended periods of
excessive sadness,
feelings of hopelessness,
or crying.
-Loss of interest in
activities.

Teaching Strategies and Resources

Links and /or Sources

1) Provide visual support and hands

on activities

http://www.autismsocie
tycanada.ca/
http://education.alberta.
ca/media/825847/spedc
odingcriteria.pdf

These strategies can help with

communication and self-control.
These include checklists, daily
schedules, simple picture
instructions, labels, charts, etc. For
example. If teaching emotions, be
sure to provide pictures with
different faces in various scenarios.
2) Use activity-based instruction.
Allows teachers to focus on
multiple goals and skills. An
example is a partner puzzle activity
promotes communication skills.
3) Identify an alternative
behaviour
Find appropriate behaviour that
serves the same function.
4) Find strengths, weaknesses,
interests and talents
Communication with parents and
teachers of the student determines
what motivates the student to
succeed, encourages good
behaviour, and allows them to
enjoy school. This may also develop
skills for future employment. A
home-to-school journal would be a
good way to keep track of the
progress.
Teachers can play an important
role by observing the warning signs
and creating a school environment
that is sensitive to the needs of
children with depression.
1. Communicate with parents to
discuss strategies for helping
children learn and feel better.
2. Invite children to share their
feelings and create routine
opportunities for reflecting on and

https://www.gnb.ca/000
0/publications/ss/Teachi
ngStudentswithAutismSp
ectrumDisorders.pdf
http://www.learnnc.org/
lp/editions/picturesymbols
http://download.springe
r.com/static/pdf/855/art
%253A10.1023%252FA%
253A1025806900162.pd
f?auth66=1421796404_9
d081542786c94934c7fe
e198176a735&ext=.pdf
http://education.alberta.
ca/media/512916/autis
m1b.pdf
http://education.alberta.
ca/media/512925/autis
m3.pdf
http://education.alberta.
ca/media/512928/autis
m4.pdf

Children, youth, and

depression. (n.d.).
Retrieved from Canadian
Mental Health
Association: mental
health for all website:
http://www.cmha.ca/me
ntal_health/childrenanddepression/#.VLxkbYrF9
XZ

safety of the
student/child, other
students/children
and staff.
It is characterized by
symptoms such as
persistent feelings of
sadness,
hopelessness,
dejection and guilt;
withdrawal from
activities and people;
poor concentration;
lack of energy;
inability to sleep;
weight loss or gain;
anxiety, irritability or
agitation; and/or
thoughts of death or
suicide.
- It may be caused by
a loss, by genetic or
biochemical factors,
or by past or ongoing
trauma. Students
with disabilities are
as vulnerable to
depression as the
general population.
-There is no one
cause for depression,
research suggests a
dynamic and
complex interplay
between several
factors.
Coding: 30, 42, 53
(ECS: Code 30;
Grades 112: Code
53)

-Sleep problems (too

much or too little).
-Change in appetite. Lack
of energy or excessive
fatigue.
-Feelings of
worthlessness or guilt. Difficulties thinking or
concentrating.
-Increased irritability or
anger.
-Physical violence
toward other persons
and/or physical
destructiveness toward
the environment
-Somatic complaints
(This Stomach-aches,
nausea, headaches, body
aches or vague
complaints).
-Preoccupation with
death.
Social withdrawal. Note:
The most important
symptoms to watch for
in children are irritability
and somatic complaints.
-Inability to establish or
maintain satisfactory
relationships with peers
or adults.
-Inappropriate behaviour
or feelings under
ordinary conditions
-fears associated with
personal or school
problems
-difficulty accepting the
realities of personal
responsibility and
accountability
- displays chronic,
extreme with a severe
and pervasive
behaviours and requires
close and constant adult
supervision. ( can
significantly interfere
with both learning and
safety)
-could have a diagnosis
of: conduct disorder,

sharing their feelings (e.g., circle

time or journal writing).
3. Refer children to and encourage
children to use the PEERS feelings
strategies.
4. Be consistent with routines and
use visual schedules.
5. Focus on the positive.
6. Create opportunities for healthy
living.
7. Teach shortterm goalsetting for
academic work.
8. Build a support network by
promoting peer assistance.
9. Record unusual behaviours (e.g.,
in a log) and communicate
concerns with mental health
professionals (e.g., school
counselor).
10. A welldesigned classroom:
layout, movability, etc.
11. Establish an I need a break
system. Refer to pg. 13 of
Supporting positive behaviours in
Alberta schools
12. Establish High levels of
structure and routine
.

