AB Ed Definition

Characteristics &/or Observable

Teaching Strategies &

Behaviours

Resources

Links &/or Sources

LEARNING DISABLED
Learning disabilities
include various
disorders that may
affect the acquisition,
organization, retention,
understanding, or use
of verbal or nonverbal
information.
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).
Code 54

Individual students with a learning disability

can have very different profiles.
LD often encompasses co-occurring conditions
that can include problems in listening,
concentrating, speaking, reading, writing,
reasoning, math, or social interaction. Learning
disabilities are due to genetic, other congenital
and/or acquired neuro-biological factors and
can also appear in association with such
medical conditions as sensory impairments, or
other disabilities such as communication
disorders and emotional behavioural disorders.
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.
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.

-Predetermine with a LD student

when to expect questions (when
standing directly in front of them)
or prompt them with the question
before hand so they have time to
process.
-Give more time for students to
process.
(Lavoie)
-Break down tasks into step by step
Chunk tasks or break down
readings into sections
Summarize the sections
-Allow extra time for students to
process and respond to verbal info
-Forewarn students about transition
times.
-Provide opportunities for students
to listen to book recordings while
following along.
This may allow them to
comprehend easier. Unless
the assessment is on their
reading ability this could
really help a student.
-Have students ask questions about
the text.
Helps develop
comprehension.
-Provide daily opportunities to
write on a variety of topics and
genres.

Lavoie Video Notes: Implications for the

classroom/effective strategies
The Alberta Teachers Association, Addressing
Learning Disabilities in the Inclusive
Classroom. Workshop Participant Guide.

(ATA)

EBD ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)

Emotional/Behaviour
al Disability describes
a student with various
levels of chronic and
pervasive behaviours
that make learning
difficult and
compromise the safety
of students, staff, and
themselves.
ECS: Code 30;
Grades 1-12: Code 53
Attention Deficit
Hyperactivity
Disorder is a
neurological disorder in
people who
demonstrate
impairment related to
inattention,
hyperactivity and
impulsivity. It must be
clinically diagnosed.

Characteristics may include inability to

maintain positive relationships, withdrawal or
outbursts, inappropriate behaviour, difficulty
operating in the classroom appropriately,
impulsive, hard time listening when directly
spoken to, easily distracted
Three Core Symptoms:
Inattention: easily distracted, troubles
remembering, losing things, difficulty
organizing, forgetting
activity/routines/instruction
Hyperactivity: fidgeting and squirming,
inappropriate and excessive talking, problems
remaining still or seated, difficulty with quiet
activities,
Impulsivity: blurting out answers or butting
into conversation, touching/grabbing/hitting
people, disturbing others at play or
conversation make impulsive decisions,
Students with ADHD often have other learning
disabilities. Conduct disorder, depression and
anxiety, and possibly Tourettes Syndrome,
may be seen in students with ADHD

-Step by step instruction, written

down/displayed for the student, and
repetition is key.
(Struggle for control)
-use visual aids, demonstrations,
simulations and manipulatives
-color code to add emphasis in
notes and handouts
-provide notes for the student to
follow along = giving instruction
visually and verbally
-variety of activities
-provide additional time for
assignments
-chunking material/assignments =
work step by step
-allow demonstration of skills in a
variety of ways
-set short term goals
-introduce agenda, checklist, etc.
-establish specific places for
students belongings.
-teach self-monitoring strategies,
social skills, learning strategies.
(Alberta Ed EBD Strategies)
-Build positive relationships
http://www.bced.gov.bc.ca/speciale

Alberta Education, Special Programs Branch.

(2014). Special Education Coding Criteria
2014/2015.
https://moodle.uleth.ca/201601/pluginfile.php/
71245/mod_resource/content/1/CodingCriteria
2014-2015%20ENGLISH%20Final%20Oct
%202014.pdf
Struggle for control: Child and youth
behaviour disorders [Online video]. Retrieved
from www.gov.bc.ca
Learning disabilities Association of Alberta.
http://www.ldalberta.ca/downloads/definitionof-ld/adhd/
Canadian Centre for ADD/ADHD Advocacy
Canada (http://www.caddac.ca)
British Columbia, Ministry of Education,
Teaching students with attentiondeficit/hyperactivity disorder.
http://www.bced.gov.bc.ca/specialed/adhd/ma
naged.htm

d/adhd/managed.htm

EBD-OPPOSITIONAL DEFIANT DISORDER (ODD)

Oppositional Defiant
Disorder is a
behavioural disorder
which is characterized
by a recurrent pattern
of negative, defiant,
disobedient and hostile
behaviour toward
authority figures. Can
escalate into conduct
disorder if not treated
appropriately.
Code 42

