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What is an IEP and what purpose does it serve? | Exceptional Lives

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What is an IEP and what purpose does it serve? Learn about the benefits of an IEP and what it means for your child’s education

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Visual impairment is often used to classify many different forms of vision loss. But it usually means vision that can’t be fully corrected with glasses or contacts.

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This is an informational website that can be useful to all kinds of people. If you have someone in your life or are an individual that may be questioning if you have a vision impairment, this website can help you navigate and understand different types of vision impairments.

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Overview

Autism spectrum disorder is a condition related to brain development that impacts how a person perceives and socializes with others, causing problems in social interaction and communication. The disorder also includes limited and repetitive patterns of behavior. The term "spectrum" in autism spectrum disorder refers to the wide range of symptoms and severity.

Autism spectrum disorder includes conditions that were previously considered separate - autism, Asperger's syndrome, childhood disintegrative disorder and an unspecified form of pervasive developmental disorder. Some people still use the term "Asperger's syndrome," which is generally thought to be at the mild end of autism spectrum disorder.

Autism spectrum disorder begins in early childhood and eventually causes problems functioning in society - socially, in school and at work, for example. Often children show symptoms of autism within the first year. A small number of children appear to develop normally in the first year, and then go through a period of regression between 18 and 24 months of age when they develop autism symptoms.

While there is no cure for autism spectrum disorder, intensive, early treatment can make a big difference in the lives of many children.

Symptoms

Some children show signs of autism spectrum disorder in early infancy, such as reduced eye contact, lack of response to their name or indifference to caregivers. Other children may develop normally for the first few months or years of life, but then suddenly become withdrawn or aggressive or lose language skills they've already acquired. Signs usually are seen by age 2 years.

Each child with autism spectrum disorder is likely to have a unique pattern of behavior and level of severity - from low functioning to high functioning.

Some children with autism spectrum disorder have difficulty learning, and some have signs of lower than normal intelligence. Other children with the disorder have normal to high intelligence - they learn quickly, yet have trouble communicating and applying what they know in everyday life and adjusting to social situations.

Because of the unique mixture of symptoms in each child, severity can sometimes be difficult to determine. It's generally based on the level of impairments and how they impact the ability to function.

Below are some common signs shown by people who have autism spectrum disorder.

Social communication and interaction

A child or adult with autism spectrum disorder may have problems with social interaction and communication skills, including any of these signs:

Fails to respond to his or her name or appears not to hear you at times

Resists cuddling and holding, and seems to prefer playing alone, retreating into his or her own world

Has poor eye contact and lacks facial expression

Doesn't speak or has delayed speech, or loses previous ability to say words or sentences

Can't start a conversation or keep one going, or only starts one to make requests or label items

Speaks with an abnormal tone or rhythm and may use a singsong voice or robot-like speech

Repeats words or phrases verbatim, but doesn't understand how to use them

Doesn't appear to understand simple questions or directions

Doesn't express emotions or feelings and appears unaware of others' feelings

Doesn't point at or bring objects to share interest

Inappropriately approaches a social interaction by being passive, aggressive or disruptive

Has difficulty recognizing nonverbal cues, such as interpreting other people's facial expressions, body postures or tone of voice

Patterns of behavior

A child or adult with autism spectrum disorder may have limited, repetitive patterns of behavior, interests or activities, including any of these signs:

Performs repetitive movements, such as rocking, spinning or hand flapping

Performs activities that could cause self-harm, such as biting or head-banging

Develops specific routines or rituals and becomes disturbed at the slightest change

Has problems with coordination or has odd movement patterns, such as clumsiness or walking on toes, and has odd, stiff or exaggerated body language

Is fascinated by details of an object, such as the spinning wheels of a toy car, but doesn't understand the overall purpose or function of the object

Is unusually sensitive to light, sound or touch, yet may be indifferent to pain or temperature

Doesn't engage in imitative or make-believe play

Fixates on an object or activity with abnormal intensity or focus

Has specific food preferences, such as eating only a few foods, or refusing foods with a certain texture

As they mature, some children with autism spectrum disorder become more engaged with others and show fewer disturbances in behavior. Some, usually those with the least severe problems, eventually may lead normal or near-normal lives. Others, however, continue to have difficulty with language or social skills, and the teen years can bring worse behavioral and emotional problems.

When to see a doctor

Babies develop at their own pace, and many don't follow exact timelines found in some parenting books. But children with autism spectrum disorder usually show some signs of delayed development before age 2 years.