PEERS program mental

health roundtable
session for teachers:
Depressive symptoms in
children [Fact sheet].
(n.d.). Retrieved from
http://www.psych.ualbe
rta.ca/~hoglund/PEERSla
b/assets/peersroundtable-depressive
symptoms.pdf
Supporting positive
behaviour in Alberta
schools: A classroom
approach [Fact sheet].
(2008).
Retrieved from
http://www.learnalberta
.ca/content/inspb2/html
/supporting_positive_be
haviour_orange.pdf
Medical/Disability
information for
classroom teachers:
Depression [Fact sheet].
(n.d.). Retrieved from
http://www.learnalberta
.ca/content/inmdict/htm
l/depression.html
Teaching students with
mental health disorders
ministry of education:
Resources for teachers
[Fact sheet]. (n.d.).
Retrieved from
http://www.bced.gov.bc
.ca/specialed/docs/depr
ession_resource.pdf
Special education coding
criteria 2012/2013.
(2012). Retrieved from
http://education.alberta.
ca/media/8708251/sped
codingcriteria_20122013.pdf
Alberta Childrens
Hospital. (2011).
Services. Retrieved from

schizophrenia, bi-polar
disorder, OCD.
- may display selfstimulation or selfinjurious behaviour

http://www.calgaryhealt
hregion.ca/ACH/progra
ms_services/services.ht
ml
AntayMoore, Dana.
(2008). Supporting
Positive Behaviour in
Alberta Schools.
Edmonton AB: Alberta
Education.

Down Syndrome is a
genetic disorder
whereby a person
has three copies of
chromosome 21
instead of two. It is
the most common

genetic
(chromosomal)
intellectual disability
occurring from 1 in
700 up to 1 in 1000
live births.

Down Syndrome is
named after the
English doctor, John
Langdon Down, who
was the first to
categorize the
common features of
people with the
condition.

Down
Syndrome

Coding 51, 54, 57, 41,

43

Lower level of task

persistence and higher
level of off-task
behavior which
interferes with task
completion.
Communication
barriers may be
present, and many
struggle by knowing
far more than they
can express.
Some students may
have sensory and/or
motor difficulties and
may have difficulties
processing
information from
many sources at once.
This may cause them
to act out or
become excited if
their senses are not
working properly
together.
The mean IQ of
children with Down
Syndrome averages
about 45. (range, 2570)
Older children and
young adults are
described as having
primarily a positive
demeanor and tend to
be predictable in their
behavior.
Physically, people
with Down Syndrome
have almond-shaped

Maintain a positive attitude

and reinforce students for
specific tasks since many
students will work for positive
recognition and affirmation.
Encourage the parents to work
with you to learn what works
best for their child.
Use many verbal and visual
cues when giving instruction (eg.
rhythmic songs, repetition
phrases, large photos, tactic
manipulatives).
Establish a daily routine with
the student and allow practice
time to review the schedule
daily. This will minimize
outbreaks due to change.
Use pictures, symbols or signs
to communicate if there are
communication barriers, and do
not be afraid to ask the student
to slow down or try again if
there is difficulty in
understanding what they are
trying to express. It is also
important that teachers model
appropriate communication
strategies.
Be aware that loud noises,
unusual light, and activities
around them will distract and
hinder focus. Therefore provide
quiet spaces or noise
cancelling headphones that all
students in the classroom have
the option to use. You can also
teach students to work through
distractions as well.

Indian Journal of Medical

Sciences
http://www.bioline.org.br
/request?ms09011
Canadian Down
Syndrome Society
www.cdss.ca
Teaching Students with
Down Syndrome
http://www.cdss.ca/imag
es/pdf/parent_informatio
n/teaching_students_wit
h_down_syndrome.pdf
Global Down Syndrome
Foundation
http://www.globaldowns
yndrome.org/aboutdown-syndrome/factsabout-down-syndrome/
Medical/Disability
Information for
Classroom Teachers
http://www.learnalberta.
ca/content/inmdict/html/
down_syndrome.html
Special Education Coding
Criteria 2012/2013
http://education.alberta.c
a/media/825847/spedcod
ingcriteria.pdf
Sample IPP Templates
http://www.learnalberta.
ca/content/ieptLibrary/lib
07.html

eyes and a short

stature. They often
have a short neck,
with excess skin at the
back of the neck and
white spots on the
colored part of the
eye (called Brushfield
spots). Often they also
have wide, short
hands with very short
fingers.
People with Down
Syndrome have an
increased risk for
heart, respiratory,
orthopedic, skin,
hearing, or vision
problems. These vary
from person to
person.

