Exceptiona

lity Name

Definition
& AB
Education
Code

Characteristics
& Observable
Behaviours

Teaching Strategies &

Resources

Links and
Sources

Attention
Deficit
Hyperactivit
y Disorder
(ADHD)

Chronic
condition
marked by
persistent
inattention,
hyperactivity
and sometimes
impulsivity

- Routines- knowing what to do next in

advance
- Verbal direct instruction- step by step
reminders (count downs/expectation)
- Written criteria
- Need to stimulate areas of the brain that
are generally under active (early diagnosis
is better)
- Individual timer
- Consistent tone of voice
- Special ring tones (auditory signals)
reduce the need for verbal repetition

Struggle for Control:

Child and Youth
Behavior Disorders
(Video) National Film
Board

Anxiety

Code: 42 & 53

- Difficulty with
inattention and
hyperactivity
- Neuropsychiatric
syndrome
- Behaviours occur with
no rationale or reasoning
behind them
- Unable to stay on task
(taking notes is messier,
slower)
- Impulsive behavior
- Easily distraction
- Inability to remember
- Persistent worry and
negative thoughts
- Sweaty palms, upset
stomach, racing
heartbeat, fear
- Trouble focusing as
their attention will be
preoccupied with
negative thoughts and
learning new material if
it relies heavily upon
memory.
- Feel overly anxious to
fit in
- Be a perfectionist
- Redo tasks because
they aren't perfect the

Meeting with Parents and student

early, before school starts to identify
students learning strengths, interests and
areas of need, triggers and medication
side effects. Discuss a regular and healthy
sleep and food schedule.

http://www.cmha.ca
/mentalhealth/understandi
ng-mentalillness/anxietydisorders/

Build a strong relationship

http://education.alb
erta.ca/media/6446
756/07-dip-gib201415_accommodation
s.pdf

Trait
Anxiety:
students who
tend to be
anxious in
many
situations
State
Anxiety:
situations
that are
especially
anxiety
provoking

Self-regulation. Set realistic goals with

students. (progress charts/goal-planning
journals). Teach positive Self Talk
(expressing their feelings). (breathing
exercises, walks) Identify students
triggers
Other sensory/ Tactile stimulation
(Fidgets)

http://education.alb
erta.ca/media/6446
756/07-dip-gib-

Autism

- disrupt
everyday life;
worrying
about small
things almost
constantly

first time
- Lack confidence
- Strive for approval
- Require a lot of
reassurance about
performance

Code: 44
- Group of
complex brain
disorders
Autism
Spectrum
Disorder is
associated with
intellectual
disability,
difficulties in
motor
coordination
and attention,
and physical
health issues
such as sleep
and
gastrointestinal
disturbances.
Aspergers:
will have no
history of
language
delay, have
better
fundamental
language skills,

- Difficulties in social
interactions, verbal and
nonverbal communication
and repetitive behaviours
Spectrum Disorder
4 Categories:
- Communication
characteristics
- Social Interaction
Characteristics
- Unusual/challenging
behavior characteristics
- Learning Characteristics

Avoid unnecessary time pressures

Visual Support. Pictographic and written

clues often help students learn,
communicate, and develop self-control.
Can be used over and over
- Planned activities should be charted in
visual forms and posted at/near desk.
Provide Precise, Positive Praise
- Directing praise towards specific
behavior is important
- Sal, you are doing very well at
multiplying these numbers.
Keep Language Simple and Concrete
- Break down oral instructions into small
steps
- Get your point across using as few words
as possible
Provide Opportunities for Choice
- Give the student a choice of which
assignment they complete first
- Do not provide too many choices or the
child will become confused.

201415_accommodation
s.pdf

http://education.albe
rta.ca/media/512913
/autism1a.pdf
http://education.albe
rta.ca/media/512916
/autism1b.pdf
http://education.albe
rta.ca/admin/support
ingstudent/diversele
arning/autism.aspx
http://education.albe
rta.ca/media/512937
/autism5b.pdf
http://www.calgaryau
tism.com/characteris
tics.htm
http://www.autismsp
eaks.org/familyservices/toolkits/100-day-kit/tenthings-every-childautism-wishes-youknew

and will
generally be of
average to
above-average
intelligence.