Characterized by a persistent pattern of

aggressive and defiant behaviour and a need to
annoy or irritate others.
-Frequent temper tantrums
-Frequent arguing with peers and adults
-intentionally annoying others
-blaming others for their mistakes
-appearing angry and vindictive
-questions rules
-revenge seeking
These students may need counselling,
behaviour therapy, parent education and
medication.
Symptoms may increase with age and become
well-established behavioural issues: it is best to
get ODD treated ASAP. These students may
also have ADHD, learning disabilities,
depression and are at risk for developing CD.
For many children ODD does improve over
time with appropriate support.

-Meet with parent and students early in

the year to discuss how to support the
child.
-Capitalize on their strengths, interests
-Be proactive and recognize triggers
Avoid triggers, help the student
learn to deal with the triggers
what can they do when they feel
anxious or annoyed.
-Avoid power struggles
Not only is it an ineffective way
of dealing with the situation, if
you lose you may lose the
respect of the class
-Be consistent and clear about
consequences.
-Maintain routine and success in the
classroom.
-Speak privately to the student about
their behaviournot in front of the class.
You dont want to embarrass the
student
Allows them time to consider

Understanding medical and

disability information (n.d.). In
Medical/disability information for
classroom teachers. Retrieved
January 23, 2016, from
http://www.learnalberta.ca/conte
nt/inmdict/html/index.html
http://www.aacap.org/
Special Education: Appendix five
glosary (n.d.). In British
Columbia Ministry of Education.
Retrieved January 23, 2016.
http://www.bced.gov.bc.ca/speci
aled/adhd/app5.htm

their behaviour in a calmer

situation.
-Teach the student strategies for walking
away and avoiding confrontation.
(Learn Alberta)

EBD CONDUCT DISORDER

Conduct Disorder is a
behavioural disorder
which is characterized
by repetitive and
persistent pattern of
behaviour which
violates societal norms
or rules, such as
aggressive behaviours,
damaging property, or
theft. These students
have difficulty
following rules and
behaving in a socially
acceptable way.

Characterized by a persistent pattern of

behaviour in which the basic rights of others
are ignored.
-Impulsive
-socially unacceptable and dangerous
behaviour
-chronic and persistent behaviour: aggressive
conduct, property damage, theft lying and
serious violation of rules.
-Cruelty to animals
May be a result of genetics, home
environment, childs temperament,
Treated with counseling focused on
appropriate behaviour, coping skills and
medication can be administered if needed.
Students with CD may also have ADHD,
depression, ODD

-Build positive relationships with

students, and be a support for the
child.
-Approach them where they are
comfortable (do not confront them
in front of the class).
Allow them to feel
comfortable with you and
with different situations.
You never know what
might be a trigger.
Use start requests rather
than stop, try to avoid
triggering the student.
-Involve parents and peers to give
them the support they need.
-Offer the student choice
This is good practice for all

Understanding medical and disability

information (n.d.). In Medical/disability
information for classroom teachers. Retrieved
January 23, 2016, from
http://www.learnalberta.ca/content/inmdict/ht
ml/index.html
http://www.aacap.org/
Special Education: Appendix five glosary
(n.d.). In British Columbia Ministry of
Education. Retrieved January 23, 2016.
http://www.bced.gov.bc.ca/specialed/adhd/app
5.htm

students in regards to
activites/projects
If the student is reacting to
instruction offering them
choice in the moment may
de-escalate the situation.
-Maintain predictability in class
Develop routine in:
expectations, punishment,
daily activities etc.
-Encourage and praise good
behaviour
(Learn Alberta)

GIFTED AND TALENTED

Students have
exceptional
potential/performance
across a wide variety of
abilities in:
-general intellectual
-specific academic
-creative thinking
-social
-musical
-artistic
-kinesthetic
ECS-12: Code 80

Gifted students acquire information quickly and easily

recall prior knowledge and may be bored of routine
tasks. Students will benefit from divergent thinking
and creative problem solving. Gifted students may
exhibit
- heightened sensitivity and empathy,
-heightened intensity of experience,
-perfectionism,
-introversion,
- superior humour,
-moral sensitivity and
-integrity (Teaching, 2000 ppGT20).
They may also have a passion that trumps their desire
for other subjects (Pollete, 2000 pp. 5).