Gifted

Code 80:
Demonstrated or
potential abilities to
show exceptionally
high capability in
specific disciplines,
intellect, or

Work quickly
Generate
explanations,
theories, ideas
and solutions

Allow students to film material

done in class, so that they can
review it at home with parental
support.
Create differentiated scaled
assessments and activities, and
use the same accommodations
in testing as was used in
teaching.
Speak slower and with fewer
words, and allocate sufficient
wait time in order for students
to process and respond before
repeating instructions/questions.
It is important to recognize that
a child with Down's syndrome
may still acquire many of the
cognitive and social skills most
other people develop. It simply
takes more time, and a child
should be allowed to move
forward at their own pace.
Alberta Education has created
sample individualized program
planning (IPP) templates to help
identify the level and types of
teaching strategies and supports
each student requires. Template
B is designed for students with
moderate to severe cognitive
disabilities, such as Down
Syndrome. The purpose of this
particular template is to identify
5 individual learning goals in
order to increase the students
engagement in learning,
(particularly literacy and
numeracy). Template A is
designed for students with mild
cognitive disabilities. The
purpose of this particular
template is to find strategies
that meet the students
strengths and needs, while also
reducing learning barriers.
Tiered assignmentsTeacher prepares a range
of distinct assignments,
from simple to complex,
focusing on key learning
outcomes. Once gifted

Class Coursepack
(Chapter 3- Exceptional
Students: Learning and
Behaviour
Exceptionalities)

creativity. Students
who are advanced in
one area or in many
areas and exceed the
expectations of
parents or of the
school curriculum in
specific areas or
development are
described as gifted

Show curiosity
and/or strong
interests.
Does not work
well in normal
classrooms
May have
accompanying
disabilities
(Autism
Spectrum)
Have great
vocabulary,
fluency,
memory,
insight,
reasoning,
observation
skills, problemsolving skills,
imagination and
motivation
Be highly selfdirected and
independent
Be unusually
perceptive of or
sensitive to
feelings and
expectations of
others
Seem intense in
expression or
feelings of
justice and/or
empathy
Demonstrate
perfectionism
and high task
commitment
Seem out of
synch with agemates or prefer
the company of
adults.

students complete the

required part, they can
move on to more complex
activities.
Ability Grouping- students
work with their
intellectual peers on a
regular basis in or outside
the classroom. This could
mean having gifted
students spend part of the
day with a different grade
level for enrichment.
Mentor Programs- gifted
students apply their
knowledge hands-on, in
real-life settings under the
supervision of an adult.
Authentic Problem
Solving- Students apply
their knowledge and skills
to problems that are
significant in their own
lives.
Telescoping- Gifted
students can do two
curricula in one year.
Open Ended AssignmentsStudents are given options
for completing and
deciding how far to take
their learning.
Let your child follow his or
her passion. Some
childrens intensity may
lead to immersion in a
passion to the exclusion of
all else
Participating in their own
SMART goal setting helps
students who are gifted to
practise higher-order and
metacognitive thinking.
Open-ended questions
invite critical and creative
thinking, and nurture the

http://education.alberta.
ca/media/825847/spedc
odingcriteria.pdf
https://education.albert
a.ca/media/448831/jour
ney.pdf
http://education.alberta.
ca/media/1234009/13_c
h10%20gifted.pdf

Very sensitive,
emotionally and
even physically

English
Language
Learners
(ELL)

- Also known as
English Second
Language
Learners (ESL), it
is an
exceptionality in
which the
students first
learned language
is a language
other than
English. This lack
of English
proficiency makes
full participation
in learning
opportunities
difficult to the
students.
Coding:
Canadian-born
(303)
Foreign-born (301)

- There is a wide
range of
characteristics and
behaviours for ELL
students. An
overview of these
can be found at
http://www.learnalb
erta.ca/content/esla
pb/documents/chara
cteristics_of_english_
language_learners.pd
f with respect to the
Proficiency
Benchmarks.
- Behaviours are
organized into 5
different levels based
on English speaking
ability. These include:
Beginning,
Developing,
Expanding, Bridging
and Extending.
- Students who are in
the Beginning Level
show behaviours
such as high self-

development of students
capacities to frame their
own questions.
Independent projects
offer challenge and
engagement for students
who need academic
enrichment.
Advanced Placement (AP):
Students participate in
senior high school courses
that follow the prescribed
AP program and students
who successfully complete
examinations in the
program may apply for
advanced credit or
placement at postsecondary institutions

-Use a variety of instruction and

assessment strategies.
-Use visuals during instruction
and accompany print material
with visuals for clarification and
explanation.
-Slow down your speech and
use shorter sentences,
examples, gestures,
demonstrations, and avoid
expressions or sayings that are
only common in your culture.
-Follow predictable routines.
-Involve students culture and
family in school events and
projects
-Allow students to substitute
drawings, pictures, or diagrams,
graphs, charts for a written
assignment
-Reduce length and allow more
time for written assignments
-for more specific strategies and
activities, visit
http://www.educ.ualberta.ca/st
aff/olenka.bilash/best%20of%2
0bilash/strategiesactivities.html

