415 Disability Reference Guide

Caleb Nisley
EDUC 415
Disability Reference Guide
Navigating this Guide
- Pg. 1: Autism Spectrum Disorders (ASD)
- Pg. 11: Attention Deficit Hyperactivity Disorder (ADHD) - 3 Types
- Pg. 21: Emotional Impairments (EI)
- Pg. 31: Cognitive Impairments (CI)
- Pg. 40: Speech and Language Impairments (SLI)
- Pg. 49: Hearing Impairments (HI) - Low Incidence
- Pg. 57: Citations, References, Resources, Links
How to Use This Guide
This guide is organized by disability types. Each section contains information,
interventions, resources, and accommodations to assist with that specific disability. Please take
note of numbers in parentheses. These numbers reference resources and citations that are found
at the end of the guide. For example, (0) at the end of a sentence indicates that #0 on the citations
page is credited with providing the information in that section, and visiting the link listed under
#0 will provide you with more information. In order to keep this guide as clear, concise, and easy
to use as possible, some sources and accompanying links which are already provided within the
text may not also appear within the citations section at the end.
Autism Spectrum Disorders (ASD)

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Part 1: Introduction of Disability
A. Why is this Disability Included?
ASD is a high incidence disability which makes it an important candidate for inclusion
within this guide. In addition to having a high percentage of occurrence within a general
education setting, ASD is often misunderstood. Because ASD is misunderstood, accommodating
this disability can be confusing for many people. This guide is designed to help provide some
guidance with accommodating and including ASD students.
B. Definition of this Disability
There are many different types of autism, so autism cannot be defined as a single
condition. According to the Autism Speaks website (2), the term Autism refers to a range of
conditions which are commonly characterized by challenges relating to social skill, speech and
nonverbal communication, and repetitive behavior. The Autism Speaks website also states that
unique strengths are associated with Autism.
C. Causes, Statistics, and Prevalence
The Centers for Disease Control and Prevention website (3) states the following statistics
about the prevalence of ASD:
● About 1 in 68 children are diagnosed with ASD.
● Boys are about 4.5 times more likely to have ASD than girls.
● In identical twins, if one child has ASD, the other child is much more likely (36-95%
chance) to also have ASD.
● Almost half of children with ASD have average or above average intelligence.
The CDC website also states that diagnosing ASD is difficult because there are no
medical tests that can diagnose it. Doctors instead must rely on examining developmental and
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behavior patterns. There is not a singular cause for autism, and researchers are still learning more
about ASD. According to the Autism Speaks website, a combination of non-genetic and genetic
factors most likely increase the chances of ASD.
D. Impact on General Education Setting
The autism-help.org (4) website provides some helpful information on the impact of ASD
on the general education setting. According to the website, students with ASD often have
difficulties with communication, processing, and deciphering. This often makes it difficult for
the ASD student to communicate with/read teachers, which can lead to unwanted behavior in the
classroom. Challenges with social interaction can also lead to children with ASD being bullied
by other students.
Part 2: Evidence Based Interventions
Intervention 1: Social Skills Training
Summary: Research has shown that direct training in positive social behavior can benefit
students with ASD. Aspects of social interaction which may be challenging for students with
ASD have seen improvement when practiced. This includes verbal greetings, eye-contact, etc.
Cost/Time of Intervention: This intervention is not expensive. Writing and printing social
stories (mentioned in accommodations section) is one way to practice this. It is also possible to
give the student reminders and model desired behaviors for them. Practicing can be quickly
done throughout the day when the need arises. Small scale social skills intervention can be
completed by teachers and parents. More in depth training can be completed by specialists, if
they are available.
Inclusion/Use in General Education Classroom: Practicing social behavior can help an ASD
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student to be more successful with social interactions involving peers and teachers.
Research/References/Resources Related to Intervention: See (5, 6).
Intervention 2: Augmentative and Alternative Communication
Summary: Some ASD students aren’t able to speak verbally in a functional way. This
intervention (AAC) can be helpful for those students. AAC involves using tools that assist with
communication. These tools are often visual or technology based. Use of these tools can help
students with ASD to develop stronger communication and expressive skills.
Cost/Time of Intervention: The cost/time of this intervention can vary depending on the
specific situation. Printing a book of communication cues could be relatively cost efficient.
With that being said, gaining rights for usage of developed high quality books or assistive
technology could be very expensive. Putting one of these books together would be relatively
fast once enough data was gathered about the student, but gathering that data would involve
extensive time.
Inclusion/Use in General Education Classroom: ASD students who cannot communicate
verbally are likely to have an extremely difficult time in a general education classroom. This
intervention, however, could help to make communication possible for them. An assistant or
specialist would be very helpful when using this intervention.
Research/References/Resources Related to Intervention: See (5)
Intervention 3: Modeling
Summary: This intervention is very helpful for several reasons. Video modeling involves
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recording someone who is modeling a desired behavior. This model is sometimes the student
with ASD, and undesired behaviors are edited out. ASD students watch the video and then
practice the modeled behavior. It is very easy to individualize video modeling to target a
specific behavioral skills. Videos are also easy to monitor and remain consistent.
Cost/Time of Intervention: This intervention can be implemented by a school speech-
language pathologist if possible. A video recording is very cost and time effective. It can be
recorded once and used over and over.
Inclusion/Use in General Education Classroom: This intervention has been researched and
evidence shows that it can be helpful for teaching desired behaviors. This includes positive
social behaviors, which help ASD students to thrive in a general education setting (both with
peers and with classroom expectations).
Research/References/Resources Related to Intervention: See (5, 7)
Intervention 4: Computer Aided Instructions
Summary: Computer programs can be used to practice academic, social, and communication
skills among ASD students. These programs have been found to be effective. The specific
program that is used depends on the specific needs of the student.
Cost/Time of Intervention: Buying assistive computer programs can be an initially medium-
high cost, but the programs can be helpful over an extended period of time. Many programs
contain a variety of modules which can be customized to meet a student’s specific needs.
Inclusion/Use in General Education Classroom: These programs help students to grow in
academic and social areas in which they are struggling. This can help them to be more
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successful in the general education classroom.
Intervention 5: Cognitive Behavioral Therapy
Summary: CBT has been thoroughly researched and is is a common treatment for students
with a variety of different disorders. ASD students who go through CBT are trained to replace
ineffective behaviors with positive behaviors. The specific behaviors which are changed vary
from student to student, as ASD is a term which covers a wide range of potential challenges.
Cost/Time of Intervention: As far as therapies are concerned, CBT can be relatively
inexpensive. With being said, therapy can be time extensive and does cost money. The main
draw to CBT is the extensive body of research which supports it. CBT needs to be
implemented by a trained therapist.
Inclusion/Use in General Education Classroom: CBT, like many other interventions listed,
helps to prepare students for the general education classroom. Social and behavioral challenges
often make a general education classroom a challenging environment for a student with ASD.
CBT can help students to redirect their behaviors in a way that makes inclusion easier.
Part 3: Resources
The following resources provide information about this disability and/or help with inclusion
within a general education setting:
1. Supporting Learning in the Student with Autism - A helpful guide on supporting
learning for students with ASD. This PDF includes information on communication
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support, social interaction, behavior, organizational skills, and sensory needs. Source:
https://www.autismspeaks.org/sites/default/files/sctk_supporting_learning.pdf
2. Evidence-Based Interventions for Autism Spectrum Disorders - This research from
the Iowa Department of Human Services defines ASD, describes ASD assessment, and
lists multiple evidence-based interventions. Source: https://goo.gl/RAj5EV
3. The Autism Answer Book - This book which targets parents of ASD children provides
answers to hundreds of the most common questions about ASD.
https://www.amazon.com/gp/product/B001RKFTXK/ref=as_li_ss_tl?ie=UTF8&tag=auti
spea-
20&linkCode=as2&camp=217145&creative=399373&creativeASIN=B001RKFTXK
4. Autism Speaks Website - The Autism Speaks website provides a ton of information,
resources, research, and solutions for parents/teachers who want to help a child with
ASD. https://www.autismspeaks.org/
5. CDC ASD Guide - The Centers for Disease Control and Prevention website has an ASD
section that is extremely organized and helpful. This website provides tabs that lead to
information, statistics, treatments, research, and more. This is a helpful resource for
parents, teachers, or anyone else who is interested in learning more about ASD.
https://www.autismspeaks.org/
6. Infographic on ASD for Parents - This easy to follow infographic on ASD is helpful for
providing information, statistics, and important steps for parents to follow.
https://www.cdc.gov/ncbddd/autism/images/autismInfoGraphicBigWebStatic.gif
7. What is Autism? Video - This video from The National Center For Learning Disabilities
provides a great introduction to ASD. This would be an informative video that would
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help parents, coworkers, and teachers to understand the important basics of ASD. This
includes information on social interaction, communication, and behavior in students with
ASD. https://www.youtube.com/watch?v=0Pp8jcQ97pY
8. Autism and Inclusion Video - This video provides a different perspective on what the
goal of inclusion needs to be within a general education classroom.
https://www.youtube.com/watch?v=MQWTEUS15aQ
9. 5 Tips for Educators Teaching Students with Autism - This video gives 5 basic ideas
that will help a teacher to build a positive environment for including students with ASD.
https://www.youtube.com/watch?v=F9GNaoZ5U7k
10. Inclusion Strategy Article - This article provides information on teaching strategies,
modification strategies, strategies for helping ASD students with socialization, and a lot
more. This article provides both basic and detailed information.
http://www.learnnc.org/lp/editions/every-learner/6692
Additional Resources:
- Michigan Specific Statistics and Information on ASD:
http://www.michigan.gov/autism/0,4848,7-294-63677---,00.html
- List of Michigan Specific Resources for ASD: https://www.autismspeaks.org/resource-
guide/state/MI
- Michigan Training Session for Parents of School-Aged Students with ASD:
https://www.autismspeaks.org/resource-guide/by-state/121/Parent%20Training/MI
- Pamphlet on Visual Supports for ASD from Autism Treatment Network:
https://www.autismspeaks.org/docs/sciencedocs/atn/visual_supports.pdf
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- Autism Fact Sheet from U.S. Department of Health and Human Services:
https://www.caresource.com/documents/autism-brochure/
Part 4: Accommodations
The following accommodations have been found to be effective for students with ASD.
Citations for these accommodations are found at the end of this guide. Please take note of the in-
text prompts in order to find the appropriate source.
Accommodations will be structured by “Accommodation Listed - Reflective Summary of
Classroom Use - Citations for Supporting Research.”
1. Visual Aids - Many ASD students are able to understand material more clearly if there is a
visual representation attached to it. It should be noted that many students who do not have ASD
also learn better with visual aids. Visual representation can also include communication
charts/tools which contain visuals which are associated with various words. See (1, 4).
2. Routines - Another great practice for all students (but especially students with ASD) is
having structured routines. ASD students often don’t do well with unpredictable events.
Providing routines can go hand-in-hand with providing visual aids, as providing a visual
schedule at all times can be very helpful. See (1, 4).
3. Social Stories - Social Stories are personalized stories which can help to outline different
social situations. These stories can be worked through with students to help them understand
what to expect in various social situations. This can be a helpful way to help prepare ASD
students for interactions with other students in a general education setting. See (1).
4. Choice Boards - Choice boards visually represent options that a student can take. This can be
helpful for some ASD students who have difficulty making choices. See (1).
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5. Behavior Charts - Behavior charts show a few positive behaviors that the student needs to
practice. Practicing these behaviors can reinforce behaviors which are needed for success in a
general education setting. See (1).
6. Extra Time/Wait Time - One simple accommodation that is extremely helpful for some
students with ASD is providing extra time when needed. Many ASD students need more time to
complete tests and assignments. See (1, 2).
7. Computers - Some ASD students have a hard time writing, so typing on a computer is an easy
way to accommodate their needs. See (1).
8. Seating Choice - Allowing ASD students to pick seats that will help them to stay focused can
also help with tests and projects. See (1).
9. Communication Books - Communication with parents of ASD students is extremely
important. Communication books can be sent back and forth from home to school. Teachers and
parents can write in this book. Communication and collaboration between the teacher and parent
can help to keep everyone aware of the needs of the student. See (1).
10. Support with Organization - Many ASD students struggle with organizational skill.
Providing organizational tools such as checklists, color coded materials, and special folders can
help students who have trouble keeping track of their educational materials. See (1).
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Attention Deficit Hyperactivity Disorder (ADHD) - 3 Types