Conduct
Disorder
(CD)

ELL (English
Language
Learners)

Range of
antisocial types
of behavior
displayed in
childhood or
adolescence.

Code 2 Mild/Moderate
301 - ELL
Foreign Born
303 - ELL
Canadian Born

http://www.specialed
.us/index.html
http://www.bced.gov.
bc.ca/specialed/docs/
autism.pdf

Illegal behaviour
Cruel to animals, setting
fires
Vandalism, violence,
aggression, stealing
Angry, but not sure why
Refusal to accept rules
Escalates over time
Unhappy and uncertain
about that to do
Generally isolated from
adult contact (anti-social
behavior)

- Community involvement
- Anger management courses (parents,
patient and peers)
- Supervision and long term positive and
emotional support
- Multiple interventions addressing
individual issues each time
- 1 on 1 conversations
- Find common ground to connect on
- Role playing (for parents to understand)
- Building positive relationships for selfesteem
- Reframe thinking
- Provide own space in the classroom
- Find a work experience program (find
interests and bring attention to them)

Struggle for Control:

Child and Youth
Behavior Disorders
(Video) National Film
Board

5 different divisions of
ELL students for K-12:
Level 1: Beginning (self
conscious, confused, rely
on first language, visuals
and diagrams)
Level 2: Developing

Modified Presentations - present new

concepts so all students can gain
knowledge
- Give clear/simple instructions, break
directions into smaller steps, speak slowly,
provide additional time, use multiple
mediums (visuals), teach important

http://www.learnalbe
rta.ca/content/eslapb
/documents/characte
ristics_of_english_lan
guage_learners.pdf

http://www.sess.ie/ca
tegories/emotionaldisturbance-andorbehaviouralproblems/conductdisorder/tipslearning-and-teach

http://www.supportre

FASD

- First learned
to speak, read
and/or write a
language(s)
other than
English and
whose level of
English
language
proficiency
precludes them
from full
participation in
learning
experiences

(beginning to understand
social norms, increase
confidence)
Level 3: Expanding
(progressing, high oral,
low literacy, competent in
most everyday social
interactions)
Level 4: Bridging
(competent in most
academic and social
situations)
Level 5: Extending
(confident in all situations
with peers and teachers)

vocabulary. As a teacher you need to

modify your instruction to suit the needs
of ELLs.

Code: 42, 44

Characteristics
Small for age
Small eyes
Smooth philtrum (area
between the nose and
the lip)
Thin upper lip
Abnormal muscle tone

- Teach the concepts of true and false, real

and imaginary, and fiction and nonfiction.
- Alternate active and quiet activities
throughout the day. Children with FASD
need frequent periods of gross motor
activity to help focus for quiet. Structured
activities.
- Create structure in their routine. Use
verbal cues that enforce routine or
redirect their focus.
- Teach time concepts.
- Build skills on participating in class
discussion and activities

Fetal alcohol
spectrum
disorders
(FASD) is a
continuum of
various
permanent
birth defects
caused by the
mother's
consumption of
alcohol during
pregnancy.
FASD is a
preventable,
lifelong
disability that
has no cure.

Younger Children
Lack of social awareness.
Social deficit.
Trouble getting
along/playing with other
kids.
Playing alongside rather
than playing with other
kids.
Does not like going to
bed at night.

