Name of

Exceptionality
Attention
Deficit
Hyperactive
Disorder
(ADHD)

Definition &
AB Educ. Code
Current term for
disruptive
behaviour
disorders marked
by overactivity,
excessive
difficulty
sustaining
attention or
impulsiveness
Code 53 or 54

Characteristics &/or
Observable Behaviours

Teaching Strategies and

Resources
Set up your classroom in a way
Hyperactivity: difficulty that minimizes distractions. While
regulating ones activity
having colourful pictures and
level for example
displays hanging on the wall
constant movement in
makes your classroom more fun,
chair, getting up and down it also makes it far more
from chair, climbing, or
distracting.
running around when
others are seated; also
Design instruction and
may manifest as talking so
assignments around the students
much that others cant get
interests to help keep them
a turn in.
engaged.
Impulsivity: difficulty
inhibiting behaviour for
example acting quickly
without thinking about the
consequences.

Medication, like Ridilin, has been

proven to be extremely effective
in managing student behaviour.

Links and/or Sources

http://www.ldao.ca/introdu
ction-toldsadhd/introduction-toldsadhd/what-is-adhd/
http://www.helpguide.org/a
rticles/add-adhd/teachingstudents-with-adhdattention-deficitdisorder.htm
http://www.sagepub.com/u
pmdata/23476_Appelbaum_C
hapter_1.pdf

Having a strict structure and

schedule can be used to keep the
student on-task.
Autism
Spectrum
Disorder
(ASD)

Severe Physical Or
Medical Disability
(Code 44)
Mild or Moderate
Medical Disability
(Code 58)
-Is the most
common

There are 4 main

characteristics:
1) Communication
(struggles with nonverbal
communication and
expressive language skills.
Repetitive and idiosyncratic
speech patterns and

1) Provide visual support and hands

on activities
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.

http://www.autismsocietycanada
.ca/
http://education.alberta.ca/medi
a/825847/spedcodingcriteria.pdf

https://www.gnb.ca/0000/p
ublications/ss/TeachingStu

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.

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.

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.

dentswithAutismSpectrum
Disorders.pdf
http://www.learnnc.org/lp/e
ditions/picture-symbols
http://download.springer.c
om/static/pdf/855/art
%253A10.1023%252FA
%253A1025806900162.pd
f?
auth66=1421796404_9d0
81542786c94934c7fee198
176a735&ext=.pdf
http://education.alberta.ca/
media/512916/autism1b.p
df
http://education.alberta.ca/
media/512925/autism3.pdf
http://education.alberta.ca/
media/512928/autism4.pdf

Cerebral
Palsy

Cerebral palsy
(CP) refers to a
group of
disorders that
result from

Depending on which
areas of the brain are
damaged, CP can
cause one or more of
the following:

Modify the activities

appropriately to meet their
needs. As the learning
process of these skills is very
important, regardless of

http://teacherweb.com/
ON/JohnMcGregorSecon
darySchool/Learningand
EnrichmentCentre/Cereb

injury to the
developing
brain, and can
affect
movement and
muscle
coordination.
Depending on
which areas of
the brain are
damaged, CP
can cause one
or more of the
following:
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

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
Individuals with CP
may have:
Cognitive issues
Speech and
language
disorders
Visual and
hearing
impairments
Learning
disabilities.

whether or not the student

will ever use them.
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).

Encourage other students to

find out how they can assist
and when they should assist
the student with Cerebral
Palsy.
Some examples of
technology which can be
used in the classroom are:
i.
Digitized Speech
Generator (Chat Box,
Liberator)
ii.
Bliss Board
iii.
Eye Movement
Recognition Hardware

ralPalsy.pdf
Cerebral Palsy Learn
Alberta:

http://www.learnalberta.
ca/content/inmdict/html/
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&#aa562
62-sec
Cerebral Palsy Blog Teaching Strategies:
http://cerebralpalsyreso

urce.weebly.com/teachin
g-strategies.html

Difficulty
with
perception
and
sensation
Individuals with
CP may have:
Cognitive
Speech and
language
disorders
Visual and
hearing
impairments
Learning
disabilities.