ADHD students are usually included in a general education classroom full-time. For this
reason it is important that teachers are aware of how to help these students. In addition to this,
ADHD is very common, and symptoms of ADHD are often challenging in a school setting.
According to the Centers for Disease Control and Prevention website (3) there are three
different types of ADHD:
- Predominantly Inattentive Presentation: Characterized by distraction and difficulty
following directions. Organization, details, and instructions can be challenging for this
student.
- Predominantly Hyperactive-Impulsive Presentation: Characterized by restlessness
and impulsivity. This student will likely have trouble sitting still for long periods of time.
Fidgeting and movement are common.
- Combined Presentation: This type of ADHD has an equal distribution of symptoms
from the other two categories.

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As you can see, symptoms of ADHD vary depending on the type of ADHD. One
common misconception about ADHD is that the student is just “lazy” and is trying to avoid
work. This is not the case, and taking steps to accommodate a student with ADHD can be very
helpful.
The causes of ADHD are unknown at this point in time, but researchers are working to
find links to the disorder. One of the prevailing theories is that genetics play a significant role in
ADHD (3). Researchers are also examining factors such as brain injury, premature birth,
tobacco/alcohol use during pregnancy, environmental exposures, and birth weight (3). It is
currently unknown what roles these factors may play in ADHD, but as research continues it is
hopeful that we will learn more.
The Centers for Disease Control and Statistics (3) share the following statistics about the
prevalence of ADHD on their website:
- A 2011-2012 report indicates that around 11% of children aged 4-17 are diagnosed with
ADHD.
- This percentage has/is increasing over time.
- This percentage varies significantly from state to state. Some states are much higher than
others.
Because this disorder is becoming more and more common, the significance within a
general education setting is also increasing. It is important to note that by far the majority of
students with ADHD are taught exclusively within a general education setting. ADHD is not
covered by IDEA, and is not typically serviced in a special education setting. This means that
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general education teachers need to be ready to accommodate the needs of these students. In a
general education setting, behaviors associated with ADHD are often undesired. Symptoms may
come across as rebellious or lazy. This is not the case, and students with ADHD can improve
their behavior when they are accommodated correctly.
Intervention 1: Family-Based Interventions
Summary: One of the most important components of supporting a student with any disability
is building communication and collaboration with parents and guardians. Research has shown
that parental training for students with ADHD is very effective. This training helps parents to
know what to do before and after unwanted behaviors that are exhibited by the ADHD student.
This helps to establish desired behavior which is then carried over into the classroom.
Cost/Time of Intervention: Many free trainings are available for parents and teachers who
have ADHD children/students. See the resources section (part 3) for more on this. Time needs
to be devoted to completing training, but time does not need to be taken out of normal class
days after this.
Inclusion/Use in General Education Classroom: This intervention helps to diminish
undesired behavior, which helps students to manage the demands of a general education
classroom.
Intervention 2: Behavioral Techniques Implemented by Teacher
Summary: Similarly to how parent education (mentioned above) has been researched and
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found to be effective, when teachers learn behavioral techniques for ADHD it can help
students to improve within the classroom. A few examples of these techniques are; providing
feedback for specific desired behaviors, ignoring undesirable behaviors, providing clear and
concise directions and instructions, and monitoring behavior goals with a daily report card.
When teachers are trained to implement strategies like these, they are more capable of
providing instruction that ADHD students will be receptive to.
Cost/Time of Intervention: Many ADHD trainings are free. A calendar of these trainings is
listed in the resources section (part 3). Trainings take time, and strategies must be practiced
over time. With that said, this is possibly the most important intervention for improving
inclusion, and is well worth the time and training investment.
Inclusion/Use in General Education Classroom: When a general education teacher is trained
to understand ADHD and strategies for teaching ADHD students, they are much more capable
of creating a helpful learning environment for ADHD students. When a teacher understands
the needs of the students, they can much more effectively serve them.
Research/References/Resources Related to Intervention: See (10, 11, 13)
Intervention 3: Regular Exercise
Summary: Research shows that exercise helps to improve student behavior, and the speed in
which they can take in information.
Cost/Time of Intervention: Exercise is free and is not time consuming. With that being said,
parental collaboration is a key component of helping students to get regular exercise. Providing
recess for students is another way to help them. It may seem as if providing recess cuts down
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on instructional time, but the benefits of exercise outweigh the loss of time.
Inclusion/Use in General Education Classroom: When students are able to focus and learn
faster, they are much more capable of meeting the demands of a general education classroom.
This intervention can help classroom time to be more productive.
Intervention 4: Academic Interventions
Summary: There are many changes that can be made to curriculum in order to help students
with ADHD. In many cases these changes are beneficial to all students, not just students with
ADHD. A few examples of this are varying instruction, dividing lessons into small segments,
and keeping instruction as short and concise as possible.
Cost/Time of Intervention: This intervention is not costly. A teacher can implement this
intervention by adjusting their methods of delivery during lessons.
Inclusion/Use in General Education Classroom: This intervention helps ADHD students
(and other students) to remain focused on academic goals within a classroom.
Intervention 5: Medication
Summary: Use of medication with ADHD students is a controversial topic. If medication is
not an option for you, consider the other interventions listed. With that being said, there is a
significant body of research which suggest that medication can have a positive effect on
students with ADHD.

