Exceptional Students

Exceptionality
Name
Anxiety
Definition &
Alberta Education
Code
Characteristics and/or
Observable Behaviours
Anxiety disorders are

characterized by an
excessive and persistent
sense of apprehension along
with physical symptoms,
such as sweating,
palpitations, stomachaches
and feelings of stress.
Anxiety disorders have
biological and
environmental causes, and
are usually treated with
therapy and/or medication.
Anxiety disorders can
coexist with many other
disorders and disabilities.

Code: 30 (ECS);
Code: 53 (Grades 1-12)

Special Education Coding
Criteria:
http://education.alberta.ca/
media/825847/spedcodingc
riteria.pdf

Persistent apprehension and

worry with physical symptoms
such as upset stomachs and
sweaty palms
Regularly absent from class
Does not easily adjust to changes
Panic attacks
Symptoms of sleep deprivation
Phobias and negative thoughts
May freeze or forget under
pressure
Teaching Strategies
& Resources
1.
2.
3.
4.
Provide a routine that student

can expect. Use visual cues
such as charts so student can
refer to.
Discuss with student ways to
reduce anxiety in classroom.
Depending on the students,
this could include extra time
to complete assignments,
advanced cues when going to
be asked questions, seating
arrangements, and alternative
summative assessments to
test taking.
Teach student coping skills to
control worry. This could
include a worry box where
things are written down and
discussed daily with teacher
and parents at end of day,
positive affirmations, and
positive self talk.
Allow for a quiet place in the
classroom where the student
can listen to music or read if
needed.

Resources:
Learn Alberta
http://www.learnalberta.ca/cont
ent/inmdict/html/anxiety_disord
ers.html

ent/insp/html/managing_anxiety.
html

http://www.sbbh.pitt.edu/files/o
ther/Anxiety_LNG_newsletter.pdf

Exceptionality
Name
Autism Spectrum
Disorders
(ASD)
Definition &
Alberta Education
Code
Severe physical or medical

disability. A student/child
with a severe physical,
medical or neurological
disability, including autism,
is one who:
a. has a medical diagnosis of
a physical disability,
specific neurological
disorder or medical
condition which creates a
significant impact on the
childs ability to function
in the school
environment. (Note: some
physical or medical
disabilities have little or
no impact upon the
childs ability to function
in the school
environment);
b. requires extensive adult
assistance &
modifications to the
learning environment in
order to benefit from
schooling.

Code: 44

(With the May 2013
publication of the DSM-5
diagnostic manual, all autism
disorders were merged into
one umbrella diagnosis,
including Autistic Disorder,
Aspergers disorder, Retts
Disorder, Childhood
Disintegrative Disorder, and
Pervasive Developmental
Disorder Not Otherwise
Specified.)

Criteria:
riteria.pdf

Difficulties in social interaction,

verbal & nonverbal
communication & repetitive
behaviours.
ASD can be associated with
intellectual disability, difficulties
in motor coordination &
attention & physical health issues
such as sleep. Some people with
ASD excel in visual skills, music,
math and art.
Preoccupation with one specific
interest or object, so has
difficulty changing topics.
May rely on behaviour to
communicate. Ex. Use aggression
or destruction to communicate
that a task is too difficult.
May not read social cues Ex. tone
of voice.
Teaching Strategies
& Resources
1.
2.
3.
4.
Provide visual support to

ensure students understand
schedules, where to find class
materials & expectations.
Use different coloured folders,
binders or bins for different
subject areas or tasks. Model
or illustrate what is expected
of students. Create a sequence
of pictures to set out steps.
Create kinaesthetic activities
over paper and pen activities.
Teach social skills & proper
behaviour. Reinforce good
behaviour.

