Name: Amber Portwood

Semester/Year: Fall 2016

EXC 4020 Culminating Task
Disabilities Quick Reference Guide

Disability Characteristics Choose 2 ways to differentiate Classroom Accommodations Resources

(4 or more) instruction and why it would (4 or more) (2 or more)
work for this disability
(2 or more)
Example: 1.Poor visual acuity 1. Use of Assistive technology: 1. Provide audio-taping when 1. Teaching
Visual 2.Visual field deficits Can be decided to fit the specific possible students with VI:
Impairments 3.Eye movement needs of the student to provide 2. Verbal descriptions of visual http://www.teac
(VI) abnormalities the student with visual aids or writing on whiteboard hingvisuallyimpai
4.Light/color reception interpretations of the 3. Seating arrangements that red.com
impairments instruction. Examples: maximize learning 2. American
5.Abnormalities of visual magnifiers, CCTV, enlarged 4. Provide materials/lessons in Foundation for
perception and brain books. alternate formats (such as the blind:
function 2. Alteration in material: Present enlarged font) http://www.afb.
the information in braille, large 5. Extended time org/default.aspx
print, or on CD. Also using 6. E-text with tracking devices
models that the student can
touch can also be helpful in
solidifying the content for
students with VI. Some students
with VI may need the
information presented in a
different way/format in order to
grasp the concept. If a
PowerPoint/or reading a
chapter is not an option, the
information will need to be
adjusted in order to allow them
access to the instruction.
Specific Deficits in: 1. Structured environment: by 1. Provide graphic organizers 1. http://www.par
Learning 1. short and long term providing students with a to visually represent content entcenterhub.or
Disabilities memory highly structured 2. Provide notes from books, g/repository/ld/
(SLD) 2. Auditory environment, they will be lectures, etc. 2. Learning
 Name: Amber Portwood
Semester/Year: Fall 2016
discrimination able to develop routines to 3. Provide manipulatives for disabilities
3. Organization manage their behavior and counting (beads, etc) assosciation of
4. Social perception set expectations 4. Provide calculators or georgia:
5. Conceptualization/re 2. Frequent progress checks: number lines on the desk http://ldag.org/
asoning progress checks allow 5. Provide story starters to help
teachers to monitor student’s students generate ideas
progress and remind them of
what needs to be focused on
now as well as what they will
do next
Mild 1. Cognitive 1. Provide demonstration: by 1. Provide graphic organizers 1. http://www.edu
Intellectual development delays providing demonstration, with pictures cationcorner.co
Delays (MID) 2. Significant learning students can see a hands-on 2. Allow use of a calculator m/mild-
problems in many approach to how to solve a 3. Highlight important features intellectual-
areas problem with a highlighter disability.html
3. Inability to 2. Provide routines: by 4. Provide cue cards with visual 2. http://www.brig
discriminate relevant providing routines, students prompts hthubeducation.
from irrelevant info are able to better manage 5. Allow for breaks com/special-ed-
4. Significant deficits in self-care tasks such as learning-
two or more adaptive washing hands after using disorders/9689
behavior categories the bathroom 6-what-is-a-
such as: 3. Co-teaching: having a co- mild-
communication, self- teacher under the one intellectual-
care, home living, teach/one support model disability/
social skills, etc. allows students to have one
on one support when needed
Emotional 1. outbursts 1. behavior management plan: 1. provide counseling services 1. http://www.par
Disturbance 2. defiance clearly outlining expected 2. provide reinforcement for entcenterhub.or
(ED) 3. verbal assault behaviors and rules good behavior g/repository/em
Choose one: 4. restlessness minimizes potential 3. provide outlines and otionaldisturban
*Internalizing 5. withdrawal disruptive behaviors organizers ce/
*Externalizing 1. structured environment: this 4. small group instruction 2. http://cherokee
allows the student to adhere k12.net/wp-
to their expectations and content/uploads
avoid frustration that can /2016/07/Emoti
lead to outbursts onal-and-
 Name: Amber Portwood
Semester/Year: Fall 2016
Behavioral-
Disability-
Eligibility.pdf
Attention 1. inability to focus for 2. structured environment: this 1. Breaks 1. https://www.ni
Deficit appropriate amounts allows the student to have 2. Provide outlines to maintain mh.nih.gov/healt
Hyperactivity of time minimized distractions and focus and guidance h/topics/attenti
Disorder 2. careless mistakes on stay on task 3. Rewards for staying on on-deficit-
(ADHD) schoolwork 3. Frequent progress checks: task/completing hyperactivity-
3. not following progress checks allow assignments disorder-
directions teachers to monitor student’s 4. Provide behavior contract adhd/index.sht
4. inability to control progress and remind them of 5. Concrete list of rules and ml
behaviors what needs to be focused on expectations along with 2. http://www.cha
5. excessive fidgeting now as well as what they will consequences dd.org/
and squirming in seat do next 3.
Traumatic 1. physical disability 1. Assistive technology: 1. Extra time on assignments 1. http://www.trau
Brain Injury 2. cognitive processing depending on the degree of 2. Graphic organizers maticbraininjury
(TBI) deficits impairment, technology can 3. Color coding .com/
3. language skill deficits be used to assist in 4. Mnemonic devices 2. http://www.bia
4. behavioral/emotiona movement, mobility, oregon.org/doce
l conduct deficits communication, etc. tc/Resources/ch
(severity of all 2. Peer assistance: the use of a ildren/teaching.s
dependent on injury) peer to help assist in trategies.for.stud