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Cost/Time of Intervention: Use of medication is something that parents must decide on.
ADHD medications often cost hundreds of dollars, however, some assistive programs may be
available that help families with the cost.
Inclusion/Use in General Education Classroom: Medication can help ADHD students to
focus in a general education classroom. It should be noted that research suggests medication
has a more positive impact when it is combined with other behavioral interventions.
Part 3: Resources
The following resources provide information about this disability and/or help with
inclusion within a general education setting:
1. CDC ADHD Fact Sheet - A short, one page reference sheet that explains some of the
most important details about ADHD.
https://www.cdc.gov/ncbddd/adhd/documents/adhdfactsheetenglish.pdf
2. ADHD Classroom Strategies Video - A short video that is packed with ideas that will
help with accommodating ADHD students in a classroom.
https://www.youtube.com/watch?v=Dd62-eL0JYI
3. ADHD in Inclusive Classroom Video - Another short video that offers additional
strategies for helping to develop a positive classroom environment for ADHD students by
using inclusive educational strategies. https://www.youtube.com/watch?v=04tpJTue24o
4. 8 Misconceptions and Myths About ADHD Video - A video that clears up some of the
most common misconceptions about ADHD. This is important information for any
teacher. https://www.youtube.com/watch?v=R4ltHY9DP7k
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5. Helping the Student with ADHD in the Classroom: Strategies for Teachers Article -
This article outlines many helpful instructional ideas that will help with inclusion of
students with ADHD. http://www.ldonline.org/article/5911/
6. CDC ADHD Index - This website covers a tremendous amount of information about
ADHD. Easy to follow tabs will help you to find the information that you are looking for.
Researched statistics, information, and strategies are found on this website.
https://www.cdc.gov/ncbddd/adhd/index.html
7. Understood.org At Glance Chart (Image) of Accommodations for ADHD Students -
This is an easy to follow image that outlines ideas for learning, organization, behavior,
and test taking for ADHD students in an inclusive classroom.
https://www.understood.org/~/media/0e01b8fe8f6c40028e4fb3f0031c8b6e.png
8. ADHD Trends Podcast - This podcast from the ‘Journal of the American Academy of
Child and Adolescent Psychiatry’ talks about trends in the treatment and diagnosing of
ADHD. http://podcasts.elsevierhealth.com/jaac/jaac_pc_53_1.mp3
9. Teacher Resources for ADHD - A collection of information about classroom
management and accommodations that teachers can use.
http://www.chadd.org/Understanding-ADHD/For-Professionals/For-Teachers.aspx
10. An Introduction to ADHD for Parents - This guide from healthychildren.org provides
important details for parents of children who have ADHD. It is very well organised and is
concise. https://www.healthychildren.org/English/health-
issues/conditions/adhd/Pages/Understanding-ADHD.aspx
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- Help for ADHD YouTube Channel: https://www.youtube.com/user/HelpForADHD
- Calendar of Webinar Sessions from National Resource Center on ADHD:
http://www.chadd.org/Training-Events/Ask-the-Expert.aspx
- Upcoming ADHD Training Conferences from CHADD:
http://www.chadd.org/Training-Events/Save-the-Date-CHADD-Conference-2018.aspx
- Local Support Information from Michigan Alliance for Families:
http://www.michiganallianceforfamilies.org/disability-specific-info/attention-deficit-
disorder/
- Michigan ADHD Coaching Sessions: https://www.abc123achieve.com/adhd-coaching
The following accommodations have been found to be effective for students with ADHD.
1. Alternative Testing - ADHD students may need extra time when they are taking a test. This
extra time can help them to do a more thorough job. Students may also need to take tests in a less
distracting environment. When possible, multiple choice questions can also be helpful for ADHD
students. See (15).
2. Organizational Binders - Color coded binders and folders can help students who have
difficulties with organization. Explicitly directing students to keep certain things in certain areas
can help them to develop organizational skills. See (16).

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3. Explicit/Visual Rules and Expectations - Using posters or other visuals to display rules and
expectations is very helpful. This visual reminder can help ADHD students to remember the
most important behaviors to work toward. See (17).
4. Distraction Free Seating - It is best to seat students with ADHD in areas where they will not
cause distractions for other students, and will not be easily distracted themselves. This is often
away from the center of the room. “ADHD: Inattentive” students are more likely to be distracted
themselves, while “ADHD: Hyperactive/Impulsive” students may be more prone to causing
distractions for others. “ADHD: Combined” students should be monitored for both issues. See
(15).
5. Dividing Assignments/Lessons - Dividing lessons and assignments into smaller sub-lessons
and sub-assignments can help students to stay on task through the duration of the task. If
assignment/lessons are too long, quality of work/attention will often diminish over time. See
(16).
6. More Frequent Rewards - Giving out rewards for positive behavior more frequently can be
effective. Instead of giving out a reward at the end of the day or week, give out rewards as close
to the occurence of the desired behavior as possible. See (17).
7. Self-Evaluation - Daily report cards can help students to privately monitor their own success
in certain areas. At the end of a class period students can fill out a chart which reflects how they
did in certain areas. This gives them goals to work toward each period. See (17).
8. Allowing Movement/Standing - Allowing students with ADHD to move or stand during
work can help them to focus throughout the lesson. This goes hand-in-hand with seating ADHD
students in areas where they will not distract other students. See (15).
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9. Use Timers - Displaying a timer for assignments and transitions can help students to stay
organized and on task. The timer offers them a clear visual display of when they are expected to
do something. See (17).
10. Computer/Chromebook/Tablet Usage - Using technology to teach is good practice in
many instances. For ADHD inattentive and combined students, technology can be a great tool for
retaining focus. Computers and other technology stimulate attention and often include wonderful
organizational tools. See (15).
Emotional Impairments (EI)

The term “Emotional Impairment” covers a broad range of disabilities which a student
may have. Characteristics of EI students can be extreme, so thorough and appropriate support is
essential. EI is a common disability, which further increases the importance of knowing how to
support these students. This guide attempts to help you understand EI, and provides several
resources to help with accommodating EI needs.