- Alberta Education:
English Second
Language Learners:
http://education.albe
rta.ca/teachers/aisi/t
hemes/esl.aspx
- Supporting English
Language Learners:
http://www.learnalb
erta.ca/content/esla
pb/
http://www.edutopia
.org/blog/strategiesand-resourcessupporting-ell-toddfinley webpage is a
portal to multiple
other websites,
articles, and
resources.
http://education.jhu.
edu/PD/newhorizons
/strategies/topics/En
glish%20Language%2
0Learners/Articles/Ef
fective%20Instructio
nal%20Strategies%20

consciousness,
frustration and
fatigue as the day
goes on, and heavy
reliance on visual
representations.
- As students
progress through the
levels, there is an
increase in their
comfort speaking
English as well as
their confidence in
learning.
-Teachers of ELL
students often
misjudge their
language abilities.
There is an
observable difference
between the
conversational
language and
academic language
these students use.
This
misunderstanding
can lead to
misconceptions
about the
intelligence or
motivation levels of
ELL students. Jim
Cummins helped
clarify this disparity
by introducing two
language continua
called BICS (Basic
Interpersonal
Communicative
Skills) and CALP
(Cognitive Academic
Language
Proficiency). For
more information
about BICS and CALP
visit
http://www.educ.ual
berta.ca/staff/olenka
.Bilash/best%20of%2

for%20English%20La
nguage%20Learners
%20in%20Mainstrea
m%20Classrooms/
-12 simple ways to
support ELL students
in the classroom
http://www.cultofpe
dagogy.com/supporti
ng-esl-studentsmainstreamclassroom/

Students/ECS
children diagnosed
with fetal alcohol
spectrum disorder
(FASD) in the most
severe cases should
be reported under
Code 44 rather than
Code 42.
Fetal Alcohol
Spectrum Disorder
(FASD) - Coined in
1973 to describe
physical
malformation and
mental retardation
observed in children
born to alcoholic
mothers.

Fetal Alcohol
Spectrum
Disorder
(FASD)

Fetal Alcohol System

(FAS) - profound
physical and neural
abnormalities in
offspring caused by
exposure to high
ethanol levels in
utero.

0bilash/bics%20calp.
html.
Affected Regions:
Frontal Lobes: Executive
Functions
Limbic System: Regulates
emotions, social and
sexual behavior, the
fight or flight
response, and empathy.
[Hippocampus,
Amygdala,
Hypothalamus]
Behavior:
varying degrees
of learning
disabilities
low intelligence
test scores
hyperactivity
social problems

1. Strategy: Structure the physical

learning environment, which
means that students with FASD can
be easily distracted if they have
poor sensory processing, and so
structuring the classroom to have
less visual stimuli might help these
students accomplish more work.
How to apply: Create a quiet and
calm environment.
How to use it in the classroom:
Teachers can use tennis balls on
the bottom of chairs and on desk
legs to reduce noise as students
move their desks and chairs. We
can also consider using window
coverings, relaxing music, and
headphones for quiet time as other
uses in the classroom to create a
quiet and calm environment.
2. Strategy: Its important to teach
social and adaptive skills because
most students with FASD have
trouble with adaptive and
functional living skills. These skills
are often an essential part of
programming for students with
FASD.
How to apply: Use role-playing and
practice in context.
How to use it in the classroom:
Role-playing allows students to
explore communication skills in a
safe environment. As teachers we
can provide specific situations to
role-play, and provide tips for
being participants and tips for
being an observer; it is important
to follow role-playing with
discussion. It is just as important to
acquire skills through being an
observer as it is through
participating in the role-playing.
Through observation listening skills
are acquired, appropriate use of
encouragement and feedback are

http://fasd.alberta.ca/in
dex.aspx Government of
Alberta Website
Dedicated to FASD
https://education.albert
a.ca/media/377037/fasd
.pdf
http://www.gov.mb.ca/
healthychild/fasd/fasde
ducators_en.pdf
http://www.education.
alberta.ca/media/35266
1/build.pdf
http://education.albert
a.ca/media/377037/fas
d.pdf
http://www.learnalbert
a.ca/content/inmdict/ht
ml/fasd.html
http://www.learnalberta
.ca/content/inmdict/htm
l/fasd.html

learned, and body language can

also be studied.
FASD students:

Visual impairment is
a limitation of one or
more functions of the
eye that cannot be
corrected with the
use of glasses or
contacts. The

exceptionality is
considered to have a
low-incidence rate
amongst students.
There are two
Sensory
Alberta Education
Disability:
codes for visual
Visual
impairments:

Impairment Code 56: VISUAL

DISABILITY (ECS:
Code 30; Grades 1
12: Code 56):A

student/ECS child
identified with a mild
to moderate visual
disability is one
whose vision is so
limited that it
interferes with the
ability to learn and
requires modification
of the learning

Characteristics &
Observable Behaviours:
Students who are
visually impaired may
experience the
following:
- Uncomfortable/uneasy
in unfamiliar settings
- Feeling of isolation due
to their disability
- Increased feelings of
stress
- Struggle to pick up on
social cues
- May use a cane or have
a seeing eye dog
- May appear to be
unable to focus
- Shorter attention span

struggle to learn basic

facts, such as
multiplication facts

have difficulties with

memory and
organizational skills

have strengths in visual

arts and music

enjoy repetitive work and

succeed in structured
situations

enjoy physical activities

respond to smaller
teaching groups.