-Acceleration by subject
-Grade Skipping
-Tiered assignments
-Independent study
-Meaningful anchor activities
This could be working on
independent study
Working on portfolio
-Open-ended questioning
-Small group investigations, with
excelling students grouped
-Mentorships
-Encourage higher order thinking
(Teaching)

Alberta. Alberta Education, Instructional

Strategies and supports (2013). In
Inclusive Education Library. Retrieved
from
http://www.learnalberta.ca/content/ieptLi
brary/lib08.html
Alberta. Alberta Education, Diverse
Learners: Students who are gifted.
Retrieved from
https://education.alberta.ca/topic-search/?
language=English
Alberta. Alberta Education. Learning
and Teaching Resources Branch.
Individualized program planning (IPP) :
ECS to grade 12. Chapter 11: Planning
for students who are gifted.
https://archive.education.alberta.ca/medi

Theories
In Alberta, the PostModern approach is the
most widely accepted
theory. In general, the
new post-modern
approach to teaching
has enveloped all of the
research around
intelligence and created
a new process
curriculum in which
ALL students are the
vehicles of their own
learning, only being
guided, not instructed
by a teacher.

If a student is socially gifted they will benefit in

leadership programs and social interaction activities.
Giftedness is determined by a cognitive ability
assessment, administered by an education
psychologist. GATE is a program in Calgary for
Gifted Children but it is rather costly.
Causes of Giftedness is a classic debate of nature vs
nurture. On the one hand students could be born with
this disposition through genetic inheritance. On the
other it could arise in students who have an
environment that encourages academics and work
ethic.
Sometimes gifted students experience learning
difficulties such as:
- perfectionism,
-underachievement,
-ADHD,
-lack of self-confidence and
-asynchronous development where there is uneven
development between intellectual, emotional, and
physical progress
-Introversion
The biggest debate is whether gifted students become
the exception to age based schooling and excel in their
intellectual ability, on the other hand students social
maturity may not compare to their intellect and may
feel disjointed from their peers.

-Portfolios
-Independent Studies
-Creating an Interest Centre
-Curriculum
Compacting/telescoping
(CB-VRSB)
Differentiating:
-Content
(interrelated/complex/constrained)
-Process
-Product
-Learning Environment

ANXIETY

a/525558/ipp92.pdf
Calgary Catholic School District. (2011,
June 21). Gifted Education [PDF]. Calgary:
Calgary Catholic School District
Individualized Program Planning (IPP):
ECS to Grade 12. Edmonton, AB:
Alberta Education, 2006. Planning for
Students Who Are Gifted. Web.
<https://archive.education.alberta.ca/
media/525558/ipp92.pdf>.
MacAulay, Janie. How to identify gifted
and talented students. (n.d.). In CB-VRSB
Gifted Education. Retrieved
from http://www.cbv.ns.ca/giftededucation/
modules/mastop_publish/?
tac=Identification
Marland, S. P. (1972). Education of the
Gifted and Talented, Volume I Report to
the Congress of the United States by the
U.S. Commissioner of Education
Teachers First - Thinking Teachers
Teaching Thinkers. (n.d.). Retrieved
January 19, 2016, from
http://www.teachersfirst.com/gifted.cfm

Anxiety disorders are

characterized by an
excessive and persistent
sense of apprehension
along with physical
symptoms, such as
sweating, palpitations,
stomach aches and
feelings of stress.
There are biological
and environmental
causes and is usually
treated with therapy
and/or medication.
Can coexist with many
other disorders and
disabilities.
Code 42

General Characteristics
-easily upset or distressed
-regularly too sick for school
Anxious for future events
-sleep issues including trouble falling asleep,
nightmares, anxiety of sleeping alone
-perfectionism, self-critical,
In School
-aggressive, anxious, withdrawn, depressed
-difficulty following rules, paying attention or
interacting with others
Watch for behavioural cues that may indicate an
anxious student: refusing tasks, frequent trips to
the washroom, attendance problems. Pay
attention to patterns in student behavious
Students be extremely anxious, withdrawn, shy,
depressed, hypersensitive, cry easily, little
confidence
It may be difficult to recognize because it is a
cognitive issue, and students will display anxiety
in different ways.
Although, some argue not all anxiety is bad and
is necessary: transition between primary and
secondary, exams, etc.
Most students will experience anxiety at some
point in their education, so it is good practice to
observe some of the teaching strategies in every
class.