Nonlinguistic Representation students create meaning through other

channels of communication other than
spoken/written words.
- Hands-on experiences, body language,
manipulatives, physical models. Use baseten blocks in math, drawing the setting of
a story. This allows ELLs to form mental
images related to their learning &
elaborate on their knowledge. This allows
students to be artistic.

alteachers.org/strate
gies-for-englishlanguagelearners.html
http://education.albe
rta.ca/media/109379
1/earlylearning.pdf
http://education.albe
rta.ca/media/107631
8/support_esl.pdf

http://fasd.alberta.ca
/
http://education.albe
rta.ca/admin/support
ingstudent/diversele
arning/fasd.aspx
http://www.knowfasd
.ca/
http://fasd.alberta.ca
http://www.fasdwater
looregion.ca/atschool/fasdclassroom
http://www.gov.mb.c
a/healthychild/fasd/f

Gifted

FASD is the
umbrella term
used to
describe a
range of
disabilities that
may include
physical birth
defects and
health
problems
including
developmental
delays,
learning
disabilities,
memory
problems, as
well as
difficulties in
communicating
feelings and
understanding
consequences.
Code: 80
Bright,
creative, and
talented
student who
excels in one or
more areas.
Exceptional
potential
and/or

Would eat indefinitely if

allowed.

asdeducators_en.pdf
http://www.education
.gov.yk.ca/pdf/fasd_
manual_2007.pdf

Adolescence and
Adulthood
Increased social difficulty
Missing social cues
Lack of control in social
situations
Memory difficulties
Difficulty with abstract
concepts

-Highly independent and

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

http://www.gov.mb.c
a/healthychild/fasd/f
asdearly_en.pdf

Independent Studies/Projects
- Allow to work alone, or try to pair with
other high-achieving students
- To provide challenges and extra support
for advanced material
Curriculum Compacting
- Eliminate activities or material that has
already been mastered
- Student can use freed up time to pursue
enriching activities that align with their
needs

http://education.albe
rta.ca/aisi/cycle4pdfs
/40022.pdf

(http://www.educatio
n.alberta.ca/admin/s
upportingstudent/en
gagingparents/journe
y.aspx

performance
across a wide
range of
abilities in one
or more of the
following areas:
general
intelligence
specific
academic
creative
thinking
- social

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

Pull-out Classes
- Student is placed in a higher grade or
ability level for one or more subjects
- This will allow for the student to be
challenged and stay better engaged

http://education.albe
rta.ca/media/123400
9/13_ch10%20gifted.
pdf

- Ill come back to you Ask a friend, but

the student still has to say the answer
- Take student aside- discuss physical

How Difficult can it

be? (video) http://odigital.films.com.dari

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

- musical
- artistic
- kinesthetic

Learning
Disabilityanxiety/

Code: 53
A condition
giving rise to

- Looking away
- Difficult time processing
the class (processing

Stress

Learning
DisabilityVisual
Learning
Disability

difficulties in
acquiring
knowledge and
skills to the
level expected
of those of the
same age,
especially
when not
associated with
a physical
handicap.
- Anxiety
Code: 56
A condition
giving rise to
difficulties in
acquiring
knowledge and
skills to the
level expected
of those of the
same age,
especially
when not
associated with
a physical
handicap.

question & answerdouble processing time)

- Do not like surprises

- Unable to perceive
images
- Hindered ability to make
sense of information
taken in through the
eyes.
- Affect ho visual
information in interpreted
or processed by the
brain.

signaling (moving toward students desk

when going to ask question)
- Give rewards (verbal) for risk taking in
the class (celebrating all successes)
- Forewarning students about transition
times
- Make checklists

- Direct Instruction (both oral and written)

rather than having the students teach
themselves
- Provide visual organization aids and refer
to them regularly (calendars/agendas
- Represent numbers and operations in a
visual format
- Use box words that mirror the shape of
the letters in words

us.uleth.ca/PortalPla
ylists.aspx?
aid=37192&xtid=41
096
http://www.ldonline.o
rg/
http://learningdisabili
ties.about.com/od/in
structionalmaterials/
qt/instructhomesch.h
tm
How Difficult can it
be? (video) http://odigital.films.com.dari
us.uleth.ca/PortalPla
ylists.aspx?
aid=37192&xtid=41
096
http://www.ldonline.o
rg/
http://learningdisabili
ties.about.com/od/in
structionalmaterials/
qt/instructhomesch.h
tm