Resources:
Alberta Education
http://education.alberta.ca/medi
a/512925/autism3.pdf

Learn Alberta
ent/inmdict/html/autism.html

Ontario Education:
http://www.edu.gov.on.ca/eng/g
eneral/elemsec/speced/asdfirst.p
df

Exceptionality
Name
Deaf
Definition &
Alberta Education
Code
Alberta Education
(2012/2013) defines
deafness as severe to
profound hearing loss of 71
decibels or more, unaided.
Alberta Ed recognizes that
such hearing loss interferes
with the use of oral language
as the primary form of
communication, requires
extensive modifications and
specialized educational
supports and is diagnosed
by a clinical or educational
audiologist (p. 9).

Alberta Education
(2012/2013) defines hard of
hearing as either mild or
moderate. Mild hearing loss
is defined as a 26 to 40
decibels hearing disability,
while moderate hearing loss
is defined as a 41 to 70
decibels hearing disability
(p. 5).

Deaf Code: 45;
Hearing Disability Code:
30 (ECS);
55 (Grades 1-12)

Criteria:
riteria.pdf

Struggle to speak (speech

impairments), read, and write.
Uses visual cues to understand
what is being communicated.
This can include American Sign
Language. Also, may be skilled at
lip reading.
May use hearing aids.
Can have higher rates of non-
compliance, inattention,
aggression and depression than
students who are not deaf or
hard of hearing.
Teaching Strategies
& Resources
1.
2.
3.
Incorporate visuals as much

as possible into lessons.
Always ensure student can
see teacher, Smartboard, and
any other visual cues to help
with comprehension. Seating
students in a semi-circle
arrangement is another good
idea so that student can see
his or her peers.
Provide student with notes or
have a note taker assigned to
assist student.

Resources:
Alberta Education:
https://education.alberta.ca/medi
a/511693/ecep_deaf_or_hard_of_
hearing.pdf

Johns Hopkins University
http://web.jhu.edu/disabilities/fa
culty/types_of_disabilities/deafne
ss.html

University of California San
Francisco
https://sds.ucsf.edu/sites/sds.ucs
f.edu/files/PDF/hearing.pdf

Exceptionality
Name
Depression

Definition &
Alberta Education
Code
Represented by
feelings of sadness,
loneliness, despair, low
self-esteem,
and
withdrawal from
interpersonal contact
with others.

Types of Depression:

Clinical
Depression: a
minimum of 5
symptoms, depressed
mood, or loss of interest
is present for at least 2
weeks.

Depressive
Symptoms: symptoms
of depression are
present but child does
not meet criteria.

Dysthymic
Disorder:
mild/moderate
depression for at least 1
year.

Adjustment
Disorder
with Depressed Mood:
depressed mood as a
result of a negative
experience. Lasts
up to six months,

Code: 53
Code: 42 (severe)

Criteria:
riteria.pdf

Symptoms vary for different

people, but may include despairs,
rage, withdrawal, change in
eating habits, absent from school,
loss of interest in activities that
once were enjoyed,
procrastination, anxiety,
hopelessness, tearfulness,
difficulty concentrating,
agitation, and pessimism.
Physical symptoms of headaches,
stomachaches and other
complaints may occur.
Teenagers may keep some
friends and withdraw more
from parents or become friends
with a new crowd.
Warning signs of suicide need to
be watched for. These include a
sudden interest in death, risk
taking, switching from sadness
to calmness and losing interest
in things once cared fro.
Teaching Strategies
& Resources
1.
2.
3.
4.
Model and rehearse social

skills. Teach student positive
self-talk, coping skills, and
goal setting.
Use advanced organizers,
checklists, etc. to help
minimize anxiety for student
and help them stay on track
when he or she has difficulty
concentrating.
Meet with parents and
student to discuss strategies
to help student.
Incorporate stress breaks in
the classroom. These could
include physical activity
through brain breaks, music,
art, or a relaxation corner.