Strategies:

Braille textbooks: Braille is a type of

written language where the words
are written with a pattern of raised
dots on a page that is felt by
fingers. When using Braille in the
classroom, it is important to ensure
that the student can read Braille.
This may require that the school
provides the student with an
assistance to teach them how to
read Braille.

Laptop programs (eg.

Zoomtext):Assignments/notes can
be uploaded into the program so
that they can be enlarged and
easier for the student to see. This
program also allows students to
respond to assignments by being
able to type in the program.
Student would need to have a
laptop/computer all the time.
Teacher must also have digital
copies of each assignment or set of
notes to email to the student.

Resources:
Voice Print http://www.ami.ca/Page
s/default.aspx
Speaking Graphing
Calculator http://shop.aph.org/web
app/wcs/stores/servlet/
Product_Orion%20TI84%20Plus%20Talking%2
0Graphing%20Calculator
_1-0734000P_10001_11051
Sample Activities http://vision.alberta.ca/
media/83125/3%20secti
on%206%20resource%2
0kit%20goals%20nov%2
02010.pdf
Adapted program of
studies from the
California Department of
Education http://www.cde.ca.gov/s
p/se/sr/documents/brail
lemathstand.pdf
NSCC Disability Services
http://www.disabilityser

environment. A
student/child who is
designated as having
limited vision should
have a visual acuity
of less than 20/70
(6/21 metric) in the
better eye after
correction and/or a
reduced field of
vision
Code 46:
BLINDNESS:
A student/child with
severe vision
impairment is one
who
:has corrected vision
so limited that it is
inadequate for most
or all instructional
situations, and
information must be
presented through
other means; and
has a visual acuity
ranging from 6/60
(20/200) in the
better eye after
correction, to having
no usable vision or a
field of vision
reduced to an angle
of 20 degrees.
For those
students/ECS
children who may be
difficult to assess
(e.g., cortical
blindnessdevelopmentally
delayed), a functional
visual assessment by
a qualified specialist
in the field of vision
or a medical
professional may be
sufficient to support
eligibility.

Cerebral Palsy -

Cerebral Palsy
(CP) refers to a

Voice recorder: Used to record

teacher lectures. Students can used
this as a study tool, rather than
having to review notes through a
program like Zoomtext.

Scribe (for assignments or

testing):An academic
accommodation for students who
are visually impaired is to have a
scribe to write for them. This will
allow for the students to express
their ideas during tests and quizzes
and allow them the same
opportunities for achievement as
other students.

Voice Print
(http://www.ami.ca/Pages/default.
aspx):Voice print is a Canadian
website that provides audio for
various newspapers, free of charge.
This would be an excellent way to
have your exceptional student be
able to participate in some of the
Social Studies units that involve
current events. It would be easy to
implement into the classroom as
long as you have access to
technology.

vices.nscc.ca/en/home/d
isabilitiesinformation/se
nsorydisabilities/default.
aspx
Standard for Special
Education https://education.albert
a.ca/media/511690/ece
p_blind_or_visually_imp
aired.pdf
Special Education
Coding Criteria http://education.alberta.
ca/media/8708251/sped
codingcriteria_20122013.pdf
Information for
Teachers http://www.learnalberta
.ca/content/inmdict/htm
l/visual_impairment.htm
l

Visual Efficiency Skills:These skills

are used to accurately interpret
visual information and complete
visual tasks as efficiently and
effectively as possible. With
comprehensive, systematic training
and practice, most students can
learn to use their remaining vision
more effectively and
efficiently.Visual efficiency training
may include blur interpretation,
scanning and location skills,
strategies to improve visual
efficiency (e.g., use of appropriate
lighting or wearing tinted lenses to
reduce glare), and strategies which
enhance a given students access to
visual information.
Depending on which
areas of the brain are
damaged, CP can cause

1.

Teach all children skills

regardless of their impairment.
Modify the activity

Teacher web:
http://teacherweb.com/
ON/JohnMcGregorSecon

group of disorders
that result from
injury to the

developing brain,
and can affect
movement and
muscle

coordination.
Muscle tightness
or spasms

Involuntary
movement
Difficulty with
gross motor skills
such as walking or
running
Difficulty with
fine motor skills
such as writing or
doing up buttons
Difficulty with
perception and
sensation