-Teach coping strategies:

problem focused self-regulatingplanning study schedule, finding a
protected place to study
emotional management-realization
exercises
avoidance-cleaning desk
-Use visual, verbal cues when transitioning
between activities to give students warning
reduces surprises
-relaxation exercises
-Build healthy relationships with the student.
Encourage positive relationships between
students.
-Give genuine praise and recognition of work
-Use competition CAREFULLY, it may lead
to unnecessary anxiety for some students.
-Clear instruction so they are not anxious
about the activitiesthere is no need to add to
the stress they are already feeling.
-Avoid time pressures and allow flexibility
and extensions
-Avoid exams with large grade emphasis and
use various ways of testing and allow
supervised breaks during tests
-Avoid situations where students will have to
perform in front of the class
Give the student the option to practice
ahead of time
-Worry Box : students can write a note every
morning on how they are feeling, what is
stressing them out, if it is a good or bad day.
Then as the teacher you can get a feel for the
class that day and instruct accordingly.
-Develop alternatives to written tests
-Build safe places into the classroom/school
where students can go to regroup.

Academic Accomodation. (n.d.)

Retrieved January 17, 2016, from
http://www.cmha.ca/youreducation/a
ccomodations.html
Anxiety Disorders Association of
Canada. (n.d.) Retrieved January 18,
2016, from
http://www.anxietycanada.ca/english/
index.php
Anxiety in the Classroom. (n.d.)
Retrieved January 17, 2016, from
http://www.education.com/reference/
article/anxietyclassroom/http://www.education.com
/reference/article/anxiety-classroom/
Cooley, M. (2007). Teaching kids
with mental health & learning
disorders in the regular classroom:
How to recognize, understand, and
help challenged (and challenging)
students succeed. Minneapolis, MN:
Free Spirit Pub.
Diploma Exam Accommodations.
August 2015. Retrieved January 18,
2016, from
https://education.alberta.ca/media/10
89194/08-dip-gib-2015-16accommodations.pdf
Red Flags for Anxiety: Whats
Normal, Whats Not? (n.d.).
Retrieved January 17, 2016 from
http://www.worrywisekids.org/node/
43
When Something's Wrong: Strategies
for Teachers. (n.d.). Retrieved

-Offer fidget tools or calming activities during

class/lecture.

January 17, 2016 from

http://www.kidsmentalhealth.ca/docu
ments/res-cprf-teachers-2007.pdf

DEPRESSION
Depression is
characterized by
symptoms such as
persistent feelings of
sadness, hopelessness,
dejection and guilt;
weight loss or gain;
anxiety, irritability or
agitation; and/or
thoughts of death or
suicide. Depression
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.
Depression is usually
treated with counselling
and/or medication

-May be caused by loss, ongoing or past trauma,

genetic and biochemical factors.
-It is not easy to identify as they tend to pretend
something else is wrong in order to stay home
from school (unexplained headaches and
stomach-aches).
-There are many symptoms of depression, but a s
a teacher it is important to recognize that one
symptom may affect another in a positive or
negative way.
-persistent feelings of sadness,
-anger and irritability: grumpy, easily frustrated,
and prone to outbursts.
-hopelessness, extreme sensitivity to criticism
- dejection and guilt,
-withdrawal from activities and people.
-difficulty concentrating and making decisions
-loss of energy
-feeling overwhelmed by small things
-substance abuse
-thoughts of death, suicide, harm to self or others.
Some Effects of Teen Depression:

-Develop a mindful classroom

Safe and predictable with clear rules
and routines
Teach students how to recognize and
handle their emotions, and how to
recognize others.
Incorporate relaxation techniques into
the classroom routine.
Encourage positive self-talk, and
assertiveness as an alternative to
passivity or anger
-Integrate activities that promote building
self-esteem and self-worth within lesson
plans. Always maintain student privacy and
dignity.
-Allow students choice seating and assign
groups where they are comfortable and
supported.
-Reduce student anxiety (see anxiety toolbox)
-Meet with students privatelybuild
relationshipsso they feel comfortable to talk
to you or make arrangements for assignments
when they are feeling low.

Alberta Education. Special

Education Coding Criteria 20152016. (2015). Retrieved January 15,
2016 from
https://open.alberta.ca/dataset/ee2cce
a8-97fe-41a1-aa11ed9f21421364/resource/22551585a8d1-4b54-bdc37b21067cdaa7/download/36560412015-Special-Education-CodingCriteria-2015-2016.pdf
British Columbia Ministry of
Education. Teaching Students with
Mental Health Disorders Resources
for Teachers Volume 2 Depression.
(2001). Retrieved 15 January, 2016,
from
https://www.bced.gov.bc.ca/specialed
/docs/depression_resource.pdf
Levy, L. (2015, March 5). Classroom
strategies for helping depressed teen
students. Retrieved January 20, 2016,
from

ECS Code 30,

1-12 Code 53
Severe EBD Code 42
Three main types of
depression in children:
-adjustment disorder
with depressed mood
-major depressive
disorder
-bipolar mood disorder