Resources:
Alberta Education
http://www.education.albert
a.ca/admin/supportingstud
ent/diverselearning/unlocki
ng.aspx

British Columbia, Ministry
of Education
http://www.bced.gov.bc.ca/
specialed/docs/depression
_resource.pdf

Learn Alberta
ent/inmdict/ht
ml/depression.html

Exceptionality
Name
Definition &
Alberta Education
Code
Teaching Strategies
& Resources
Emotional Behavioural Disorder includes Attention Deficit Hyperactivity Disorder (ADHD), Conduct Disorder (CD), and
Oppositional Deficient Disorder (ODD) as listed below.

Resource for all:
National Film Board
https://www.nfb.ca/film/struggle_for_control_child_and_youth
Attention Deficit
No code for ADHD, but
1. Provide schedule in
Student is inattentive. Student
Hyperactivity
sometimes receives EBD
classroom so student knows
forgets what he or she is doing
Disorder (ADHD)
code.
what is expected. Give
and fails to follow through on
advanced notice for
tasks.
transitions including visual.
Difficulties to sit still, line up, and
Code: 30 (ECS);
2.
Be organized and establishe
write. Easily distracted and
Code: 53 (Grades 1-12)
routines. Teacher should give
daydreams.

explicit instructions. Written
Is unorganized and has no
instructions are also
planning
s
kills.
Criteria:
beneficial so students can
http://education.alberta.ca/ Physical or aggressive play.
self- monitor.
media/825847/spedcodingc Hyperactivity impulsive
3.
Give positive reinforcement.
riteria.pdf
symptoms.
4.
Model how to set up agendas,

Struggle for control.
and have checklists for

Undiagnosed often leads to
supplies needed

negative feedback and poor self-

esteem.
Code: 42
Conduct Disorder
1. Student requires consistent
Severe and persistent

(CD)
support and supervision. Use
antisocial behavior.
this time to teach student to
Frequently in trouble due
Criteria:
acknowledge triggers and
violent and delinquent
healthy outlets.
behavior including arson,
2.
Because behavior has
fighting and drug use.
riteria.pdf
multiple causes, it requires
Develops over time and

multiple solutions. This
escalates over use. Often is

includes the school, students
worsened when with peers of

peers, and parents working
same mindset.

together.

3. Provide positive emotional

support. Student needs an

advocate even when he or she

is acting criminally. Always

maintain to move relationship

forward.

4. Find a skill or activity student

enjoys, and find others with

the same interest in order to

provide opportunities to build

relationships.
Code: 42
Oppositional
1. Never act like in a power
Consistently looking for a fight

Deficient Disorder
struggle and trying to win
and pushing boundaries.
(ODD)
because then behaviour
Temper tantrums
Criteria:
escalates.
Tends to bring out worst in
2. Manage own emotions. Stay
others.
calm and consistent.
riteria.pdf
3. Give student options. Choices

can empower student.
4. Make routine the same daily
and collaborate with parents
to be consistent at home
5. Social Stories

Exceptionality
Name
English as a Second
Language (ESL) or
English Language
Learners (ELL)
Definition &
Alberta Education
Code
English as a Second
Language (ESL) students are
students who first learned to
speak, read, and/or write in
a language other than
English. Their language
proficiency excludes those
from full participation in
learning experiences
provided in Alberta schools.

They often have grown up in
homes where another
language is spoken, or they
have recently immigrated to
Canada.

ESL is used
interchangeably with ELL
(English Language
Learner).

*There is no exceptionality
code for English Language
Learners.

Students may not be socialized in

a school setting because they
may have never had formal
education.
Their may be experience
separation and anxiety due to
loss and great difficulties
experiences.
Students have difficulty not only
with communicating in the
academic realm, but also with
interpersonal communication.
Alberta Education lists different
levels of proficiency and their
characteristics.
Teaching Strategies
& Resources
1.
2.
3.
4.
Assess over a period of time

and use nonverbal
communications as well as
learning logs to show
progress.
Read to student Vocabulary
will be picked up along the
way.
Adapt written instructions to
include visual cues. Also,
incorporate visual cues
elsewhere in the classroom
and attach written word.
Create a safe environment for
student. Small groups are an
effective way for student to
build relationships and work
on developing skills.