If you're concerned about your child's development or you suspect that your child may have autism spectrum disorder, discuss your concerns with your doctor. The symptoms associated with the disorder can also be linked with other developmental disorders.

Signs of autism spectrum disorder often appear early in development when there are obvious delays in language skills and social interactions. Your doctor may recommend developmental tests to identify if your child has delays in cognitive, language and social skills, if your child:

Doesn't respond with a smile or happy expression by 6 months

Doesn't mimic sounds or facial expressions by 9 months

Doesn't babble or coo by 12 months

Doesn't gesture - such as point or wave - by 14 months

Doesn't say single words by 16 months

Doesn't play "make-believe" or pretend by 18 months

Doesn't say two-word phrases by 24 months

Loses language skills or social skills at any age

Causes

Autism spectrum disorder has no single known cause. Given the complexity of the disorder, and the fact that symptoms and severity vary, there are probably many causes. Both genetics and environment may play a role.

Genetics. Several different genes appear to be involved in autism spectrum disorder. For some children, autism spectrum disorder can be associated with a genetic disorder, such as Rett syndrome or fragile X syndrome. For other children, genetic changes (mutations) may increase the risk of autism spectrum disorder. Still other genes may affect brain development or the way that brain cells communicate, or they may determine the severity of symptoms. Some genetic mutations seem to be inherited, while others occur spontaneously.

Environmental factors. Researchers are currently exploring whether factors such as viral infections, medications or complications during pregnancy, or air pollutants play a role in triggering autism spectrum disorder.

No link between vaccines and autism spectrum disorder

One of the greatest controversies in autism spectrum disorder centers on whether a link exists between the disorder and childhood vaccines. Despite extensive research, no reliable study has shown a link between autism spectrum disorder and any vaccines. In fact, the original study that ignited the debate years ago has been retracted due to poor design and questionable research methods.

Avoiding childhood vaccinations can place your child and others in danger of catching and spreading serious diseases, including whooping cough (pertussis), measles or mumps.

Risk factors

The number of children diagnosed with autism spectrum disorder is rising. It's not clear whether this is due to better detection and reporting or a real increase in the number of cases, or both.

Autism spectrum disorder affects children of all races and nationalities, but certain factors increase a child's risk. These may include:

Your child's sex. Boys are about four times more likely to develop autism spectrum disorder than girls are.

Family history. Families who have one child with autism spectrum disorder have an increased risk of having another child with the disorder. It's also not uncommon for parents or relatives of a child with autism spectrum disorder to have minor problems with social or communication skills themselves or to engage in certain behaviors typical of the disorder.

Other disorders. Children with certain medical conditions have a higher than normal risk of autism spectrum disorder or autism-like symptoms. Examples include fragile X syndrome, an inherited disorder that causes intellectual problems; tuberous sclerosis, a condition in which benign tumors develop in the brain; and Rett syndrome, a genetic condition occurring almost exclusively in girls, which causes slowing of head growth, intellectual disability and loss of purposeful hand use.

Extremely preterm babies. Babies born before 26 weeks of gestation may have a greater risk of autism spectrum disorder.

Parents' ages. There may be a connection between children born to older parents and autism spectrum disorder, but more research is necessary to establish this link.

Complications

Problems with social interactions, communication and behavior can lead to:

Problems in school and with successful learning

Employment problems

Inability to live independently

Social isolation

Stress within the family

Victimization and being bullied

Prevention

There's no way to prevent autism spectrum disorder, but there are treatment options. Early diagnosis and intervention is most helpful and can improve behavior, skills and language development. However, intervention is helpful at any age. Though children usually don't outgrow autism spectrum disorder symptoms, they may learn to function well.

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Autism spectrum disorder - Symptoms and causes

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Autism spectrum disorder is a serious condition related to brain development that impairs the ability to communicate and interact with others.

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This website can be extremely useful to not only a teacher, but as well as a student or child who may be experiencing symptoms of autism; and parents who may be seeing their children presenting signs. The website is extremely useful to understand symptoms or signs for all ages.

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What is autism?

Autism spectrum disorder is a condition related to brain development that impacts how a person perceives and socializes with others, causing problems in social interaction and communication. The disorder also includes limited and repetitive behavior.

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reduced eye contact

lack of response to their name or indifference to caregivers

withdrawn or aggressive

losing language skills they've already acquired

difficulty learning

lower than normal intelligence

learning quickly, but having trouble communicating and applying what they know in everyday life

repetitive behaviors

schedules or specific routines

Autism is generally based on the level of impairments and how they impact the ability to function.