Learning
DisabilityReading
Comprehensi
on

Learning
Disability
-VisualMotor
Coordination

Code: 51/52
A condition
giving rise to
difficulties in
acquiring
knowledge and
skills to the
level expected
of those of the
same age,
especially
when not
associated with
a physical
handicap.
-Trouble
understanding
the meaning of
words and
passages
-Struggle with
basic reading
skills (decoding
words)
Code: 58
A condition
giving rise to
difficulties in
acquiring
knowledge and
skills to the
level expected
of those of the
same age,

- Comprehension has to
do with background, not
vocabulary
- Does not know what
they did wrong (Misperceive the stimulus)

- Mixed messages from

eyes and hands
- Turns head when
reading across page or
holds
- Cannot copy accurately
- Loses place frequently
- Does not recognize an
object/word if only part of
it is shown

- Direct Instruction
- Use diagrams, graphics and pictures to
support verbal instruction
- Provide opportunities for repeat readings
and listen to recording of books while
reading along
- Teach students how to stop periodically
and summarize what they have read
- Teaching students how to chunk larger
readings into smaller and more
manageable portions

How Difficult can it

be? (video) http://odigital.films.com.dari
us.uleth.ca/PortalPla
ylists.aspx?
aid=37192&xtid=41
096

- Students use computers instead of

writing
- Involved students in digital storytelling
as an alternative to writing
- Encourage hands on practice spelling
words (magnets, sand)

How Difficult can it

be? (video) http://odigital.films.com.dari
us.uleth.ca/PortalPla
ylists.aspx?
aid=37192&xtid=41
096

http://www.ldonline.o
rg/
http://learningdisabili
ties.about.com/od/in
structionalmaterials/
qt/instructhomesch.h
tm

http://www.ldonline.o
rg/

Learning
DisabilityOral
Expression

Low Vision

especially
when not
associated with
a physical
handicap.
- Reversals: b,
d, p, q
Code: 57
A condition
giving rise to
difficulties in
acquiring
knowledge and
skills to the
level expected
of those of the
same age,
especially
when not
associated with
a physical
handicap.
Code:
ECS: 30
Gr.1-12: 56 or
46
Limited or
diminished
vision that
cannot be
corrected with
standard
lenses
- Having poor
to no visual

- Struggles to cut or paste

- Dysnomia- word finding

problem
- Can do only 1 cognitive
task but can do more
than 1 associative task
- Call out other students
who make mistakes (they
are not the only one who
make mistakes)

- Clumsiness
- Short attention span
- Frequently blinking
- Cross eyed
- Isolated and stop doing
activities once loved
- Eye fatigue can cause
headaches and affect
study time
- Difficulty recording
notes

http://learningdisabili
ties.about.com/od/in
structionalmaterials/
qt/instructhomesch.h
tm
- Giving student more time
- Another method of story telling (writing it
out)
- Call on those students first so they
wouldnt run out of answers
- Providing student with positive feedback
when demonstrating their strengths
- Administer Probes
- Assign a helper to work along side the
student

Environmental
- Minimal furnishings
- Consistent location of materials
- Clear pathways
- Different floor textures
- Create landmarks in the room
Instructional
- Braille, dual media, auditory strategies
- Call students by name
- Read stories and instructions aloud
- Have materials in advance
- Note taker for the student

http://www.ldonline.o
rg/ldbasics/respond
http://ldaamerica.org
/successfulstrategies-forteaching-studentswith-learningdisabilities/
http://learningdisabili
ties.about.com/od/in
structionalmaterials/
qt/instructhomesch.h
tm
http://education.albe
rta.ca/teachers/resou
rces/prb/ssvi.aspx
http://www.learnalbe
rta.ca/content/inmdi
ct/html/visual_impair
ment.html
http://www.vision.alb
erta.ca/resources/ad
aptingprograms/

perception.
- Able to use
their remaining
vision for
learning but
need to use
visual
strategies, low
vision devices,
and
environmental
modifications
to access and
respond to
visual
information.
Oppositional
Defiant
Disorder
(ODD)

Executiv
e
Function
s
Emotional
Control

Childhood
disorder that is
negative,
defiant,
disobedient
and often
hostile
behavior
toward adults
and authority
figures
primarily.