-academic problems
-running away (cry for help)
-drug and alcohol abuse
-internet addiction
-reckless behaviour
-violence
-self harm
Suicide Warning Signs in Teens:
-talking/joking about it: Id be better off dead
-Romanticizing or writing about death
-Reckless behaviour
-Giving away possessions
-Saying goodbye for the last time
-Seeking weapons/pills

-Do not make suicide or depression a taboo

topic.
Just because a student may not show these
characteristics does not mean they arent
struggling with depression or another
emotional disability.

http://www.edudemic.com/classroom
-strategies-for-helping-depressedteen-students/
PEERS Program Mental Health
Roundtable Session for Teachers.
Depressive Symptoms in Children.
(February 2012). RetrievedJanuary
15, 2016, from
http://www.psych.ualberta.ca/~hoglu
nd/PEERSlab/assets/peersroundtable-depressive-symptoms.pdf

SELECTIVE MUTISM
Selective mutism is the
manifestation of a
chronic pattern of
anxiety, sometimes
children are not
diagnosed because they
are assumed to be
severely shy. It is most
common during the
first two years of
school-new school
included. The student
usually has a phobia of
speaking and a fear of
people, they may:
-speak normally in
certain situations (at
home or with parents)
-may be unable to

Selective mutes range in ability to communicate,

completely non-verbal to talking freely within
certain contexts. They may have difficulty
responding or initiating communication in a
nonverbal manner and often have severely
inhibited temperaments.
-May have subtle learning disabilities including
auditory processing disorder.
-They are rarely mute in all settings
-Children with traumatic mutism usually develop
mutism suddenly in all situations.
Students may be entering school for the first
time, are switching schools, or have had a
traumatic experience, and may have a genetic
predisposition to anxiety.
-They may have trouble processing specific
sensory information.
-They may be sensitive to sounds, lights, touch,

-Keep a predictable structure in the classroom

and give students warning for new activities.
Have a schedule on the board of the
days activities
Get the student to write questions on a
piece of paper
Accept non-verbal answers (head
nodding etc.)
Acknowledge any answers they do
give and commend their participation.
Seat the child on the side of the
classroom so they dont feel they are
being looked at
-Try to reduce anxiety by keeping this kind of
routine, accepting non-verbal answers.
-Build self-esteem
Class activities
Praising the student for good work
Highlight their successes

http://www.learnalberta.ca/content/in
mdict/html/selective_mutism.html
http://www.selectivemutismcenter.or
g/aboutus/whatisselectivemutism
http://www.selectivemutism.org/reso
urces/library/School
%20Issues/Classroom%20Strategies
%20for%20Teachers%20of%20SM
%20Children.pdf

speak in other social

situations.

taste and smell and may have trouble modulating

sensory input which may affect their emotional
responses.

-Scaffold social and environmental comfort.

Dont force a child to participate in
class discussions.

Common Behaviours:
-Blank facial expression and never seem to smile
-stiff or awkward body language when in a social
setting and seem very uncomfortable or unhappy
-turn their heads, chew or twirl their hair,
-avoid eye contact,
-withdraw into a corner or away from the group
more interested in playing alone
-they may seem very uncomforable
-they may communicate with a select few
90% of children with selective mutism also have
social phobia or social anxiety.

DEAF AND HEARING IMPAIRED

Students who are deaf
or hard of hearing have
a diagnosis from an
audiologist which
identifies the presence
of a degree of hearing
loss. The Canadian
Academy of Audiology
defines a scale: mild,
moderate, moderate to
severe, severe,
profound, or a
combination of these
levels.

Deafness-a level of hearing loss in which the

individual cannot understand verbal language
even with assistive technologies
Hard of Hearing- means the persona can
understand verbal communication with the help
of an assistive listening device
Deafened-were raised hearing but lost the ability
to hear later in life.
Alberta Ed Guiding Principles:
-Programming is continuously monitored and
adjusted based on the students needs

-Having timers/bells on a light

system/vibration alert to make sure the deaf
student receives the same information as their
classmates
-Consult a audiologist o inform the teacher of
any assistive technologies that the student is
using and what he/she can do to give the
student the best learning opportunities.
-Provide information in multiple ways.
Oral directions
Written directions
Face the class not the board
Speak slowly and clearly
-Ensure good lighting to help the student