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EI is often also referred to as “Emotional Disturbance.” The Individuals with Disabilities
Education Act (19) uses the following qualifications to define emotional disturbance:
“(A) An inability to learn that cannot be explained by intellectual, sensory, or health
factors.
(B) An inability to build or maintain satisfactory interpersonal relationships with peers
and teachers.
(C) Inappropriate types of behavior or feelings under normal circumstances.
(D) A general pervasive mood of unhappiness or depression.
(E) A tendency to develop physical symptoms or fears associated with personal or school
problems. (18, 19)”
According to IDEA, one (or more than one) of these characteristics need to be displayed
over an extended period of time, and that characteristic must also negatively impact a students
educational performance (18, 19).
According to the Parent Center Hub website, the causes of emotional disturbance are not
concretely known, but research has offered some strong possibilities (20). Brain disorders, diet,
stress, heredity, and family functioning are among the leading theories of causes of emotional
disturbance (20).
The Centers for Disease Control and Prevention website (3) provides the following
statistics regarding mental health for children ages 3-17.
- 2.1% are currently diagnosed with depression
- 3% are currently diagnosed with anxiety
- 3.5% have behavioral or conduct problems

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According to the Child Mind Institute: Children’s Mental Health Report for 2015, out of
74.5 million children under the age of 18, 17.1 million either currently have, or have had, a
diagnosable psychiatric disorder (21).
Because characteristics of EI students can be extreme/sensitive, it is very important for
general education teachers to be informed about accommodating them. General education
teachers should have specific details about accommodating the needs of students with EI, and
should be aware of what to expect with that student. Having understanding in this area can help a
general education teacher to make inclusion of these students more possible.
Note: Healthcare professionals need to be the ones who diagnose specific disorders and provide
specific treatments. Teachers should not attempt to diagnose/implement treatment.
Intervention 1: Cognitive Behavioral Therapy
Summary: CBT should be implemented by a professional therapist. This therapy has been
researched and found to be very effective. This type of therapy can be particularly helpful for
students with anxiety or depression. CBT involves replacing thought patterns which are
negative with thought patterns which are positive.
Cost/Time of Intervention: The specific price of therapy varies by locality and other factors.
Therapy can take place outside of school, which means that it likely won’t impact a teacher’s
time. Therapy will be implemented by a therapist.
Inclusion/Use in General Education Classroom: If therapy is effective, it can help to prepare
the EI student to handle the demands of the general education classroom.

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Research/References/Resources Related to Intervention: See (22).
Intervention 2: Nutritious Diet
Summary: Some research suggests that there can be connections between diet and
anxiety/depression. It should be noted that healthy eating is not likely to fix all conditions
associated with EI. In combination with other interventions and accommodations, healthy diet
may help some EI students.
Cost/Time of Intervention: Healthy eating can be costly and time consuming for parents.
Education on this topic can assist in these areas in some ways. There may also be financial aid
available to help with the cost of healthy eating for some families.
Inclusion/Use in General Education Classroom: Healthy eating is not likely to remove all of
the struggles associated with EI. It may, however, improve conditions to some degree. This
improvement in conditions could allow for a student to spend more time in a general education
classroom.
Intervention 3: Exercise
Summary: Some research suggests that there may be connections between exercise and
anxiety/depression. It should be noted that exercise is not likely to fix all conditions associated
with EI. In combination with other interventions and accommodations, exercise may help some
EI students.
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Cost/Time of Intervention: Exercise is free, but does take time. Providing recess is one way
to help encourage exercise. Collaboration with parents can be very helpful in this area, as
parents can encourage regular exercise outside of school
Inclusion/Use in General Education Classroom: Exercise is not likely to remove all of the
struggles associated with EI. It may, however, improve conditions to some degree. This
improvement in conditions could allow for a student to spend more time in a general education
classroom.
Intervention 4: Sufficient Sleep
Summary: Appropriate sleep influences the mental development of children. Appropriate
sleep, therefore, is important for mental and emotional health. Some conditions can be
improved in EI students if they begin to sleep an appropriate amount.
Cost/Time of Intervention: Sleep is free, but requires collaboration with parents. In some
cases it may be helpful to educate parents on the importance of sleep for their children.
Inclusion/Use in General Education Classroom: If some conditions are improved due to
appropriate sleep, it could help EI students to spend more time in a general education
classroom. In addition to this, more sleep could help students to be more involved/productive
during class periods.
Intervention 5: Emotional/Self-Esteem Support

24
Summary: In many cases, emotional support or help with self-esteem struggles can help
students with EI. Parents, therapists, special education teachers, general education teachers,
and other specialists must work together to develop a plan that will help students in these
areas.
Cost/Time of Intervention: Cost and time is dependent on the specific student’s needs. With
that being said, support in these areas can often begin for free. Clearly developed strategies and
goals amongst influential adults within the student’s life are important in this area.
Inclusion/Use in General Education Classroom: Behavioral, emotional, self-esteem, and
other necessary supports can help students to remain in the general education classroom more
frequently.
Part 3: Resources
1. Michigan Alliance for Families Webinar: Mental Health and Education - This webinar
talks about symptoms, prevalence, statistics, classroom impact, and strategies for helping with
mental health challenges among school-aged children.
https://www.youtube.com/watch?v=JPRygP0-yic#action=share
2. Emotional Disturbance Student Referral Flowchart - This flowchart outlines the steps that
should be taken throughout the referral process with ED students. Although the teacher and
parents won’t be directly taking most of these steps, it is important for them to understand the
process. https://goo.gl/BUpYcx
25
3. Parental Help Resource for Healthy Diet and Exercise - This website provides helpful
information for parents regarding maintenance of healthy lifestyles for their children. Since
healthy eating and exercise are sometimes linked to EI, this could help to improve some
conditions for EI students. https://www.cdc.gov/healthyweight/children/index.html
4. Emotional Impairment Fact Sheet - This page lists a lot of great information on emotional
impairment. This would be a great reference page to show to parents or teachers who are new to
the topic. http://www.parentcenterhub.org/emotionaldisturbance/
5. Emotional Impairment Information (Michigan) - A lot of information about EI is provided
by the Michigan Alliance for Families on this website. This would be a great place to start for
parents and teachers who are new to this information.
http://www.michiganallianceforfamilies.org/disability-specific-info/emotional-impairment-ei/
6. Teaching Students with Emotional Disturbances - This guide is very helpful for building a
classroom which encourages inclusion among EI students. In addition to providing general
information, this guide provides a list of tips for teachers.
http://www.myschoolpsychology.com/wp-content/uploads/2014/02/nichcy.org-
Teaching_Students_with_Emotional_Disturbances_8_Tips_for_Teachers.pdf
7. Emotional Disturbance and LRE Powerpoint - This powerpoint presentation from the
National Association of Special Education Teachers provides information about the educational
instruction and placement of emotionally disturbed students. https://goo.gl/USrqLF
8. Strategies and Tips for EI Inclusion - The bottom of this webpage provides many great
strategies to implement into an EI inclusive classroom. https://differentiatedinstruction-
inclusion.wikispaces.com/Emotional+Disturbance
26
9. Classroom Adaptations for Emotional Disabilities - This article provides a lot of
information on EI, however, the most relevant section is toward the bottom of the page. This
section covers several classroom adaptations that can be made to help EI students.
https://www.education.com/reference/article/emotional-disturbance/
10. IDEA Emotional Disturbance Requirements Video - An informative video that explains
the eligibility requirements for emotional disturbance under IDEA.
https://www.youtube.com/watch?v=KcxPQ3AYpqo
-National Alliance on Mental Illness Michigan website: http://namimi.org/
-List of Community Mental Health Services Programs for Michigan -
http://www.michigan.gov/documents/cmh_8_1_02_37492_7.PDF
- Information on EI Designation in Michigan:
http://www.michiganallianceforfamilies.org/education/eligibility-categories/ei-eligibility/
- Information for Young People who Want Help: https://www.mentalhealth.gov/talk/young-
people/index.html
- Assistive Technology for EI Students: https://www.atstar.org/behavioralemotional-disability
The following accommodations have been found to be effective for students with EI.

27
1. Peer Tutoring - Sometimes it is appropriate to allow for peer tutoring to take place. The goal
of this is to help facilitate an opportunity for the EI student to develop meaningful relationships
with peers. Development of friendships can help an EI student to feel more comfortable in the
classroom. See (28).
2. Maintenance of Positive Relationships - It is very important to maintain a positive
relationship with EI students. Being honest, understanding, open, and consistent can help EI
students to know that you are trustworthy. If an EI student trusts their teacher, they will me much
more open to receiving instruction from them. See (29).
3. Social Skill Instruction - Giving explicit instruction on social skills can be helpful for EI
students. If an EI student is struggling in a specific social area, it could be helpful to guide them
in learning strategies that will help them in that particular area. See (28).
4. Emphasis on Positive Behavior - Point out positive behavior whenever possible. Help EI
students to see what they are doing right, instead of emphasising what they are doing wrong. See
(29).
5. Modeling of Social Skills - Deliberately model social skills that you believe could be helpful
if adopted by the EI students. Demonstrating these skills to the EI student can help them to see
how a specific strategy might play out when used in a real-life situation.See (28).
6. Deliberate Partner Selection - When doing partner work, select a partner that will not cause
the EI student anxiety or stress. This will help to prevent conflicts that could arise. See (29).
7. Aesthetically Pleasing Environment - Adjust the lighting and decorations in the room to
promote relaxation and safety. Overly bright, cluttered, or over-filled rooms can lead to anxiety
and stress. See (28).