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This website provides a general overview on what autism is. This follows with a wide range of signs and symptoms, split into different groups. There are social communication and interaction, as well as patterns of behaviors. Toward the end of the website, it mentions some medical advice, suggesting when you could see a doctor for testing. At the end of the website, it gives some symptoms you may see in your child presenting, from 6 months, 9 months, 12 months, 14 months. 16 months, 18 months, 24 months, and ending with losing any language or socials skills at any age.

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This website can be useful to family, friends, teachers, colleagues, and someone who may think they have ADHD. They describe how ADHD can be within adults, as well as how they could be diagnosed or treated. They also describe how it may affect children at school, and how teachers and staff can provide parents and doctors with information. This all can help evaluate school-aged children's behavior. It emphasizes the fact that school staff cannot diagnose ADHD, make decisions about treatment, or require that a student take medication to attend school. Since ADHD can be diagnosed at any age this website is helpful to understand symptoms at any given point in life. This can help teachers and family when communicating with doctors. It can also be useful to any individual questioning if they have ADHD, and can make them more comfortable with communicating their concerns with a professional.

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ADHD, or attention-deficit/hyperactive disorder, is one of the most common mental disorders. It is considered a chronic and debilitating disorder, and it can impact an individual in many aspects of their life. Some of which include, but are not limited to, academic and professional achievements, interpersonal relationships, and daily functioning. An estimated 8.4% of children and 2.5% of adults have ADHD. It is also more commonly diagnosed among boys, but this doesn't mean boys are more likely to have ADHD.

There are 3 main types of ADHD:

predominantly inattentive presentation- refers to challenges with staying on task, focusing, and organization.

predominantly hyperactive / impulsive type- refers to excessive movement like fidgeting, excessive energy, not sitting still, and being talkative. impulsivity refers to decisions or actions taken without thinking through the consequences.

combined presentation- refers to when both criteria for both inattentive and hyperactive/impulse types are met

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Inattentive type

doesn't pay close attention to details

has problems staying focused on tasks / activities

doesn't seem to listen when spoken to

doesn't follow through on instructions (may start tasks but quickly loses focus)

has problem organizing tasks and work

avoids / dislikes tasks that require sustained mental effort

often loses things needed for tasks or daily life

easily distracted

forgets daily tasks

Hyperactive / impulsive type

fidgets / taps hands or feet, or squirms in seat

not able to stay seated

runs about or climbs where it's inappropriate

unable to play or do leisure activities quietly

always "on the go" as if driven by a motor

talks too much

blurting out answers before the question has been finished

has difficulty waiting their turn

interrupts or intrudes on others

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This article dives deep in depth of all the different symptoms for each type of ADHD, from inattentive presentation, hyperactive/impulsive presentation, to expressing what combined presentation is. Then they explain that there is not yet an identified the specific cause of ADHD, but there are some evidence that there are anatomical differences between individuals with ADHD, and those without. Further down the website there are different ways ADHD can be treated for different age groups. Then they explain how ADHD is with school-aged children and with adults. At the end of the website, it includes links to related conditions, and a physician review, as well links to more on ADHD.

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What does it mean to be visually impaired? 

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What does it mean to be visually impaired? 

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Visual impairment, or vision impairment, usually means that an individual's eyesight is reduced (impaired) to the extent that it can't be corrected to a normal level. Full correction would not even be possible, even with the help of glasses, contacts, medication, or vision surgery.

Common Method Using Measurements

Moderate Visual Impairment

visual acuity: 20/70 to 20/160

Severe Visual Impairment

visual acuity: 20/200 to 20/400

and / or

visual field: 20 degrees or less

Profound Visual Impairment

visual acuity: 20/500 to 20/1000

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The impact of vision impairment depends on how much, and in what way, someone's vision is impaired.

Low vision

Decreased visual acuity

20/70 or worse in the better eye with best correction

Visual field loss

if the visual field loss is large enough, an individual may be classified as having low vision

Total blindness vs. Legal blindness

Total blindness refers to the absence of all light

Legal blindness refers to a severe to profound visual impairment

In the U.S:

people are considered legally blind when they have 20/200 vision or worse, with the best correction, or a visual field less then 20 degrees

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they begin to bump into things

they move hesitantly or walk close to a wall

they squint or tilt their head to see

they request more or different lighting

they drop food or silverware when eating

they have trouble making out faces, letterings on signs, etc

don't notice stains on clothing / wear mismatched clothing

complain of migraine headaches that give them a blurry vision

cannot see anything at night

see spots in front of their eyes

see flashes of light frequently

see double sometimes

grope for objects or touch them in an uncertain way

Signs of visual impairments. Sights for Hope. (n.d.). https://sightsforhope.org/signs/

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Some cases may develop slowly and worsen over time, others may happen instantly. Some people were born with it or develop it at a young age.