Deaf Alberta- http://deafalberta.ca/

Hear Alberta- http://hearalberta.ca/
Canadian Association of the Deaf
http://cad.ca/
Canadian Hearing Association
http://www.chs.ca
Individualized Program Planning:
ECS to Grade 12 (2006), Book 3 of
Programming for Students with
Special Needs series.
Doorn, Ron. (2016). Teaching
Hearing Impaired Children. Teach.
Retrieved from
http://www.teachmag.com/archives/1

Code 45

-Must participate in the POS to the fullest extent

possible.
-Essential components of the educational
programming overlap; they work together
-Meaningful parent and family involvement is
intrinsic to all components.
-Staff and students should have access to
specialists and resources to help support them
Resources for students
-Frequency Modulated system
-Webcam/Video Chat Technology
-TypeWell (like a scribe using technology)
-Auditory Training

recognize any visual aids such as

Lights
Sign language
Written words
Lip reading
-Make sure assistive technology is working
properly
-Pay attention to the students facial
expressions. Looking at them may give you
clues if he/she is confused, cant hear you etc.
-Keep background noise to a minimum as
they can be easily distracted and it is hard to
filter the sounds. Moving the student closer to
you or closer to the front may reduce some
distractions for them.
-Give the student advanced lesson notes so
they can follow along instead of focusing on
just listening
-Allow students to talk with each other
If there is a new word that ASL does
not recognize allow time to write it
down and make sense of it before
moving on.
-Record lessons so the student can review
them if they need to

ASD, AUTISM

30
http://deafalberta.ca/informationresources/terminology

Aspergers and Autism

Spectrum Disorders are
lifelong neurological
disorders that impact
how one understands
what they see and hear.
Causes are unknown
and symptoms appear
within the first three
years of the childs life.
Are diagnosed on a
spectrum by an
observation of
behaviour
1/150 children born in
Canada will be
diagnosed with ASD
and it is the fastest
growing developmental
disability.

There are a wide range of abilities, behaviours

and intelligences.
Have significant difficulty with communication
and social interaction. Have a limited range of
interest and activities; however they may be
passionate about specific things.
Demonstrate challenging behaviours that may be
partly related to differences in neurological
functioning and patterns may change as they
develop. No two people share the same profile.
Communicative skills:
-Difficulty communicating thoughts and needs
verbally and non-verbally.
-Difficulty with use of gestures, pictures, eye
contact and facial expression
-uses speech that is repetitive, nonsense, unusual
Social Interaction
-challenges interpreting non-verbal language
-difficulty with pretend play
-rigid adherence to rules
-avoidance of eye contact
-few facial expressions and difficulty
understanding other facial expressions
-trouble controlling emotions/anxieties
-difficulty understanding perspective
Aspergers
-very hard time relating to others
-bothered by loud noises, lights, strong tastes or
textures, and change
-may not understand social norms
-flat and hard to understand speech (mature or
lacks tone, pitch
-lack coordination

-Clearly define specific roles when grouping

students. (popsicle sticks or playing cards
labelled with distinct tasks)
-Written and visual prompts for instruction
that follow a routine. Provide warning before
transitions.
Avoids surprises and provides
predictability
Provides structure to the classroom
-Know their fixations/interests and broaden
them into the classroom setting. Let them use
their interests in multiple areas.
For example if they like trains, let
them write, draw, explore, research
trains, and find a way to tie them into
the curriculum.
-Differentiated Instruction
Modify task expectations
Flexible timelines to complete tasks
Chunk activities
Use a variety of support levels
independent, peer, group work
-Forward/Backward Chaining
Breaking down tasks into functional
units, moving down the list once the
first step is mastered.
Or begin with the last task and move
backwards
-Provide opportunities for choice to avoid
conflict with the student.
-Teach communication skills, this may be
beneficial for the entire classcant hurt
anyway and then no one is singled out.

https://archive.education.alberta.c
a/media/511684/ecep_autism_spe
ctrum_disorder.pdf
www.edu.gov.on.ca/eng/general/e
lemsec/speced/AutismSpecDis.pd
f
http://www.autismalberta.ca/abou
t-autism
http://www.researchautism.org/re
sources/OAR_EducatorsGuide.pd
f OAR (Organization of Autism
Research) Educators guide: The
Life Journey Through Autism
https://www.edu.gov.on.ca/eng/ge
neral/elemsec/speced/autismSpec
Dis.pdf
https://archive.education.alberta.c
a/media/511995/autism.pdf
pp. 60-68
https://archive.education.alberta.c
a/media/511995/autism.pdf
p. 52

-have a few very specific interests.