Infusing Assistive Tech

(Alberta Education):
https://education.alberta
.ca/media/525549/ipp9.
pdf
Assistive Technology:
http://www.teachspeced.
ca/cerebral-palsy?
q=node/688

The parts of the

body that are
affected and the
severity of
impairment can
vary widely.

Conduct
Disorder
(CD)

Conduct disorder
is a serious
behavioral and
emotional disorder
that can occur in
children and teens.
A child with this

Behaviors that
threaten or
cause
physical
harm and may
include
fighting,
bullying,
being
cruel to
others or
animals,
using

Intervention is the biggest key to

managing a student like this.
Being aware of what makes this
student tick or explode is
essential.
Not reacting negatively to student

http://www.webmd.com/men
tal-health/mental-healthconduct-disorder?page=3#1
http://psychcentral.com/disor
ders/conduct-disordersymptoms/

Down
Syndrome

disorder may
weapons, and
outbursts (within reason of
another
display a pattern of forcing
course)
into
sexual
activity.
disruptive and
Intentional
violent behavior
For some students Medication
destruction of
and have problems
similar to Ridlin can be used to
property such as
following rules.
help curb some of the stronger
arson and
emotions such as extreme anger
vandalism
Code 42 or 53
Repeated lying,
and frustration.
shoplifting, or
breaking into
Counselling from a psychiatrist
homes or cars in
can help the student learn better
order to steal.
ways to handle their anger and
Going against
depression.
accepted rules of society
or engaging in behavior
that is not appropriate for
the person's age. These
behaviors may include
running away, skipping
school, playing pranks, or
being sexually active at a
very young age

A genetic

Lower level of

Maintain a positive attitude

disorder
task persistence and
and reinforce students for
whereby a
higher level of off-task
specific tasks since many
behavior which
person has three
students will work for positive
interferes with task
copies of
recognition and affirmation.
completion.
chromosome 21

Encourage the parents to

instead of two.
Communication
work with you to learn what
It is the most
barriers may be
works best for their child.
common genetic
present, and many

Use many verbal and visual

Indian Journal of Medical

Sciences
http://www.bioline.org.br/requ
est?ms09011
Canadian Down Syndrome
Society
www.cdss.ca

(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.
Coding 51,
54, 57, 41, 43

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

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

Teaching Students with Down

Syndrome
http://www.cdss.ca/images/pdf
/parent_information/teaching_
students_with_down_syndrom
e.pdf
Global Down Syndrome
Foundation
http://www.globaldownsyndro
me.org/about-downsyndrome/facts-about-downsyndrome/
Medical/Disability
Information for Classroom
Teachers
http://www.learnalberta.ca/con
tent/inmdict/html/down_syndr
ome.html
Special Education Coding
Criteria 2012/2013
http://education.alberta.ca/med
ia/825847/spedcodingcriteria.p
df
Sample IPP Templates
http://www.learnalberta.ca/con
tent/ieptLibrary/lib07.html

have almond-shaped
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.

distractions as well.

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.

Emotional:
Depression
AKA: Major
depression
Major
depressive
disorder
Clinical
depression

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

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. -Sleep problems
(too much or too little).

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

Children, youth, and

depression. (n.d.). Retrieved
from Canadian Mental
Health Association: mental
health for all website:
http://www.cmha.ca/mental_
health/childrenanddepression/#.VLxkbYrF9
XZ PEERS program mental
health roundtable session for
teachers: Depressive

behaviours that
interfere with the
learning and 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

-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

and 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 goal-setting 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 well-designed
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 The student may require a
diagnosis from a psychiatrist,
registered psychologist or a
developmental pediatrician.
These can help you establish and
maintain an emotional/behaviour

symptoms in children [Fact

sheet]. (n.d.). Retrieved from
http://www.psych.ualberta.ca
/~hoglund/PEERSlab/asset
s/peers-roundtabledepressive symptoms.pdf
Supporting positive
behaviour in Alberta schools:
A classroom approach [Fact
sheet]. (2008). Retrieved
from
http://www.learnalberta.ca/co
ntent/inspb2/html/suppo
rting_positive_behaviour_ora
nge.pdf Medical/Disability
information for classroom
teachers: Depression [Fact
sheet]. (n.d.). Retrieved from
http://www.learnalberta.ca/co
ntent/inmdict/html/depr
ession.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/sp
ecialed/docs/depression_
resource.pdf Special

