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Tips and Guide For Students With Exceptionalities

This document provides tips and guidelines for teaching students with various exceptionalities, including intellectual, communicative, sensory, behavioral, physical, and multiple disabilities. It recommends hands-on learning, play-based activities, and breaking tasks into small steps for intellectual disabilities. For communicative disabilities, it suggests strategic seating and placement of speakers. Sensory disabilities may benefit from flexible seating and emphasis on structure. Visual aids and meaningful reinforcement are advised for behavioral disabilities. Assistive technology, devices, and therapy strategies can help with physical disabilities. Students with multiple conditions may learn through task chaining.

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Jennifer JLo Vivas
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616 views1 page

Tips and Guide For Students With Exceptionalities

This document provides tips and guidelines for teaching students with various exceptionalities, including intellectual, communicative, sensory, behavioral, physical, and multiple disabilities. It recommends hands-on learning, play-based activities, and breaking tasks into small steps for intellectual disabilities. For communicative disabilities, it suggests strategic seating and placement of speakers. Sensory disabilities may benefit from flexible seating and emphasis on structure. Visual aids and meaningful reinforcement are advised for behavioral disabilities. Assistive technology, devices, and therapy strategies can help with physical disabilities. Students with multiple conditions may learn through task chaining.

Uploaded by

Jennifer JLo Vivas
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Tips and Guide for Students with Exceptionalities

INTELLECTUAL COMMUNICATIVE SENSORY BEHAVIORAL PHYSICAL MULTIPLE


Students who have Students have special Sensory-grouped Students who are Students with Students who
superior intelligence as learning disabilities or students who have emotionally orthopedic or mobility have a
well as those who are speech or language auditory or visual disturbed or socially disabilities. combination
slow to learn. impairments. disabilities. maladjusted. of conditions.
Hands-on learning is the Strategic seating for Flexible seating for Use Visual Aids Assistive Technology Chaining is
process of using activities student - 5 10 feet from student as they may The most strongly (AT) is any piece of the process of
and other hands-on tasks teacher. need to move around recommended technology that helps breaking a
to teach skills. All children Strategic placement of to see/ hear source. approach for a student with or task into its
and especially children with speaker - make speaker Emphasis on teaching students without a disability to small steps
intellectual impairments visible at all times. structure in with autism is to use increase or maintain and teaching
learn best through this -Stand still and in classroom as visual aids (British his/her level of them in a
process. alignment with student. consistency will help Columbia p.27). functioning. These sequential
Play-based learning is Use speech to text assistive with their Use Meaningful often include lap tops manner. It is
when we use play activities technology. understanding. Reinforcements with specialized usually used
to teach cognitive skills. Introduce important terms Teach the student to Students with programs, like speech to teach daily
Baby Steps children with ahead of time on board or self-talk as a method autism may not be to text, text to speech, living skills
intellectual disabilities need on sheet for student. of problem solving. motivated by graphic organizers and and life skills.
to learn through baby Signal for attention for Provide copies of common reinforcers word prediction Give tasks
steps. Every task, skill or important messages. notes. that work with other software. that are of
activity needs to be broken Communicate important or Use graph paper to students. They might Implement school- the
down into small baby steps. urgent messages by writing line up math prefer some time based strategies appropriate
Group learning is one of on blackboard/ questions. spent alone, time to provided by a Physical difficulty.
the most effective teaching whiteboard. Develop a reference talk to a preferred or Occupational Tasks that are
strategies for students with Non verbal prompts for sheet on how to read staff member, a trip Therapist. too difficult
intellectual disabilities. It is attention. maps. to the cafeteria, an Use assistive devices, will turn the
when you bring children Structure group discussions exercise routine. like pencil grips and student off of
together in a group to and class participation. Give plenty of praise. various sizes of writing work because
teach various skills. Use white boards, visual Directing the praise instruments. they will feel
Children often do better representations and body to specific tasks, Use assistive frustrated and
when they are in a group. language during rather than general technology and anxious.
instruction. work. computers.

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