DOWN SYNDROME
A chromosomal
disorder that causes
cognitive disability. It
occurs in one in 700900 live births. It
results in the baby
having an extra copy of
chromosome 21. This
leads to mild,
moderate, or severe
impacts on the childs
intellectual functioning.
These children have a
distinct set of facial and
physical characteristics.
Individuals with Down
syndrome often have
health concerns, such
as heart problems,
thyroid issues, and
gastrointestinal issues.
They will also require
support in their

Physical Characteristics:
-Smaller eyes that are slanted and further apart
-Low muscle tone
-Small stature (shorter than average), smaller
hands
-Forehead that is taller and wider than usual
-Flat bridge between nose and eyes
-Chubby cheeks
Observable Cognitive & Behavioural
Characteristics
-Impulsive behaviour and short attention span
-Delayed language and speech development
-Slow development in mobility
-Autistic-like symptoms
-Sensory issues
Common Medical Conditions
-Metabolic imbalances
-Almost half of children are born with a heart
defect that can be progressive and lead to heart
surgery (40%)
-Risks of obesity

-Establish a positive, inclusive classroom

Establish routine
Have opportunity for all students to
interact with each other
-Understand that the gap between student and
peers may widen with age.
Speak slowly and clearly
Provide activities and tasks that are at
the correct level for the student
Keep student in the classroom if you
are unsure what to dothey may
surprise you!
-Provide additional instructional support and
extra work time.
Verbal cues, such as song, rhyme etc
Visual: photos, organizational charts,
color coding, manipulatives
Use alternative response methods
differentiate productto meet their
needs
Give time for responses, and teach
peers how to communicate

http://www.learnalberta.ca/conten
t/inmdict/html/down_syndrome.ht
ml
http://www.cdss.ca/images/pdf/pa
rent_information/teaching_studen
ts_with_down_syndrome.pdf
http://www.downsyndrome.org/practice/148/
Tien, B., Armour, H., & PREP
Program. (1999). Effective
Teaching Strategies For
Successful Inclusion: A Focus on
Down syndrome. Calgary, AB:
PREP Program. *Available in the
UofL Curr. Lab.*
http://www.learnalberta.ca/conten
t/inmdict/html/down_syndrome.ht
ml

academic, social, and

emotional
development. There are
three types of Down
syndrome: Trisomy 21
(95% of cases),
translocation, and
mosaicism.
Codes
Mild ECS 30 1-12 51
Moderate ECS 30 1-12
52
Severe Cognitive 41
Severe Multiple
Disability 43

-Depressed immune system, and high risk of

upper respiratory infection!
-Some degree of hearing loss, mostly due to a
high frequency of ear infections
-**Instability in the ligaments holding the neck
vertebrae together
Behavioural Concerns
-Aggression
-Self-Abuse
-Refusing to comply with requests
-Picky eating

-Give support for fine motor activities,

Complete tasks in small steps
Help them and teach them to navigate
their surroundings.
-Be cautious of any hearing, vision or
attention difficulties, and cater to these needs
Seating arrangements
Use of headphones
Be conscious of strenuous noise,
light, and activity.
-They will have an IPP, and collaboration in
assessment is beneficial

http://www.prepprog.org/ - The
PREP Program (PREP) is based
in Calgary, Alberta. Offers
programs for children with Down
syndrome from 14 months to 18
years old and their parents.

People with Down syndrome are as diverse as the

general populationavoid generalizations.

FETAL ALCOHOL SPECTRUM DISORDER

Fetal Alcohol Spectrum
Disorder (FASD) is a
term currently used
throughout North
America to refer to a
variety of physical
changes and
neurological and/or
psychometric patterns
of brain damage
associated with fetal
exposure to alcohol
during pregnancy.
FASD is coded under
section 44, Severe
Physical or Mental
Disability of the
Special Education

Primary Characteristics
-Difficulty with abstract thought
-Impulsivity, distractibility, disorganization
-Ability to repeat instructions, but inability to put
them into action (memory dysfunction)
-Slower cognitive processing, auditory pace
-May act younger than chronological age
-Inability to predict outcomes
-Difficulty learning from consequences
-Lack of control over emotions
Secondary Characteristics
-Fatigue, tantrums, Defensive Behaviours
-Irritability, chronic frustration, anger, aggression
-Fear, anxiety, avoidance, withdrawal
-Trouble at home, school, and community
-Legal trouble, Drug/Alcohol abuse
-Mental health problems (depression, self-injury,
suicidal tendencies)