one or more of the

following:
- Muscle tightness or
spasms
- Involuntary
movement
- Difficulty with gross
motor skills such as
walking or running
2.
- Difficulty with fine
motor skills such as
writing or doing up
buttons
- Difficulty with
perception and sensation
Individuals with CP may
have:
- Cognitive
- Speech and language
disorders
- Visual and hearing
impairments
- Learning disabilities.
3.
The parts of the body
that are affected and the
severity of impairment
can vary widely. Underdeveloped motor
skills
- Slow to reach
developmental
milestones (rolling
over, sitting, crawling,
smiling, walking)
- May have high levels
of frustration due to
trouble
4.
communicating and
being misunderstood
- Abnormal or
vacillating muscle tone
- Decreased muscle
tone- Hypotonia
- Increased muscle
tone- Hypertonia (stiff
and rigid)

appropriately to meet their

needs. Realize that although a
CP student may never become
fully able to conventionally
perform a skill, it is still
valuable for them to learn it
(eg. basketball for students in a
wheelchair).
Implement stretch breaks in
the classroom to assist the
child with CP into proper head
positioning if necessary. Create
stretching routines, and as a
teacher be aware of the
student with CPs head
positioning so that s/he can use
a normal arc of vision to view
the teacher or activity (check
head & neck alignment). CP
students may have muscular
stiffness, and may have
difficulty with head "righting"
(focusing on target) or
orientation.
Talk to the class about
cerebral palsy, and if the child
is comfortable with the
situation, have the child or
parent explain any adaptive
needs. Encourage other
students to find out how they
can assist and when they
should assist the student with
Cerebral Palsy. This may help
the student with CP to feel
included and welcome in the
classroom. It also gives the rest
of the class a responsibility to
including and accepting them
into the community.
85-95% of CP students have a
speech disability and30% have
severely limited speech which
cannot be easily understood.
Students and teachers may use
various technologies to help
improve communication. Some
examples of technology which
can be used in the classroom
are:
i.
Digitized
Speech Generator (Chat
Box, Liberator)

darySchool/Learningand
EnrichmentCentre/Cereb
ralPalsy.pdf
Cerebral Palsy Learn
Alberta:
http://www.learnalberta
.ca/content/inmdict/htm
l/cerebral_palsy.html
Cerebral Palsy
Association in Alberta:
http://cpalberta.com/ab
out/cerebral-palsy-faq/
BC Education Recognizing the Child
with Cerebral Palsy:
http://www.bced.gov.bc
.ca/specialed/awareness
/32.htm
MyHealth.Alberta.ca:
https://myhealth.alberta
.ca/health/pages/conditi
ons.aspx?hwid=aa56262
&#aa56262-sec
Cerebral Palsy Blog Teaching Strategies:
http://cerebralpalsyreso
urce.weebly.com/teachi
ng-strategies.html

Infusing Assistive Tech

(Alberta Education):
https://education.albert
a.ca/media/525549/ipp9
.pdf
Assistive Technology:
http://www.teachspece
d.ca/cerebralpalsy?q=node/688

- May favour one side of

the body or one
movement pattern
- Unusual and often
awkward posture

ADHD

Attention
deficit/hyperactivity
disorder (ADHD) is a
neurobiological
condition that can
cause inattention,
hyperactivity and/or
impulsivity, and
other learning
difficulties. Research
suggests that ADHD
is most likely caused
by abnormalities in
certain
neurotransmitters or
messengers in the
brain, making the
brain inefficient or
sluggish in the areas
that control
impulses, screen
sensory input and
focus attention.

Inattention:
Be easily
distracted, forget
things, and
frequently switch
from one activity to
another.
Become bored
with an activity
quickly.
Have difficulty
processing
information.
Struggling follow
instructions.
Not seem to listen
when spoken to.
Have trouble
completing activities,
often losing things
(e.g,, pencils, toys,
assignments) needed
to complete tasks or
activities.
Impulsivity:
Be very impatient
Blurt out
inappropriate
comments and act
without regard for
consequences.
Have difficulty
controlling
emotions.
Have difficulty
waiting for their
turns in games.
Often interrupt
conversations or
others activities.
Hyperactivity:

1.

2.

3.

4.

5.

6.

7.

ii.
Bliss Board
iii.
Eye Movement
Recognition Hardware
The use of technology to
communicate allows the
student with CP to express
themselves to the teacher and
the rest of the class. This is
allow them to build
relationships.
Teach active listening
strategies. Encourage students
to delay their responses, since
this is frequently an effective
way to help them process more
deeply what has been said.
Remind students to "stop,
think and listen" before
responding, acting or making a
choice.
Break tasks and assignments
into short, easy-to-manage
steps. Provide each step
separately and give feedback
along the way.
Help the student make a plan
for a task by identifying the
goal, breaking the task into
steps, and identifying where to
start and end. Encourage the
student to use self-talk to work
through more challenging tasks
(e.g., "First I have to ___, and
then I have to___.").
Provide checklists, graphic
organizers, visual referents and
examples to help the student
plan ahead and to stay on-task.
Design learning activities that
require a high response rate.
For example, provide students
with individual white boards,
chalkboards, response cards or
electronic tools so they can
respond while working in large
groups.
Teach strategies for selfmonitoring, such as making
daily lists and personal
checklists for areas of difficulty.
Use instructional strategies
that include memory prompts,