Resources:
Alberta Education
a/1234005/12_ch9%20esl.pdf

a/507659/eslkto9gi.pdf

a/903123/esl_litreview.pdf

Teaching Refugees
http://teachingrefugees.com/

Exceptionality
Name
Definition &
Alberta Education
Code
Fetal Alcohol
Spectrum Disorder
FASD is a variety of physical

changes, and neurological
and/or psychometric
patterns of brain damage
associated with fetal
exposure to alcohol during
pregnancy. This brain
damage can result in a range
of structural, physiological,
learning and behaviour
disabilities in individuals.
Student may have learning

difficulties including reading and
writing, may have difficulty with
speech articulation, and may
struggle with social
communication skills.
Delayed growth and behind
intellectually and behaviourally.
Facial characteristic such as thin
upper lip.
Difficulty with understanding
cause and effect and sequencing.
FASD is a low incidence

disability, which means that
it is less common than the
presence of other
disabilities. The incidence
rate is 1/1000 (or in high
risk grounds it can occur in
as often as 1/100 children).
Code: 44
Criteria:
riteria.pdf

Teaching Strategies
& Resources
1.
2.
3.
4.
Provide a structured routine

including a class agenda and
checklists.
Give support to student.
Understand that it is not that
the student wont do the
work, but that he or she cant.
Reduce the noise level in the
class. Play relaxing music, put
tennis balls on the legs of
chairs and desks to minimize
noise when they are moved,
allow the use headphones
during quiet time.
Ignore fidgeting. Incorporate
brain breaks and fidgets.

Resources:
Alberta Education
a/414088/fasd2.pdf

a/414096/fasd3.pdf

a/414099/fasd4.pdf

Exceptionality
Name
Gifted/Talented
Definition &
Alberta Education
Code
Gifted or talented
exceptionalities are difficult
to define because they are
expressed in a variety of
ways. Essentially, a child
diagnosed as gifted or
talented displays advanced
achievement beyond their
years in one or several areas.
Gifted students do not
always have strengths in
every area. Some may have
learning disabilities in
addition to their area of
giftedness: these students
are known as twice-
exceptional. Also, students
may experience social and
emotional problems,
particularly during their
adolescent years.
Regardless, their needs are
just as immediate and real as
other exceptional learners.

Extremely alert and excellent

memory.
Learns skills quickly with little
practice.
Curious, imaginative, and asks
probing questions.
Intense concentration.
Comprehends abstract ideas and
large vocabulary.
Student may be a perfectionist,
which can lead for the student to
place unrealistic expectations on
him or herself. Leads to fear of
failure.
Code: 80
Criteria:
riteria.pdf

Teaching Strategies
& Resources
1.
2.
3.
4.
Differentiated instruction
through process, content,
products, environment, and
assessments.
Give student opportunity to
engage in flexible pacing
wherein he or she deeply
explores outcomes of interest
to him or her.
Provide opportunities for
Advanced Placement (AP)
classes wherein students get
earn college or university
credits.
Create a plan with the student
and family. Ensure extra
pressure is not put on the
student because of diagnosis.

Resources:
Alberta Education
a/525558/ipp92.pdf

a/1234009/13_ch10%20gifted.pd
f

a/448831/journey.pdf

Exceptionality
Name
Definition &
Alberta Education
Code
Learning Disability Learning disabilities include

(LD)
various disorders that may
affect the acquisition,
organization, retention,
understanding, or use of
verbal or nonverbal
information.