-Direct Instruction, Visual aids and cues in

both instruction and assigned work
Avoid vague or abstract instructions: use
concrete and concise direction instead
Give students manipulatives to use to help
them understand.
Model and practice behaviour
expectations, giving concrete instruction
(as opposed to abstract instructions, e.g.
behave yourself)
Teach and talk about personal space
issues
Provide tools for areas of struggle: e.g.,
tape recorder or computer if they struggle
in writing
Provide daily and weekly schedule to
student building routines can help
reduce stress
-Reduce amount of required work, increasing

https://archive.education.a
lberta.ca/admin/supporting
student/diverselearning/fas
d.aspx

http://www.learnalberta.ca/
content/inmdict/html/fasd.
html

Coding Criteria of
Alberta.

as per ability
Break large assignments into smaller
components (to build confidence and a
sense of accomplishment)
-Create opportunities for student interaction
with similar developmental levels either
through peer activities or free time activities
Help foster friendships
Create a strong classroom community
Avoid competition
Increase cooperative groupings to reduce
conflict

- the incidence rate is

anywhere between 14.2
and 43.8 per 1000 births
(1.4 - 4.4%). These
numbers closely align
with Albertas
prevalence range
between 0.2%-5% of
population.

ENGLISH LANGUAGE LEARNERS

ELLs, are students
who are unable to
communicate
fluently or learn
effectively in
English, who often
come from nonEnglish-speaking
homes and
backgrounds, and
who typically
require specialized
or modified
instruction in both

Challenges:
-One problem that is quite frequent with ELL
students is that they are either overrepresented or
underrepresented in special education programs
(Archibald, 2008).
-ELL students may appear self-conscious and
confused; smile hesitantly (Alberta Education)
-Observe surroundings carefully (Alberta
Education)
-ELL students may experience a silent period or
respond with one or two words/ memorized
expressions
-They may copy and repeat oral instructions,
questions and modeled responses
-Depending on their level of academic

-Be open to their culture and background, and

recognize their cultural and linguistic needs.
-Alberta Education Proficiency Benchmarks
Assesses the students EL proficiency
and monitors growth and to inform
instructional planning and transition.
-Create an inclusive learning environment
Use visuals, mini language lessons,
routine
Respect and encourage the students
first language
Value cultural diversity in the
classroom
Be supportive and positive and try to

Alberta Education - English

Language Learners: Tools,
Strategies and Resources
http://www.learnalberta.ca/conten
t/eslapb/index.html
What School Administrators
Need to Know about English
Language Learners and ESL
Programming Alberta
Government document:
http://www.asba.ab.ca/wpcontent/uploads/2014/07/fgm14sl
_admin.pdf

the English
language and in
their academic
courses.
(edglossery.org)

performance, students may: observe others

before they attempt a task or rely on visuals,
drawing pictures, and known phrases to
understand and communicate. (Alberta
Education)
-All of this means that ELL students should not
be assessed using standard or traditional forms of
intelligence testing (ie. no IQ tests) as they do not
take cultural differences into consideration.
Students should be assessed on the proficiency in
their own native language.
-ELL students with learning disabilities can
encounter systemic barriers such as general
assumptions that a homogenous student body,
faculty, or staff might hold about race and
ethnicity. Be aware of bias!
Cultural Implications
-Somalia is a relatively mono-cultural country,
where the vast majority of Somali are Muslim.
-Involving parent volunteers has a positive effect
on the student's education, and could provide
cultural perspective in more diverse classrooms
(Valls & Kyriakides, 2013).
-Oral traditions are highly respected in Somali
culture.
-Recognise that when dealing with parents.
Phone calls are the most likely method of
communication they will be receptive to.
-Students may not appreciate the value or engage
in written work, and prefer oral representations
of their knowledge.
-Visible and cultural minorities in the classroom
are statistically more susceptible to peer
victimization. (Hogland & Hosan, 2013)

eliminate any fear the student may

have.
Eliminate bullying and racism and
create a safe school environment.
-Differentiating
Content - Modify language level, and
adjust the ways in which you deliver
content.
Process - Provide several different
options for students in terms of the
ways in which they work through the
content. Ex: scaffolding learning
tasks, providing models or templates,
or demonstrating collaborative
strategies for English language
learners working with a partner or in a
small group.
Products - Provide options to the
students in terms of how they
represent their knowledge of the
content. Ex: Produce a poster,
multimedia presentation or a piece of
written work.
-

Effective Teaching
Strategies for English
Language Learners:
http://www.supportrealteac
hers.org/strategies-forenglish-languagelearners.html
Understanding ESL Learners:
Differentiating Instruction
http://www.teachers.ab.ca/SiteCol
lectionDocuments/ATA/Publicati
ons/Specialist-Councils/ESL-35%20Differentiating
%20Instruction.pdf#page=1&zoo
m=auto,-18,800