Learn Alberta:
http://www.learnalberta
.ca/content/inmdict/htm
l/adhd.html
University of Alberta:
http://www.psych.ualbe
rta.ca/~hoglund/PEERSla
b/assets/peersroundtable-adhdhandout_10_11.pdf
Alberta Education:
http://education.alberta.
ca/media/513142/b_cha
p1.pdf

Have trouble
such as mnemonics and visual
sitting still or doing
prompts.
quiet activities
Teach specific problem-solving
Fidget and squirm
strategies, and use visual
in their seats and be
supports to help the student
constantly in motion.
remember what the steps are.
Talk nonstop.
8.
Teach strategies for what to
do while waiting for help (e.g.,
underline, highlight or rephrase
directions; jot down key words
or questions on sticky notes).
9.
Provide extra time for tasks or
reduce the amount of work
required.
10. Provide direct instruction and
practice in letter formation and
page organization. If
handwriting continues to be
difficult as the student gets
older, reduce expectations for
copying, provide extra time for
written work and explore the
use of a word processor.
11. Design math tasks and
materials that consider spatial
organization and fine motor
difficulties. For example,
reduce the amount of
information on a page; provide
a "window box" template to
view one question at a
time; provide graph paper to
align numbers correctly.
12. Provide opportunities for
repetition and actively engage
students in using memory cues
to remember basic math facts.
If the student continues to
struggle with recall of math
facts, provide reference sheets
so that the student has an
opportunity to apply and
extend knowledge without
being held back by memory
issues.
13. Explicitly model and teach
prereading strategies that
activate prior knowledge, build
vocabulary and set a purpose
for reading (e.g., K-W-L charts).
14. Teach strategies for
monitoring comprehension
during reading. Physical

Conduct
Disorder

Conduct disorder is a
condition
characterized by a
persistent pattern of
behaviour
in which the basic
rights of others are
ignored. Children and
teens with conduct
disorder tend to be
impulsive and behave
in ways that are
socially unacceptable
and often dangerous.
- It is exceptionally
rare for a student to
present with CD
alone. The student
may have some other
neuropsychiatric
disorder such as
attention deficit
hyperactivity
disorder (ADHD),
depression or bipolar
disorder. Students
with CD may also
have Tourette
syndrome, learning
difficulties, mood
disorders, obsessive
compulsive disorder
(OCD) or other
special educational
needs.

Aggression to people
and animals
bullies,
threatens or
intimidates
others
often initiates
physical fights
has used a
weapon that
could cause
serious physical
harm to others
(e.g. a bat,
brick, broken
bottle, knife,
gun)
is physically
cruel to people
or animals
steals from a
victim while
confronting
them
forces someone
into sexual
activity
Destruction of Property
deliberately
engages in fire
setting with the
intention to

supports, such as sticky notes

or storyboard templates, may
be helpful.
15. Reduce distractions. For
example, seat the student near
your desk or in an area away
from distractions, such as
doors; provide a study carrel
that all students can access;
allow the student to listen to
music using a headset to
screen out noise.
16. Help the student to organize
belongings and work (e.g., label
school supplies, colour code
subject notebooks).
Suggested strategies
Develop empathy with
the student and
understand that you are
not the cause of
defiance, but rather an
outlet for it.
Consistency of
application of agreed
rules by all stakeholders
in the school is needed
with students with CD.
Rules need to be realistic,
specific, consistent and
proactive.
Remain positive; give
praise and positive
reinforcement when the
student demonstrates
flexibility and/or cooperation.
Be approachable and act
as a positive role model.
Devise an exit strategy
(e.g. provide the student
with a red card to display
if he/she needs a time
out).
Remember rewards work
better than sanctions.

Center for Mental Health

in Schools at UCLA.
(2008). Conduct and
Behavior Problems
Related to School Aged
Youth. Los Angeles, CA:
Author. Retrieved from:
http://smhp.psych.ucla.e
du/pdfdocs/conduct/con
duct.pdf

Special Education Coding

Criteria. (2012).
Retrieved from:
http://education.alberta.
ca/media/825847/spedc
odingcriteria.pdf

Special Education
Support Service:
Conduct Disorder.
Retrieved from:
http://www.sess.ie/cate
gories/emotionaldisturbance-and/orbehaviouralproblems/conductdisorder

- Conduct Disorder is
coded 42 under the
umbrella of the term
Severe
Emotional/Behavior
al Disorder.