Definition

Ability to
manage

Being stubborn
Blaming others
Irritable
Negative for longer than
6 months
Running away
Looking for a fight in
everything
Challenging everything/
anyone at anytime

Characteristics/
Observable
Behaviours
Young child: able to
recover from

- Controlling your own emotions to avoid a

power struggle between child and yourself
(parenting classes)
- Support groups for the family
- Consistency (plan/cues made)
- Take away the opportunity to argue (walk
to another room or water fountain)
- Provide choices
- Be positive and realistic

Struggle for Control:

Child and Youth
Behavior Disorders
(Video) National Film

Board
http://www.cmhsre
ach.org/disorder_o
dd.html

Teaching Strategies & Resources

- Identify, reduce or eliminate triggers

- Use visual cues

Flexibility

Goaldirected
Persistence

Metacognitio
n

Organization

emotions in
order to
achieve a goal,
complete tasks
or control a
direct
behaviour
Ability to revise
plans in the
face of
obstacles,
setbacks, new
information or
mistakes
Capacity to
have a goal,
follow through
to the
competition of
the goal, and
not be put off
by or
distracted by
competing
interests
Ability to stand
back and take
a birds-eye
view of oneself
in a situation.
(observe how
you problem
solve)
Create and
maintain
systems to

disappointment in a short
time
Teenager: manage the
anxiety of a game or test
and still perform

- Teach students a concrete/ simple metaphor for anger/ other

feelings (thermometer or speedometer)
- Model stopping behavior or take a time away and verbalize
strategies used to calm down and generate new ideas to help in
future situations

Young child: can adjust to

change in plans without
major distress
Teenager: accept an
alternative when the first
choice is not available

- Provide alternative choices when applicable

- Reinforcement when students do not always chose the same
option
- Make the new information into a game/ more fun rather than
overwhelming

Young child: complete a

job in order to get recess
Teenager: earn and save
money over time to buy
something of importance

- Provide incentive for the students for completing a job (Class

pizza party, sticker, pencil, pick a book)
- Chart students progress on a board
- Keep a journal for each student to write their progress in
- Create an ongoing goal that all students can achieve

Young child: change

behavior based off of
feedback from an adult
Teenager: monitor and
critique his/her
performance and improve
it by observing others
who are more skilled
Young child: with a
reminder, put toys in a
designated place

- Use verbal meditation to talk through a task to help students

direct their focus on their own behavior or work
- Ask students to predict how well they did/ how well they will do
on a task and compare prediction and outcome
- Encourage charting of performance in order to provide tangible
record of activity for ongoing self-monitoring
- Build in editing as part of every task in order to increase
awareness of strengths and needs
- Model organizing your materials/ desk at the same time as the
students and explicitly explain how to organize
- Teach tricks and technology to help with organizational

Planning

Response
Inhibition

Stress
Tolerance

Sustained
Attention

keep track of
information
and materials

Teenager: organize and

locate sports/ academic
materials

weaknesses
- Discuss changes in environment or routine
- Post visual cues and highlight changes to daily routines

Create a road
map to reach a
goal or to
complete a
task. Ability to
make decisions
about whats
important to
focus on
Ability to think
before you act.
Resisting the
urge to say or
do something
allows us the
time to
evaluate a
situation and
how our
behavior might
impact it
Thrive in
stressful
situations and
to cope with
uncertainty,
change and
performance
demands
Maintain
attention to a
situation or

Young child: can think of

options to settle a peer
conflict
Teenager: formulate a
plan to get a job

Young child: waiting for a

short period of time
without being disruptive
Teenager: accepting a
referees call without an
argument

- Use a story/ graphic with pictures of students or favourite

character following rules/ expectations related to inhibition
- Have students set goasl for accuracy of work and/or effort vs.
speed
- Teach students to silently count to 5 before responding verbally
to a question
- Reinforce hand raising as a replacement for calling out