Code: 54

Individual students with a
learning disability can have very
different profiles.
Learning disabilities range in
severity and interfere with the
acquisition and use of oral
language (e.g., listening,
speaking, understanding),
reading (e.g., decoding,
comprehension), written
language (e.g., spelling, written
expression), and/or mathematics
(e.g., computation, problem
solving).
Students with learning
disabilities can also experience
difficulties retrieving academic
and everyday information.
Learning disabilities may also
cause difficulties with
organizational skills, social
perception, and social
interaction.
Students with learning
disabilities often exhibit signs of
frustration, anxiety, tension, and
sometimes depression. They will
often avoid eye contact in order
to provide the source of anxiety
(for example the teacher and/or
him/her calling on the student.)
Dyslexia is a severe impairment
of the ability to read and spell.
Dysgraphia is characterized by
difficulties in handwriting,
spelling, or composition.
Dyscalculia is an impairment of
the ability to pick appropriate
strategies for mathematics.
Dysnomia is a word finding
problem
Teaching Strategies
& Resources
1. Provide explicit instructions
outlining everything from
rationales, outcomes, and
concepts. Assess in multiple
ways. Use graphic organizers &
planning boards to organize the
days activities. Whenever
possible, stick to a routine and
be consistent with procedures.
2. Use multimodal sensory
approach in instructions and
activities. Provide written and
oral instructions along with
modeling what is expected of
students (or having students
model for you.) Scaffold tasks
and instruction.
3. Increase wait time. Allow for
understanding and processing.
Think-pair-share is great for
this!
4. Allow for direct instruction.
Always use exemplars and
activate prior knowledge.
Connect prior knowledge to
new knowledge and teach
memorization strategies
(mnemonics).
5. Help students become
organized and learn self-
monitoring strategies. Teacher
can include time checks for
entire class. Create checklists,
labels & colour code material.

Resources:
How Difficult Can This Be?
The F.A.T. City Workshop
http://0-
digital.films.com.darius.uleth.ca/P
ortalPlaylists.aspx?aid=37192&xti
d=41096

Exceptionality
Name
Selective Mutism
Definition &
Alberta Education
Code
Selective mutism is often

linked to an underlying
anxiety disorder. Children
with selective mutism can
speak normally in certain
situations, such as at home
or when alone with their
parents. However, they may
be unable to speak in other
social situations, such as at
school or at places outside
their home.

Code: 53

Criteria:
riteria.pdf

Symptoms associated with

selective mutism can include
excessive shyness, withdrawal,
dependency upon parents and
oppositional behaviour.
Most children also have social
phobias or social anxiety.
May appear unemotional or
expressionless.
Can experience tantrums,
inflexibility, or physical
symptoms such as headaches,
stomachaches, vomiting,
shortness of breath, or diarrhea.
May also have DSI (Sensory
Processing Disorder) that affects
sensory communication and
interaction - lights, smells, taste,
touch
Teaching Strategies
& Resources
1.
2.
3.
4.
Do not try and make the

student speak. That is not
your job. Accept the student
as is.
Make the student feel
comfortable in the classroom.
Small groups or pairs can
make the student feel more
relaxed. Have the student be
the group recorder when
doing group work.
Establish a predictable
schedule and routine. Include
countdowns for transitions.
If the student has something
that he or she really wants to
share, allow him or her to
tape him or herself speaking
in a place that the student
feels comfortable (ie. home).
If it is the student and the
parents wishes, share it with
the entire classroom.

Resources:
Learn Alberta
ent/inmdict/html/selective_mutis
m.html

Ontario School Board
http://www.acposb.on.ca/LearnC
hall/MUTISM.html

Selective Mutism Organization
http://www.selectivemutism.org/
resources/library/School%20Issu
es/Classroom%20Strategies%20f
or%20Teachers%20of%20SM%2
0Children.pdf

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Exceptionality

Anxiety disorders are

Persistent apprehension and

Provide a routine that student

Severe physical or medical

Difficulties in social interaction,

Provide visual support to

Struggle to speak (speech

Incorporate visuals as much

Symptoms vary for different

Model and rehearse social

Students may not be socialized in

Assess over a period of time

FASD is a variety of physical

Student may have learning

FASD is a low incidence

Provide a structured routine

Extremely alert and excellent

Learning Disability Learning disabilities include

Selective mutism is often

Symptoms associated with

Do not try and make the

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