activities that would ents.with.brain.i
otherwise be difficult to njuries.pdf
complete due to impairments
Autism 1. difficulty relating to 1. provide predictable routines: 1. visual cues 1. https://www.au
Spectrum others routines help students with 2. graphic organizers tismspeaks.org/r
Disorder (ASD) 2. unusual reactions to ASD better understand 3. minimize sensory stimuli esource/aspire-
events expectations for behavior 4. guided notes autism-
3. abnormal responses within routines spectrum-
to sensations 2. implementing a first/then instructional-
4. self-stimulation schedule: this allows the resources
5. self-injurious student to do a preferred 2. http://www.lear
behaviors task after first completing nnc.org/lp/editi
the non-preferred task ons/every-
learner/6692
 Name: Amber Portwood
Semester/Year: Fall 2016
Hearing 1. loss of hearing 1. assistive technology: the use 1. Repeat questions and 1. http://www.ferr
Impairment 2. decreased hearing of amplification devices answers from other students is.edu/htmls/col
3. difficulty discerning during lecture allows the 2. Provide handouts leges/university
words (misinterpret) student to hear the teacher 3. Provide all instructions in /disability/facult
4. difficulty with speech and classmates written format y-
5. delays in language 2. Alter Materials: presenting 4. Do not speak with back to staff/classroom-
skills information in a visual student issues/hearing/
format such as powerpoint hearing-
presentations and captions strategy.htm
on videos allows the student 2. http://www.proj
to succeed ectidealonline.or
g/v/hearing-
impairments/
Communicatio 1. stuttering 1. assistive technology: the use 1. give longer time for student 1. http://do2learn.
n Impairments 2. speech impairment of gestures, manual signs, to answer questions out loud com/disabilities
(CI) 3. language impairment objects, picture notebooks, 2. allow use of pictures to /Characteristics
4. improper and communication devices communicate needs AndStrategies/S
pronunciation of allow students to 3. small group activities peechLanguageI
words communicate when unable to 4. promotion of positive mpairment_Strat
2. peer assistance: small groups environment egies.html
and one-on-one teaming 5. allow use of written 2. http://www.ses
allows the student’s peers to communication to answer d.info/inclusion
model appropriate speech questions %20site/disabili
and may be less intimidating ties%20teaching
to self-conscious students %20strategies/C
ommunication%
20Disorders/co
mmunication%2
0disorders%20s
trategies.htm
Physical 1. mild to severe 1. Assistive technology: 1. Position students to 1. http://cerebralp
Impairments uncoordinated assistance with posture, maximize range of motion alsyresource.we
(PI) movement hand and arm use, mobility, 2. Arrange classroom to allow ebly.com/teachi
Choose one: 2. inability to complete motor coordination, etc. for mobility ng-
*Cerebral daily activities in 2. Peer Assistance: the use of a 3. Shorten assignments to avoid strategies.html
Palsy severe cases peer or teacher to aid in fatigue 2. http://www.cer
 Name: Amber Portwood
Semester/Year: Fall 2016
3. poor balance activities that require 4. Alter physical activities to be ebralpalsyworld.
4. one or more limbs movement that the student is performed on the computer com/cp_educatio
affected unable to perform (manually n.aspx
sharpening a pencil)
Other Health 1. recurrent seizures 1. Use of a person: teachers 1. Have emergency procedure 1. https://www.epi
Impairments 2. loss of consciousness should be well informed on ready for incidents lepsy.com/sites/
(OHI) or altered the student’s condition to 2. Have students remain calm core/files/atoms
Choose one: consciousness properly take care of them in 3. Allow student to rest after /files/IDEA%20
*Epilepsy 3. absent stares case of an incident, peers, incidence 6-24-14.pdf
4. rhythmic jerking nurses, etc may also assist 4. Know referral information if 2. http://edmedkid
motion 2. Alter materials: avoid any necessary s.arizona.edu/co
materials or presentations ntent/education
that could trigger a seizure al-implications-1
Intellectual 1. developmental delay 1. Teaching a functional 1. Hands on activities 1. https://us.corwi
Delays (MOID 2. comorbidities such curriculum: students with 2. Small group work n.com/en-
& SID) as sensory, physical, MOID and SID require a 3. Visual cues us/nam/academ
and health functional curriculum to 4. Material modifications ic-instruction-
impairments benefit them the most in for-students-
3. deficits in daily life with-moderate-
generalization, 2. Person assistance: the use of and-severe-
memory ability, co-teaching, or a teachers aid intellectual-
attention to work solely with the disabilities-in-
4. inability to student to focus on their inclusive
communicate functional tasks 2. http://ceedar.ed
effectively ucation.ufl.edu/
wp-
content/uploads
/2014/09/IC-
3_FINAL_03-03-
15.pdf
Gifted and 1. unusual capacity for 1. Curriculum compacting: by 1. Provide opportunities for 1. https://www.na
Talented memory curriculum compacting, discussion gc.org/resources
2. extensive vocabulary teachers allow students to 2. Challenge students to think -
3. argumentativeness move at a faster pace and deeper publications/gift
4. an awareness for avoid doing what they have 3. Provide stimulating content ed-education-
detail already mastered 4. Diversity of material practices/what-
 Name: Amber Portwood
Semester/Year: Fall 2016
5. extraordinary degree 2. Independent study projects: presented it-means-teach-
of intellectual students are allowed to gifted-learners-
curiosity develop a project, gifted well
students being encouraged to 2. https://www.ed
dive deeper into content they utopia.org/blog/
wouldn’t otherwise learn in gifted-students-
general education general-ed-
classrooms-
elissa-brown