More observed in adults

as it generally defines
what kind of work
environment they are
most comfortable in

Young child: completing a

5 minute chore with
occasional supervision

- Give non verbal cues for attention (hand in the air)

- Have student repeat steps back to you
- Provide students with body breaks

Creating road map

Visual cues
Reminders for the entire class
Rating To-Do list in regards to importance

Fidgets
Walking in the hall/ drink/ own space
Identifying triggers and avoiding them
Simplified checklist

Task
Initiation

Time
Management

Working
Memory

task in spite of
distractibility,
fatigue, or
boredom
Beginning
projects
without undue
procrastination,
in an efficient
or timely
fashion
Estimate how
much time one
has, how to
allocate it, and
how to stay
within time
limits and
deadlines
Hold
information in
memory while
performing
complex tasks
Draw on past
learning to
apply to the
situation at
hand

Teenager: attend to
homework, with short
breaks for one or two
hours
Young child: able to start
a chore or assignment
right after instructions
are given
Teenager: does not wait
until the last minute to
start a project
Young child: complete a
short job within a time
limit set by an adult
Teenager: establish a
schedule to meet task
deadlines

- Have student make a work plan- must follow work plan and
reinforce when they have completed it.

Young child: following 1-2

step directions
Teenager: remember
instructions from multiple
teachers

- Warm up activities that triggers prior knowledge when

introducing a new topic or switch topics
- Encourage self-initiated comprehension checking strategies
(questions, self quiz with 3 words, highlight words you dont
know)
- Have students repeat or paraphrase what they have heard or
understood
- Encourage students to ask for help from others

Seven
Characteristics/ Observable
Stages of
Behaviours

- Begin a class brainstorming session

- Post links/videos/articles online
- Have all students hand in a rough draft with some ideas on it
before they leave that day
- Reminders throughout the week
- Self timer
- Class reminders of time passed/remaining
- Students plan ahead and allocate time for each required task
that day
- Peer work to keep each other on time/ progressing at a good
pace

Strategies

Behaviou
r
Calm

Triggers

Agitation

Acceleration

Peak

- Generally cooperative
- Responsive to teacher directions and
expectations
- Function appropriately with other students
- Maintaining on task behavior
- Following rules and expectations
- Responding to praise
- Setting events
- Aversive stimuli
- Antecedents
- Past history
- Negative circumstances
- Emotional disposition lasting for varying
amounts of time
- Angry, upset, depressed, on-edge,
worried, withdrawn, disturbed etc.
- Increasing behavior: Darting eyes, Busy
hands, Moving in and out of groups, off
task/on task cycle
- Decreasing Behaviour: Staring into space,
veiled eyes, no conversational language,
contained hands, withdrawal from groups,
- Questioning and arguing
- Noncompliance and defiance
- Off-task behavior
- Provocation of others
- Compliance with accompanying
inappropriate behavior
- Verbal abuse
- Destruction of property
- Whining and crying
- Avoidance and escape
- Physical attack
- Self-abuse

- Set plan or cues with student to avoid triggers

- Praise student during this time
- Discuss any further strategy with student individually

- Provide student with time away from the class to calm down
- Visual cue that had been previously discussed in calm stage

- Give student option to be on own in order to self regulate or

offer them a drink of water/ go for a walk.

- **Offer student a chill card (water/walk/alternative space)

- Ignoring students disruptions

Remove class from student

Deescalation

Recovery

- Severe tantrums
- Running away
- Serious destruction of property
- Confusion
- Reconciliation
- Withdrawal
- Denial
- Blaming others
- Responsiveness to directions/ mechanical
tasks
- Avoidance of discussion/ debriefing
Eagerness for independent work
Subdued behviour in group work/ class
discussion
Defensive behaviour

Provide student with option to talk

Provide support for that student letting them know you care and
will talk afterwards/ when they are ready.
Water/snack break
Own space for student to be alone

Provide student with option to talk

Provide support for that student letting them know you care and
will talk afterwards/ when they are ready.
Water/snack break
Own space for student to be alone