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)

problems -difficulty
plan
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,
schizophrenia, bi-polar
disorder, OCD. - may
display self-stimulation or
self-injurious behaviour
To be clinically depressed
you need to exhibit at
least 5 symptoms and
have it persist for at least
2 weeks. A child may
have multiple symptoms
of depression but not meet
criteria for clinical
depression. Some notable
factors: Genetic rick,
family history,

education coding criteria

2012/2013. (2012). Retrieved
from
http://education.alberta.ca/me
dia/8708251/spedcoding
criteria_2012-2013.pdf
Alberta Childrens Hospital.
(2011). Services. Retrieved
from
http://www.calgaryhealthregi
on.ca/ACH/programs_serv
ices/services.html AntayMoore, Dana. (2008).
Supporting Positive
Behaviour in Alberta
Schools. Edmonton AB:
Alberta Education.
Gazzaniga, S., M. &
Heatherton, F. T. (2006).
Psychological Science. USA:
W. W. Norton & Company,
Inc. Hospital School
Programs Resources:
http://www.bcchildrens.ca/Yo
urVisit/SchoolServices.ht m
http://www.calgaryhealthregi
on.ca/ACH/programs_serv
ices/services.html
http://schools.cbe.ab.ca/b108/

Fetal Alcohol
Syndrome
(FAS)

Coined in 1973 to
describe physical
malformation and
mental retardation
observed in

children born to
alcoholic mothers.
incidence rate: 1 in

100 births

code

psychological and
biological factors
lack of causeand- effect
reasoning
lying
stealing.
varying degrees of
learning disabilities
low intelligence test
scores
hyperactivity
social problems

make extra efforts to apply

consequences consistently and
immediately, along with
reminders of the reasons for
them. they must be directly
related to the behavior and used
as a means of correcting and not
punishing
Be as consistent as possible in
imposing consequences. Make
them as immediate as possible
and remind students what the
consequences are for, keeping in
mind that they may not retain this
information
Consider the students verbal and
memory limitations in working
through an incident
Allow a cooling down period in a
safe, calming space in the
classroom or at home, prior to
debriefing with them.
Invite students into the process,
asking for their feedback as to
what they feel might work for
them and help them prevent

pdfs/DrGordonTownsend
ARJ13.pdf
http://fasd.alberta.ca/i
ndex.aspx
Government of Alberta
Website Dedicated to
FASD
https://education.alber
ta.ca/media/377037/fa
sd.pdf

incidents in the future

Gifted and
Talented

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

Recognize students as
individuals; dont label them
Tiered assignments- Teacher
Work quickly
Generate
prepares a range of distinct
explanations,
assignments, from simple to
theories, ideas and
complex, focusing on key
solutions
learning outcomes. Once
Show curiosity
gifted students complete the
and/or strong
required part, they can move
interests.
on to more complex activities.
Does not work well
in normal
Ability Grouping- students
classrooms
work with their intellectual
May have
peers on a regular basis in or
accompanying
outside the classroom. This
disabilities (Autism
could mean having gifted
Spectrum)
students spend part of the day
Have great
with a different grade level
vocabulary,
fluency, memory,
for enrichment.
insight, reasoning, Mentor Programs- gifted
observation skills,
students apply their
problem-solving
knowledge hands-on, in realskills, imagination
life settings under the
and motivation
supervision of an adult.
Be highly selfdirected and
Authentic Problem Solvingindependent
Students apply their
Be unusually
knowledge and skills to
perceptive of or

http://education.alberta.ca/med
ia/825847/spedcodingcriteria.p
df
https://education.alberta.ca/me
dia/448831/journey.pdf
http://education.alberta.ca/med
ia/1234009/13_ch10%20gifted
.pdf

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 age-mates or
prefer the
company of adults.
Very sensitive,
emotionally and
even physically

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 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
Learning
Disability
(LD)

The Alberta
Education
definition of LD is
a student with
average IQ, but
lower than
expected
achievement.
Code 54

Oppositional
Defiant
Disorder
(ODD)

Oppositional
defiant disorder
(ODD) is a
condition
characterized by a

Come common
behaviours:
Often disruptive
in class
Unengaged/refus
al to participate in
class
Scared to answer
questions in class
Easily distracted
Alternate
perceptions
Difficulty with
reading
comprehension
Common behaviours
include frequent temper
tantrums, frequent arguing
with both peers and
adults, intentionally

As a teacher I must:
Work to make the
classroom as engaging
as possible.
Ensure the student
feels safe to answer
questions incorrectly.
Differentiate instruction
Create behavioural
contracts

Anticipate difficulty
with anger control.
Be proactive in
recognizing triggers
and plan accordingly.