28
8. Alternative Activities - If a particular activity frequently stresses an EI student out, consider
finding an alternative to that activity. This does not mean that you should lower your
expectations for the EI student, but instead you should make adjustments that help the EI student
to stay engaged and successful. See (29).
9. Extra Assistance - Sometimes a paraprofessional or specialist may be required for an EI
student. This specialist can give the EI student more direct focus, and can help to monitor the
needs of the student throughout the day. See (28).
10. Accepting Environment - Establishing “acceptance” among the entire classroom can help
the EI student to feel more welcome. If the climate of the classroom is accepting, safe, and
tolerant, the EI student may feel more comfortable. See (29).
Cognitive Impairments (CI)

29
Cognitive Impairments are considered a high-incidence disability. While it is very
unlikely that any highly cognitively impaired students will be in a general education classroom,
it is possible that a mildly cognitively impaired student will spend some time in the general
education classroom.
According to the Michigan Alliance for Families website (30), cognitive impairment
describes someone who has limitations in their mental functioning. CI is diagnosed through
standardized tests which measure intelligence and adaptive behavior (30).
There are a variety of things that can cause CI. Injuries, genetics, and disease are a few
examples of potential causes of CI (30). The causes of CI are not always known.
The Centers for Disease Control and Prevention share the following statistics about the
prevalence of intellectual disabilities in their “Intellectual Disabilities Among Children”
document (31):
- 11 to 15 school-aged children out of 1,000 have an intellectual disability in metropolitan
Atlanta
- 48% of these children also have another developmental disability
Students with CI can often be successful in school when they are given the appropriate
accommodations and modifications. These accommodations and modifications will vary
depending on the specific student needs. If it is possible for CI students to learn in the general
30
education classroom (full or part of the time) with the use of accommodations or modifications,
then the student is required to be in the general education classroom for that period of time. For
this reason, general education teachers need to know how to accommodate students with CI.
Intervention 1: Environmental Arrangement
Summary: This intervention involves setting something up that will naturally encourage
communication. For example, a station might be deliberately set up with incorrect or missing
materials. This encourages the student to practice communication in order to accomplish a
goal. This is often implemented by a speech language pathologist.
Cost/Time of Intervention: This intervention is cost free. It takes some extra time to plan for
these scenarios, but once a plan is developed, setup time can be short.
Inclusion/Use in General Education Classroom: This intervention helps students to practice
communication skills. Good communication is very important for success in the general
Intervention 2: Integrated Play Groups
Summary: This intervention involves setting up an appealing play situation which will
naturally lead to interaction between the CI student and peers. This helps to facilitate natural
social and communication growth. A specialist or teacher monitors the play to make sure
everything goes smoothly.

31
Cost/Time of Intervention: The teacher or specialist can implement this for free during any
time that is available for free choice/play.
Inclusion/Use in General Education Classroom: This intervention builds social and
communication skills. This helps the CI student to be more comfortable and successful in the
general education classroom.
Intervention 3: Functional Communication Training
Summary: This intervention helps the CI student to build more effective communication
skills. First, a specialist, SLP, or teacher identifies an inefficient/undesirable communication
strategy that the student is using. Next, a more efficient communication which accomplishes
the same goal is taught to the student. The student is reminded of this alternative as necessary.
Cost/Time of Intervention: This intervention is free and can be implemented throughout the
regularly scheduled day. This intervention does require careful attention and consistency, and
is most effectively implemented by a specialist.
Inclusion/Use in General Education Classroom: This intervention helps to remove
undesirable communication which may interrupt a general education classroom, and replaces it
with effective communication which facilitates success in the general education classroom.
Intervention 4: Prompting
Summary: Sometimes students may not know how to appropriately respond to something
32
during communication. Giving the student an explicit example of what to say can help these
students. This often needs to be reinforced over an extended period of time, and helps to
remind the student of a potential appropriate response.
Cost/Time of Intervention: This intervention is free, but requires commitment and
consistency. It is best when implemented by an SLP, specialist, or teachers who frequently
work with the student.
Inclusion/Use in General Education Classroom: This intervention helps CI students to learn
communication skills which are needed for the general education classroom.
Intervention 5: Time Delay
Summary: This intervention is connected to the prompting intervention. This intervention
involves gradually increasing the amount of silent time that is spent before the prompt is given.
This gives the student more time to communicate on their own without a prompt.
Cost/Time of Intervention: This intervention is free but requires consistency. Wait time is
needed throughout regular interactions.
Inclusion/Use in General Education Classroom: This intervention helps to phase out
prompting, which allows the CI student to more independently communicate in a general
Part 3: Resources
33
1. List of Communication Interventions - This list of communication interventions can help a
student to communicate more effectively in the general education classroom.
https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589942540&section=Treatment
2. TedTalk About Intellectual Disabilities (Video) - An interesting and personal story about
growing up with intellectual disabilities. https://www.youtube.com/watch?v=0XXqr_ZSsMg
3. An Introduction to Intellectual Disabilities Video - This video could serve as an
introduction to intellectual disabilities for parents and teachers.
https://www.youtube.com/watch?v=jyuIiUXBpP8
4. Teaching Students with CI - A motivational video/example of the positive effects of
inclusion in the classroom. https://www.youtube.com/watch?v=8VmP7MZ09h8
5. Cognitive Impairment Michigan - An introduction to CI and the IEP process for parents of
CI students in Michigan. http://www.michiganallianceforfamilies.org/disability-specific-
info/cognitive-impairment/
6. Treatment Principles for Intellectual Disabilities - This article provides information on
appropriate treatment for individuals with intellectual disabilities. http://www.asha.org/Practice-
Portal/Clinical-Topics/Intellectual-Disability/Treatment-Principles-for-Individuals-With-an-
Intellectual-Disability/
7. Tips for Teaching Intellectual Disabilities - An article featuring advice on improving
inclusion for students with intellectual disabilities. http://www.brighthubeducation.com/special-
ed-inclusion-strategies/9893-teaching-students-with-intellectual-disabilities/
34
8. Pros, Cons, & Considerations for Inclusion - An article discussing the benefits and potential
challenges of including students with intellectual disabilities in the classroom. A few
considerations are suggested for making sure that students who are included are also
accommodated. https://www.deseretnews.com/article/865570116/Teaching-students-with-
intellectual-disabilities-in-regular-classrooms-good-for-kids-or-good-for.html
9. Teaching for Inclusion: MCI - This article gives a summary, statistics, and inclusive
teaching practices for students with MCI. http://web1.modelfarms-
h.schools.nsw.edu.au/disabilities.php?page=intellectual-disability-moderate
10. CDC Developmental Disabilities Index - The Centers for Disease Control and Prevention
index on developmental disabilities. This page features links to many pages full of research,
statistics, and information. https://www.cdc.gov/ncbddd/developmentaldisabilities/index.html
-ARC Michigan (Resources for Cognitive and Intellectual Disabilities in MI):
https://arcmi.org/
-Michigan Developmental Disabilities Institute: https://ddi.wayne.edu/
-American Association on Intellectual and Developmental Disabilities: http://aaidd.org/
-TASH Human Rights and Inclusion Advocates: https://tash.org/about/
-CDC Intellectual Disability Fact Sheet:
https://www.cdc.gov/ncbddd/actearly/pdf/parents_pdfs/IntellectualDisability.pdf
35
The following accommodations have been found to be effective for students with CI.
1. Teacher to Student Ratio - Many CI students needs which require them to be given more
attention. A higher teacher to student ratio can allow for more attention to be given to CI
students, which will help them to be more successful in the general education classroom. See
(36).
2. Word Processing Software - Some CI students cannot communicate verbally, but can
communicate through word processing software. Providing this software for these students will
allow them to be more involved in the general education classroom. See (37).
3. Hands On Education - Many CI students learn better from hands-on activities. Providing
hands-on learning opportunities is good teaching practice in general, and can accommodate the
needs of CI students. See (36, 37).
4. Picture Guides - Providing step by step guides that include pictures for specific instructions
can help some CI students to keep track of their objectives. See (37).
5. Repetition - Repeating taught material several times is important for many CI students. This
repetition helps to enforce the material being taught, and helps the CI students to remember it.
See (36, 37).
6. Outlines - Some CI students have trouble keeping track of how concepts fit together.
Providing an outline ahead of the lesson can help CI students to keep track of the logical order in
which concepts fit together. See (38).