Learning
Disability

LD is coded 54.
"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

cause damage
deliberately
deliberately
destroys others
property
Deceitfulness, lying, or
stealing
has broken into
someone elses
building, house,
or car
lies to obtain
goods, or favors
or to avoid
obligations
steals items
without
confronting a
victim
Serious violations of
rules
often stays out
at night despite
parental
objections
runs away from
home
often truant
from school
Learning disabilities
range in severity and
may interfere with the
acquisition and use of
one or more of the
following:
oral language (e.g.,
listening, speaking,
understanding)
reading (e.g. decoding,
phonetic knowledge,
word recognition,
comprehension)
written language (e.g.,
spelling and written
expression)
mathematics (e.g.,
computation, problem
solving).

Avoid raising your voice

or exhibiting any
emotion. Be neutral and
speak calmly, saying
something similar to As
you broke this rule this is
what you will have to do.
Be like a referee, who
simply states the
consequence and holds
the player accountable.
Try not to allow the
student an opportunity
to argue.

direct instruction;
learning strategy
instruction; and
using a sequential,
simultaneous structured
multi-sensory approach.
break learning into small
steps;
administer probes;
supply regular, quality
feedback;
use diagrams, graphics
and pictures to augment
what they say in words;
provide ample
independent, welldesigned intensive
practice;

Learning Disabilities
Association of America.
Retrieved from:
http://ldaamerica.org/su
ccessful-strategies-forteaching-students-withlearning-disabilities/
Learning Disabilities
Association of Ontario.
Retrieved from:
http://www.ldao.ca/intr
oduction-toldsadhd/introduction-toldsadhd/what-are-lds/
About Health: Teaching
Strategies to Help
Learning Disabled
Students (2014).

such, learning
disabilities are
distinct from global
intellectual
deficiency.

Research continues to
confirm that we can
teach students with
learning disabilities to
learn how to learn.
We can put them into a
position to compete and
hold their own.

model instructional
practices that they want
students to follow;
provide prompts of
strategies to use; and
engage students in
process type questions
like How is the strategy
working? Where else
might you apply it?
Set the stage for learning
by telling children why the
material is important,
what the learning goals
are, and what the
expectations are for
quality performance.
Use specific language.
Teachers should develop a
scoring guide, share it
with students, and provide
models of examples of
each level of performance.
Never use a student's
work as a public example
of poor work for the class
to see. This is humiliation,
and it has no place in any
classroom or home.
Have the student repeat
back the instructions for a
task to ensure he
understands. Correct any
miscommunication before
he begins the actual work.
Check back on the student
as he works to ensure he
is doing the work
correctly. Prompt him as
necessary to ensure that
he corrects any mistakes
before he finishes.
Clearly define classroom
expectations for work and
behavior. Post them, and
use them for a basis of all
interactions and class
projects. Making your
requirements a part of the
classroom or homework
routine will help the
student meet
expectations.

Retrieved from:
http://learningdisabilitie
s.about.com/od/instructi
onalmaterials/qt/instruc
thomesch.htm

Oppositional
Defiant
Disorder
(ODD)

Oppositional Defiant
Disorder is a
childhood
behavioural disorder
that is marked by
consistent
disobedience and
hostility towards
others, particularly
adults. Symptoms
typically begin before
the age of 8. Many
children with ODD
eventually get
diagnosed with CD
later in life. Severe
cases can be
categorized under
the AB Education
Code 42.

Children with ODD may

frequently demonstrate
one or more of the
following:
Temper
tantrums
Frequent
arguing
Defiance and
disregard for
rules and
expectations
Purposely trying
to annoy or
anger others
Blaming others
Easily bothered
by others
Revenge
seeking
Spiteful attitude

Strategies one can use to support a

child with ODD:
Focus on positive
behaviour, and give praise
when good behaviour is
demonstrated.
Model appropriate
behaviours and reactions.
Set appropriate
consequences for negative
behaviour, which can be
easily and consistently
enforced.
Avoid engaging in a
power struggle with the
student. Always place the
focus on defusing an
escalating situation before
it peaks. Choose your
battles.
Have clearly defined
expectations, and be
consistent with enforcing
your expectations.
Discuss problems with the
student away from their
peers.
Dont demonstrate an
emotional response to a
situation (eg. dont get
angry during a conflict).
Remain calm and keep a
firm, clear voice.

Children with
Oppositional Defiant
Disorder. Retrieved
from:
http://www.aacap.org/a
acap/Families_and_Yout
h/Facts_for_Families/Fac
ts_for_Families_Pages/C
hildren_With_Oppositio
nal_Defiant_Disorder_72
.aspx#contentstart
Oppositional Defiant
Disorder Symptoms.
Retrieved from:
http://psychcentral.com
/disorders/oppositionaldefiant-disordersymptoms/
Oppositional Defiant
Disorder. Retrieved
from:
http://www.ncbi.nlm.nih
.gov/pubmedhealth/PM
H0002504/
Solutions to Oppositional
Defiant Disorder.
Retrieved from:
http://www.guidancefac
ilitators.com/odd2.html