Educational Psychology,
Fifth Edition by Anita
Woolfolk et. Al
http://www.mathsolutions.co
m/documents/presentations/0
9_nctm_differentiating_instr
uction_talk1.pdf
http://www.edu.gov.on.ca/en
g/literacynumeracy/inspire/re
search/different_math.pdf

http://education.
alberta.ca/media/697934/beh
aviour-complete%20for
%20posting.pdf

persistent pattern
of aggressive and
defiant behaviour
and a need to
annoy or irritate
others.
Code 53

annoying others, blaming

others for own mistakes,
and appearing angry and
vindictive. Oppositional
defiant disorder usually
shows up in children by
eight years of age and
sometimes as early as
three years. Oppositional
defiant disorder may
develop as a way of
dealing with depression,
inconsistent rules or
standards, or a traumatic
event or situation, such as
divorce, trauma or
conflict.
Students with ODD also
may have other disorders
and difficulties, such as
attention
deficit/hyperactivity
disorder, learning
disabilities or depression,
and are at risk for
developing conduct
disorder.

Create a behaviour
support plan in
collaboration with
the
school/jurisdictional
team, parents and, if
appropriate, the
student.
Be aware that
students with ODD
tend to create power
struggles. Avoid
these verbal
exchanges.
Avoid making
comments or talking
about situations that
may be a source of
argument.
Provide clear,
specific expectations
for behaviour that
the student can
follow. For example,
I will follow
directions. Use a
chart to monitor
progress during the
day.
Be clear on what
behaviours are not
negotiable and what

http://www.macmh.org/publi
cations/fact_sheets/ODD.pdf

http://smhp.psych.ucla.edu/p
dfdocs/
conduct/CONDUCT.pdf

Visual
Impairment

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.
Code 56 or 46

consequences will
follow. Be consistent
with consequences.
Use start requests
rather than stop
requests. Do
requests are more
desirable than
dont requests
Students who are visually Braille textbooks:
impaired may experience
Braille is a type of written
the following:
language where the words
Uncomfortable/un
are written with a pattern
easy in unfamiliar
of raised dots on a page
settings
that is felt by fingers.
Feeling of
When using Braille in the
isolation due to
classroom, it is important
their disability
to ensure that the student
Increased feelings
can read Braille. This may
of stress
require that the school
Struggle to pick up
provides the student with
on social cues
an assistance to teach
May use a cane or
them how to read Braille.
have a seeing eye
Laptop programs (eg. Zoomtext):
dog
Assignments/notes can be
May appear to be
uploaded into the program
unable to focus
so that they can be
Shorter attention
enlarged and easier for the
span
student to see. This
program also allows

Voice Print http://www.ami.ca/Pa

ges/default.aspx
Speaking Graphing
Calculator http://shop.aph.org/w
ebapp/wcs/stores/serv
let/Product_Orion
%20TI-84%20Plus
%20Talking
%20Graphing
%20Calculator_10734000P_10001_11051
Sample Activities http://vision.alberta.c
a/media/83125/3%20
section
%206%20resource
%20kit%20goals

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.
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

%20nov%202010.pdf
Adapted program of
studies from the
California
Department of
Education http://www.cde.ca.go
v/sp/se/sr/documents/
braillemathstand.pdf
NSCC Disability
Services http://www.disabilitys
ervices.nscc.ca/en/ho
me/disabilitiesinform
ation/sensorydisabiliti
es/default.aspx
Standard for Special
Education https://education.alber
ta.ca/media/511690/e
cep_blind_or_visuall
y_impaired.pdf
Special Education
Coding Criteria http://education.albert
a.ca/media/8708251/s
pedcodingcriteria_20
12-2013.pdf
Information 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.
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

Teachers http://www.learnalber
ta.ca/content/inmdict/
html/visual_impairme
nt.html

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.