36
7. Shorter Segments within Schedule - Having shorter segments within a lesson, which allow
for transitions and movement breaks, can help CI students to remain focused on the lesson. See
(36, 37).
8. Audio Readings - Some students may have trouble with processing information through
reading. Providing audio recordings of reading material can help these students. See (38).
9. Quietness - Many CI students are easily distracted. Reducing unnecessary noise within the
environment can help CI students to remain focused on educational tasks. See (36).
10. Safe Materials - Certain materials (such as scissors) may be potentially harmful to a CI
student. Providing alternative materials (such as safety scissors) can help the CI student to be
involved in classroom activities while remaining safe. See (36).

37
Speech and Language Impairments (SLI)

Speech and Language Impairments are considered a high-incidence disability. Challenges
with communication can cause a lot of struggles when trying to achieve as much inclusion as
possible in a general education classroom. For these reasons it is important to understand SLI. It
is also important for general education teachers to be prepared to accommodate these students.
According to the Parent Center Hub website (39), although SLI can refer to a wide range
of disabilities, IDEA defines SLI in regards to articulation, fluency, voice, and language. As with
many other disabilities covered by IDEA, an adverse effect on educational performance due to
these impairments must be observed (19).
According to the Parent Center Hub website (39), SLI often occurs due to hearing loss,
neurological disorders, brain injury, intellectual disabilities, drug abuse, physical impairments,
vocal abuse, or other unknown causes.
In 2006, 1.1 million children (out of 6.1 million total special needs children covered by
IDEA) were categorized under SLI (39, 40).

38
If a teacher cannot communicate with a student, inclusion is likely not “appropriate” for
the student in that classroom. In order to facilitate inclusion a teacher must know how to
communicate with and accommodate for the SLI student.
Intervention 1: Phonological Skill Improvement
Summary: Working specifically at improving phonological awareness (alongside other speech
skills) can help SLI students to improve in their communication skills.
Cost/Time of Intervention: This intervention can be completed by a teacher, a SLP, or
another specialist, depending on the needs of the student. These skills can often be practiced
relatively cost free. Depending on the grade level of the SLI student, this may be something
that is already practiced within the general education classroom. Extra time will likely need to
be spent with the SLI student in order to further practice these skills.
Inclusion/Use in General Education Classroom: Improving in communication skills can
help the SLI student to be more involved in the general education classroom.
Intervention 2: Syntax Skill Improvement
Summary: SLI students can benefit from spending extra time with syntax practice. Practicing
whole word sentence combinations allows the SLI student to practice using word combinations
together. This, along with other speech skill practice, can help the SLI student to improve their
communication skills.

39
Intervention 3: Morphology Skill Improvement
Summary: Spending extra time to specifically practice morphology can help SLI students.
This can help students to understand word parts. This, in combination with practicing other
speech skills, can help SLI students to improve in their communication abilities.
Intervention 4: Pragmatics Practice

40
Summary: Pragmatics skills are important for SLI students to practice. Pragmatics can help
SLI students to convey accurate and intended meaning during communication. Practicing these
skills, alongside other speech skills, can help the SLI student to improve their communication
abilities.
Intervention 5: Building Emergent Literacy Skills
Summary: SLI students may need to improve their emergent literacy skills. This includes
practicing print and book awareness. Growing in these skills can help the SLI student to
improve their literacy abilities.
41
Inclusion/Use in General Education Classroom: Improving in literacy skills can help the
SLI student to be more prepared to complete materials presented in the general education
classroom.
Part 3: Resources
1. CDC Speech and Language Disorders Index - This resource from the Centers for Disease
Control and Prevention provides links to information, statistics, research, resources, and more for
SLI teachers and parents. https://www.cdc.gov/ncbddd/childdevelopment/language-
disorders.html
2. SLI Guide - This guide from the Special Education Guide website provides definitions,
information, and advice for teaching SLI students in an inclusive classroom.
https://www.specialeducationguide.com/disability-profiles/speech-and-language-impairments/
3. SLI Information - This resource gives a real-life SLP story, definitions, development
information, causes, incidence information, resources, parental advice, and advice for inclusive
teachers. http://www.parentcenterhub.org/speechlanguage/#teachers
4. SLI Factsheet and Teacher Suggestions - This short article provides information about SLI
and offers ideas for accommodations. http://kidshealth.org/en/parents/speech-language-
factsheet.html
42
5. Listing Of Accommodations for Speech and Language Disabilities - This website lists a lot
of great accommodations and modifications for both speech disabilities and language disabilities.
http://splimpairments.weebly.com/classroom-accommodationsmodifications.html
6. Signs of Language Impairment Video - This video talks about some of the indications that a
student might have a language impairment. https://www.youtube.com/watch?v=JAsf_Wqjz4g
7. Challenges of Speech Disorders Video - This motivational TedTalk tells a story about
overcoming the challenges associated with a speaking disorder.
https://www.youtube.com/watch?v=gUWWt30oZ3w
8. The Difference Between Speech and Language Disorders - This video explains the
difference between speech disorders and language disorders.
https://www.youtube.com/watch?v=l9a74zGUfIo
9. Common Causes of Speech and Language Disorders - This video outlines some of the most
common causes of speech and language disorders.
https://www.youtube.com/watch?v=knzvtkiEHs8
10. Intro to SLI - This article from the Michigan Speech Language Hearing Association
provides a detailed introduction to SLI. This article would be helpful for teachers and parents of
SLI students. https://www.michiganspeechhearing.org/intro_to_sli.php
-ASHA Index of SLI Disorders: https://www.asha.org/public/speech/disorders/ChildSandL/
-Accommodation by Disability Listing: http://www.rcld.uga.edu/accommodations-and-
instructional-strategies#Communication and Language Disabilities
-Michigan Speech Language Hearing Association (MSHA) Website:
https://www.michiganspeechhearing.org/
43
-Communication Access and Advocacy Conference Schedule (Michigan):
https://www.michiganspeechhearing.org/annual_conference.php
-Assistive Communication Technology: http://www.brighthubeducation.com/special-ed-
inclusion-strategies/78599-communication-devices-with-assistive-technology/
The following accommodations have been found to be effective for students with SLI.
1. One-on-one Assessment - Some SLI students may need to show their understanding through
a different means of assessment than their peers. One-on-one assessments can sometimes help
SLI students to complete an assessment which more clearly reflect their understanding of
content. See (42).
2. SLP Therapy - Most SLI students should work with a speech-language pathologist if at all
possible. This is one of the most important accommodations that can be provided to an SLI
student, as the SLP is specialized in helping with their specific needs. See (44).
3. Providing additional time - Many SLI students may need additional time to complete
assignments and assessments. Providing extra time for these assignments can help SLI students
to be more successful. See (42).

44
4. Not Interrupting - It is important to allow SLI students with as many opportunities to
communicate as possible. This means, when communicating with an SLI student, never interrupt
them. Allow the SLI student to express themselves, even if speech is slow. See (44).
5. Speech Output Devices - Students who are currently unable to communicate verbally may
benefit from speech output devices. This devices may be text-to-speech devices which allow the
student to communicate non-verbally. See (43).
6. Substituting Written Work for Oral Work - Substituting written work for oral work can
open opportunities for SLI students to practice communication. See (42, 44).
7. Give the SLP Spelling Lists - Giving the speech-language pathologist a spelling list can be
helpful. The SLP can work directly with the student using the spelling words. This can better
prepare the SLI student for spelling and vocabulary tasks. See (44).
8. Model Speech/Speak Directly - Teachers can model appropriate speech to SLI students
during normal lessons. This can be done by speaking directly, and clearly, to the SLI student. See
(44).
9. Provide Outlets for Expression - Teachers need to make sure that the SLI student has some
sort of comfortable means of expression. The SLI student needs to be able to comfortably
express their needs while they are in the general education setting. See (44).
10. Provide Graphic Organizers - Providing graphic organizers for lessons that revolve around
language components can be helpful. Organizers can help students to understand the connections
between different pieces of language. See (44).