Eye Disease

certain eye conditions can lead to different degrees of permanent vision loss

most common vision threatening eye diseases- macular degeneration, diabetic retinopathy, glaucoma, cataracts, and serious eye infections

Genetics and family history

Illnesses that increase the risk of developing a sight-threatening eye infection

diabetes

stroke

thyroid disease

myasthenia gravis

Lyme disease

AIDS

tumors located around the eye

Injury

head injuries can have long-lasting or permanent effects on someone's eyesight

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This website starts by diving deep into what it means to be visually impaired along with many different vision terms and their meanings. Further down the website it provides a list of different potential causes. At the end of this website, it gives multiple links to how an individual can adapt to life and certain locations when having impaired vision.

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Physical disability is defined as a limitation on a person’s physical functioning, mobility, dexterity or stamina.

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This website is informational on how physical disabilities can impact someone's life. It gives a multitude of ways that could potentially help rehabilitate an individual with a physical disability. This website could be helpful to anyone trying to understand different physical disabilities, and how the individuals life can differ when they have a physical disability.

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It is defined as a limitation on a person's physical functioning, mobility, dexterity or stamina. Even though a physical disability substantially impacts an individual's ability to od normal daily activities, it doesn't preclude quality of life.

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Most Common Physical Disabilities

Rheumatoid and osteoarthritis and related inflammatory conditions

resulting from a medical condition post birth

Cerebral palsy

from childbirth

Spinal Cord Injury

the most common physical disability resulting from traumatic injury, through some SCIs can result from a medical condition

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People with physical disabilities are served by dozens of nationwide nonprofit advocacy groups that raise funds for:

research

treatment

adaptive equipment

mobility devices

job training

educational opportunities

quality of life

political advocacy

Longstanding nonprofits

United Spinal Association

United Cerebral Palsy

Arthritis Foundation

Muscular Dystrophy Association

National Multiple Sclerosis Society

Epilepsy Foundation

Spina Bifida Foundation

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Most people with physical disabilities can benefit from a licensed physical therapist

Hospitals offer in-patient physical therapy

for people recovering from surgery / treatment

Outpatient physical therapy

designed for a wide range of exercises, manual therapy, mechanical devices, and stations for: heat, cold, electricity, sound waves, and radiation treatment

can help a person adjust to using a prosthesis or assistive mobility device

Goal of Physical Therapy

minimize loss of mobility via specific treatment and fitness and wellness programs, tailored to the persons condition, age, and goals

Occupational Therapy

set up like a workplace

retrain people with physical disabilities to return to their jobs via new approaches

doing physical labor or with assistive devices

train people with physical disabilities for an entirely new career, should their disability preclude their reassuming their prior job duties

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This website starts by explaining what a physical disability is, and how they may affect an individual with a physical disability's daily life. It then provides information on different examples of physical disabilities, as well as the most common ones. This website provides some statistics regarding physical disabilities, such as the percentage of how many people have some level of disability that impacts their daily lives, etc. It then explains how someone's mental health may alter with having a physical disability. At the end of the article, they give physical disability resources, and how physical/occupational therapy can be beneficial.

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The classroom games you choose to play with students may become their favorite memories. (I still remember playing Heads Up, Seven Up in Mrs. Merar's first grade class!) Classroom games are a great way to build collaboration and community and practice important skills. Plus, they're fun!

Benefits of Classroom Games

Classroom games capture what kids are naturally good at-playing-to improve other skills. Games support kids' executive functioning skills, things like planning, organization, turn-taking, and problem-solving are all skills that students need to be successful. Playing games, from Memory to Monopoly, gives kids experience in focus and concentration, working memory, and flexibility in safe spaces where they can grow and stretch these skills. Plus, they're a fun way to learn more about how your students think and work together.

In addition to all the classroom games listed below, check out our lists of most loved educational board games and best board games for 6-to-12-year-olds.

Here are our favorite classroom games that you can use to teach, reteach, and engage students.