45
Hearing Impairments (HI) - Low Incidence

Hearing impairment is considered a low-incidence disability, but it is still an important
thing for general education teachers to consider. Many of the accommodations for HI are helpful
for all students. In addition to this, many students without an HI label may struggle with hearing
impairment.
According to IDEA (19) hearing impairment refers to permanent or fluctuating
impairments in hearing, that aren’t deafness, but have a negative effect on a students educational
46
performance. The Special Education Guide website (32) states that hearing loss below 90
decibels is considered hearing impairment.
Causes of hearing impairment can vary. Many times babies are born with hearing
impairment of some form. According to the Special Education Guide website (32) these causes
are most often genetic, due to maternal infections, or unknown.
The Centers for Disease Control and Prevention website (31) shares the following
statistic about hearing loss :
- From 1997-2005 five out of every 1,000 children aged 3-17 suffered hearing loss
Students who suffer from hearing impairments can still benefit immensely from
instruction in a general education classroom. There are several universal accommodations which
can be made to help hearing impaired students, which often also help the rest of the students as
well.
Note: Interventions in this section are a little different than interventions in other sections. These
interventions are mostly targeted at helping students who already have hearing loss. In many
cases, hearing cannot be improved, but students can be accommodated in ways that improve their
communication skills/abilities.
Intervention 1: Teach material in multiple different formats specifically visual.
Summary: When lecturing include a visual interpretation of the information. Use chalkboards,
powerpoints and handouts to assist the hearing impaired.

47
Cost/Time of Intervention: Increased time is required to prepare powerpoints and handouts.
There is an associated cost for written supplies and programs used to produce visual
information.
Inclusion/Use in General Education Classroom: This intervention allows students who are
hearing impaired to receive the information being presented if unable to hear instruction. It
prevents the student from becoming frustrated. Hearing impaired frequently rely on their
vision to receive information.
Intervention 2: Front Row/Circular Seating
Summary: The location of the student in the classroom can assist them with hearing the
information being presented. Seating can also help students to practice reading lips. A circular
seating arrangement allows the student to see all the students around them which contributes to
comfort.
Cost/Time of Intervention: No extra cost. The time it takes to arrange the seats in the
classroom.
Inclusion/Use in General Education Classroom: The location of the student may allow them
to stay in a general education classroom. A circular seating arrangement would prevent the
feeling they are singled out.
Intervention 3: Utilize Hearing Assistive Technology

48
Summary: These devices assist a student that is unable to hear with only a cochlear implant
or hearing aide. It assists when there are a lot of background noises or poor acoustics.
The teacher speaks into a microphone and sound is transmitted through a transmitter, and
received by a device (hearing aid or cochlear implant).
Cost/Time of Intervention: Cost is dependent upon the device used. If a student requires
hearing assistive technology, the school is required, under IDEA, to provide it. No extra time is
required, as the assistive technology can be used alongside regular classroom routines.
Inclusion/Use in General Education Classroom: This device can help students to receive
academic instruction and improve in communication skills within a general education
classroom.
Intervention 4: Communication Training
Summary: In cases in which hearing itself cannot be improved, helping a HI student to learn
to communicate effectively is extremely important. Specialists or teams can work with the HI
student in order to teach them communication strategies that will help them to be as
independent as possible.
Cost/Time of Intervention: Employment of specialists or teams of professionals costs money.
The student also needs to take time to practice these skills. With that being said,
communication can also be practiced within the classroom. Teachers can give opportunities for
HI students to practice communication during class.
Inclusion/Use in General Education Classroom: Communication skill are probably the most
49
important factor in helping HI students to be successful within the general education
classroom. Learning communication strategies can help them to be educated alongside their
non HI peers.
Intervention 5: Surgical and Medical Assistance
Summary: This is not an option for every HI student. Some students may benefit from surgery
or other medical procedures. Frequent ear infections, for example, can sometimes be helped
with surgery. Another example is bone-anchored hearing aids which are surgically placed.
Cost/Time of Intervention: Surgery is expensive, but some families may be eligible for
assistive financial aid.
Inclusion/Use in General Education Classroom: If surgery is a possibility, it may improve
the students hearing. With improved hearing the student will have an easier time
communicating in the general education classroom.
Part 3: Resources
1. Inclusion Tips for HI Students - A list of helpful tips to include students that suffer from
hearing impairments. https://ferris.edu/htmls/colleges/university/disability/faculty-
staff/classroom-issues/hearing/hearing-strategy.htm
50
2. Assistive Technology Guide - In this article, the Hearing Loss Association of America
provides information on technology available to assist with hearing impairments.
http://www.hearingloss.org/content/hearing-assistive-technology
3. HI Educator Resource Compilation - On this website, The American Society for Deaf
Children provides resources to families of deaf children. It also has resources for educators to
make a deaf-friendly classroom.
http://deafchildren.org/knowledge-center/service-providers/educators/
4. Tips and Guidelines for Interpreters in the Classroom - This article provides tips for
educators regarding the use of interpreters.
https://ada.osu.edu/resources/fastfacts/Sign_Language_Interpreting_in_the_Classroom.htm
5. Registry of Interpreters - This resource is available to help anyone who is looking to hire an
interpreter for a deaf student. https://www.rid.org/
6. Deaf Education: A New Philosophy - An article relating to research about how deaf children
learn most successfully in the classroom. This would be a helpful article to help general
education teachers. http://deafchildren.org/wp-content/uploads/2014/03/DeafEducation2013.pdf
7. CDC Hearing Loss Index - This is an extremely informative and helpful website. Parents and
teachers can use this tool to find a variety of information about hearing loss research, treatments,
statistics, and more. https://www.cdc.gov/ncbddd/hearingloss/index.html
8. Inclusion of HI Students Video - This video discusses the importance of having high
expectations for deaf and HI students. https://www.youtube.com/watch?v=QniyT6dEYPo
9. Teaching Children with Mild Hearing Loss Video - This video from the National Deaf
Children’s Society discusses several tips which help a student with mild hearing loss to succeed
in the classroom. https://www.youtube.com/watch?v=jylb7TDn2Tk

51
10. Teacher Habits that Help Deaf/Hard of Hearing Students Video - This video highlights
many misconceptions and mistakes that general education teachers may make when teaching a
classroom which includes deaf and hard of hearing students. This video also explains how to
remedy those problems. https://www.youtube.com/watch?v=JwWAHyD0f4w
-Decision Guide for Communication Options (for parents):
https://www.cdc.gov/ncbddd/hearingloss/freematerials/CommDecisionGUIDE3508.pdf
-Free online hearing test and information: https://www.hear-it.org/
-Hearing Impairments Intro Video - https://www.youtube.com/watch?v=RBldM6aFQaA
-Deaf Community Advocacy Network (Michigan): http://www.deafcan.org/
-Michigan Hands and Voices support: http://mihandsandvoices.org/
The following accommodations have been found to be effective for students with HI.
1. Seat students closer to the teacher - Seating students closer to the front of the room allows
them to hear and see better. Seeing better allows students to read lips. See (32).
2. Assistive Technology - Technology, such as hearing aids, speakers, and implants, can help
students to hear more clearly. See (33).

52
3. Designating a note taker - Designating someone with the role of taking notes for the HI
student can help the HI student to stay focused on watching the lesson. Watching the lesson
allows students to read lips and use visuals more frequently. See (32, 34).
4. Appropriate Speech Conditions - Making sure that the teachers mouth is visual (not
obstructed from sight) helps HI students to get the most out of their time in the classroom. See
(33).
5. Noise Reducing Materials - Noise reducing carpets and wall panels can help to filter out
noise that can be distracting. See (33).
6. Reduce Visual Distractions - Reducing visual distractions in the classroom can help HI
students to remain focused on visuals and instructions that the teacher is using during lessons.
See (33, 34).
7. Captioning - When showing videos or online resources, captioning services can help HI
students to follow along with the material. See (33, 34).
8. Frequent Checks for Understanding - Frequently checking for understanding is good
teaching practice. This teaching practice is especially helpful for monitoring whether or not HI
students are following along with instructions. See (34).
9. Visual Fire Alarm - A fire alarm which flashes can help to alarm an HI student incase of an
emergency. See (33).
10. Visual Teaching - Visual teaching is an accommodation that generally has a positive
influence on all students. Visual teaching is very helpful for HI students, as it takes some of the
emphasis off of hearing. See (33, 34).
Citations, References, Resources, and Links

53
1. Accommodations and supports for school-aged students with ASD.
www.carautismroadmap.org
2. Autism Speaks. www.Autismspeaks.org
3. CDC. Centers for Disease Control and Prevention. www.cdc.gov
4. Education & autism spectrum disorders. www.Autism-Help.org.
5. Evidence-Based Interventions for Autism Spectrum Disorders. https://goo.gl/RAj5EV
6. Ashman, R., Banks, K., Philip, R. C. M., Walley, R., & Stanfield, A. C. (2017). A pilot
randomised controlled trial of a group based social skills intervention for adults with autism
spectrum disorder. Research in Autism Spectrum Disorders, 43-44, 67+.
7. Wilson, K. P. (2013). Incorporating video modeling into a school-based intervention for
students with autism spectrum disorders. Language, Speech, & Hearing Services in Schools,
44(1), 105+.
8. http://csesa.fpg.unc.edu/sites/csesa.fpg.unc.edu/files/ebpbriefs/CAI_Overview_0.pdf
9. https://iancommunity.org/cs/simons_simplex_community/cognitive_behavioral_therapy
10. http://www.educationandbehavior.com/research-based-interventions-for-adhd/
11. O'Regan, F. (2010). Teaching children with ADHD. IS International School, 12(2), 37+.
12. http://journals.sagepub.com/doi/abs/10.1177/1087054710379735?ssource=mfr&rss=1&
13.https://www.researchgate.net/profile/Lisa_Weyandt/publication/233122851_ADHD_in_the_
Classroom_Effective_Intervention_Strategies/links/56e9943808ae25ede8309ea8.pdf
14. Advances in Clinical Child Psychology, Volume 17, Chapter 7. https://goo.gl/9V9Cve
15.http://www.chadd.org/Understanding-ADHD/For-Professionals/For-Teachers/Classroom-
Accommodations.aspx
16. https://www.additudemag.com/20-adhd-accommodations-that-work/
54
17. The ADHD Report, The Guilford Press. https://goo.gl/59G8dA
18. http://www.michiganallianceforfamilies.org/disability-specific-info/emotional-impairment-
ei/
19. IDEA -http://www.parentcenterhub.org/wp-content/uploads/repo_items/PL108-446.pdf
20. http://www.parentcenterhub.org/emotionaldisturbance/#def
21. https://childmind.org/downloads/2015%20Childrens%20Mental%20Health%20Report.pdf
22. https://www.cdc.gov/childrensmentalhealth/depression.html#anxiety
23. https://www.cdc.gov/healthyweight/children/index.html
24. https://sleepfoundation.org/sleep-topics/children-and-sleep
25.https://ferris.edu/htmls/colleges/university/disability/faculty-staff/classroom-
issues/hearing/hearing-strategy.htm
26. http://www.hearingloss.org/content/hearing-assistive-technology
27. https://www.cdc.gov/ncbddd/hearingloss/treatment.html
28. https://differentiatedinstruction-inclusion.wikispaces.com/Emotional+Disturbance
29. https://www.education.com/reference/article/emotional-disturbance/
30. http://www.michiganallianceforfamilies.org/disability-specific-info/cognitive-impairment/
31. https://www.cdc.gov/ncbddd/developmentaldisabilities/documents/intellectualdisabilities.pdf
31. https://www.cdc.gov/ncbddd/hearingloss/data.html
32. https://www.specialeducationguide.com/disability-profiles/hearing-impairments/
33.https://successforkidswithhearingloss.com/for-professionals/accommodations-for-students-
with-hearing-loss/
34. http://www.asha.org/Events/convention/handouts/2011/Martin-Williams-Gassen/
35. https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589942540&section=Treatment
55
36.http://www.brighthubeducation.com/special-ed-learning-disorders/104639-modificatons-for-
students-with-intellectual-disabilities/
37. https://supportservices.jobcorps.gov/disability/Pages/MRAccommodations.aspx
38.https://study.com/academy/lesson/intellectual-disability-accommodations-in-the-
classroom.html
39. http://www.parentcenterhub.org/speechlanguage/#teachers
40. U.S. Department of Education’s Twenty-ninth annual report to Congress on the
Implementation of the Individuals with Disabilities Education Act: 2007.
http://www2.ed.gov/about/reports/annual/osep/2007/parts-b-c/index.html
41. https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589935327&section=Treatment
42. http://kidshealth.org/en/parents/speech-language-factsheet.html
43. http://www.rcld.uga.edu/accommodations-and-instructional-strategies#Communication and
Language Disabilities
44. http://splimpairments.weebly.com/classroom-accommodationsmodifications.html

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Navigating this Guide

- Pg. 1: Autism Spectrum Disorders (ASD)

- Pg. 11: Attention Deficit Hyperactivity Disorder (ADHD) - 3 Types

- Pg. 21: Emotional Impairments (EI)

- Pg. 31: Cognitive Impairments (CI)

- Pg. 40: Speech and Language Impairments (SLI)

- Pg. 49: Hearing Impairments (HI) - Low Incidence

- Pg. 57: Citations, References, Resources, Links

How to Use This Guide

This guide is organized by disability types. Each section contains information,

Autism Spectrum Disorders (ASD)

Part 1: Introduction of Disability

A. Why is this Disability Included?

education setting, ASD is often misunderstood. Because ASD is misunderstood, accommodating

guidance with accommodating and including ASD students.

B. Definition of this Disability

unique strengths are associated with Autism.

C. Causes, Statistics, and Prevalence

about the prevalence of ASD:

● About 1 in 68 children are diagnosed with ASD.

chance) to also have ASD.

factors most likely increase the chances of ASD.

D. Impact on General Education Setting

Part 2: Evidence Based Interventions

Intervention 1: Social Skills Training

they are available.

Research/References/Resources Related to Intervention: See (5, 6).

Intervention 2: Augmentative and Alternative Communication

students with ASD to develop stronger communication and expressive skills.

Inclusion/Use in General Education Classroom: ASD students who cannot communicate

specialist would be very helpful when using this intervention.

Research/References/Resources Related to Intervention: See (5)

Cost/Time of Intervention: This intervention can be implemented by a school speech-

recorded once and used over and over.

peers and with classroom expectations).

Research/References/Resources Related to Intervention: See (5, 7)

Intervention 4: Computer Aided Instructions

program that is used depends on the specific needs of the student.

Cost/Time of Intervention: Buying assistive computer programs can be an initially medium-

Inclusion/Use in General Education Classroom: These programs help students to grow in

successful in the general education classroom.

Research/References/Resources Related to Intervention: See (5, 8)

Intervention 5: Cognitive Behavioral Therapy

Cost/Time of Intervention: As far as therapies are concerned, CBT can be relatively

implemented by a trained therapist.

Research/References/Resources Related to Intervention: See (5, 9)

within a general education setting:

1. Supporting Learning in the Student with Autism - A helpful guide on supporting

2. Evidence-Based Interventions for Autism Spectrum Disorders - This research from

lists multiple evidence-based interventions. Source: https://goo.gl/RAj5EV

answers to hundreds of the most common questions about ASD.

providing information, statistics, and important steps for parents to follow.

includes information on social interaction, communication, and behavior in students with

goal of inclusion needs to be within a general education classroom.

more. This article provides both basic and detailed information.

- Michigan Specific Statistics and Information on ASD:

- List of Michigan Specific Resources for ASD: https://www.autismspeaks.org/resource-

- Michigan Training Session for Parents of School-Aged Students with ASD:

- Pamphlet on Visual Supports for ASD from Autism Treatment Network:

text prompts in order to find the appropriate source.

Accommodations will be structured by “Accommodation Listed - Reflective Summary of