Games for Practicing Academic Skills

Classroom games can help students practice things that they need to know-like multiplication tables, vocabulary words, and science facts. They're great ways to do a quick review or practice for a quiz.

Math (or Fact) Baseball

Divide the class into two teams. One team is "at bat" and scores runs by answering questions that are worth one, two, or three bases. You "pitch" the questions using flash cards. If the at-bat team answers correctly, they move around the baseball field and rack up runs. If the at-bat team does not answer correctly, the defending team can respond correctly to earn an out. Once the at-bat team has three outs, they switch.

You can also put students into pairs and have them play a partner version.

Why we love it: This game is great for upper elementary students who are able to follow the game and will love the strategy of earning runs.

Beach Ball Toss

Write questions on the sides of a plastic beach ball. You can write questions about a story (plot, theme, setting, characters, structure), about math (write numbers 1 through 6 on the beach ball and students have to select a math problem based on the number they choose), or simply silly questions that students can answer. As students catch the ball, they answer the question. When they've answered, they throw the ball to the next player. If you're working with material that may be new for some kids, you can give each kid one "pass" and they can share the problem-solving with another student.

Why we love it: It's flexible and works with students' eye-hand coordination.

Buy it: Beach Balls at Amazon

Learn more: More Than Elementary

Pictionary

Create a list of topics that students can visualize (think: science concepts, vocabulary words). Students work either in two teams for the entire class or in small groups that are divided into two. One student selects a card and has to draw an image that the other team uses to guess the word. The rest of the group guesses the term that's being drawn. Add a timer for an added challenge. Provide additional differentiation by allowing students to provide one, two, or more letters in the word as well.

Why we love it: Kids who have strengths in drawing and thinking outside the box can really shine.

Learn more: Differentiation Daily

Simon Says

There's the Simon Says you know from the playground and the Simon Says classroom game. In this Simon Says, tell students to do something that lets them show off what they've learned or practices a skill. So you might say, Simon Says spell "conundrum." Or Simon Says solve this equation. Play either as a whole class with you as Simon or in small groups with cards of prompts that students can use when they take turns being Simon.

Why we love it: In addition to practicing skills, students also practice listening and impulse control.

20 Questions

Prepare cards with related words or topics. Group students into teams of two to four students. One at a time, students choose a card and the others have to try to guess what the card is by asking questions that can only be answered with a yes or no. Keep track of how many questions are asked, because you're only allowed 20 questions to get to the answer. Have students put aside the cards they didn't get for review.

Why we love it: Students practice working memory as they add new information to what they already know.

Also, Guess in 10 is a great 20 Questions-style game played around various topics, including animals, countries, and cities.

Buy it: Guess in 10 at Amazon

Memory

Memory is a game that students can do with any content-vocabulary words paired with their definitions, chemistry terms paired with images that depict them, or text structures paired with graphic organizers. First, have students create card pairs. Shuffle the cards and put them on the table. Take turns flipping cards over and finding the matching pairs.

Why we love it: Memory is so versatile you can use this game with anything from procedures to vocabulary to history facts.

Buy it: Blank Memory Cards at Amazon

Charades

In charades, students choose a card and act out the information on the card. For a unit on weather, you may have the words cloud, tornado, or hurricane for example. Scaffold this game with three rounds. In the first round, students can explain the topics using a few words. Then, in the second round, they can only use one word to describe what they are acting out. And in the third round, they have to be completely silent, using only their bodies to act out each word.

Why we love it: This game gets students up and moving around and thinking creatively about how to show what they know.

Learn more: Savvy Apple

Hot Seat

Put students in the hot seat to review the plot points of a story, practice answering questions, or review for a science test. First, choose vocabulary to review. Then, select a student to sit in the hot seat. The other students ask questions about the topic or information. The student in the hot seat must answer as quickly as possible. If their answer is correct, they stay in the hot seat. If they get a wrong answer, they can pass the seat to someone else. (You can take the pressure out of this game, which can make some students nervous, by removing the timed aspect.)

Why we love it: Hot Seat is a great way to get students to practice information they need to have right at the tip of their tongue.

Scattergories

Scattergories can be played for academics or for fun. It also helps students improve their creative thinking. You'll need a list of at least 10 categories-mix serious topics with silly ones. Then, select a letter of the alphabet. Have students brainstorm words to go with each category that starts with that letter. So, if the categories you have are Weather, Bees, and Favorite Places, and the letter is H, students might write: hurricane, hive, Hawaii. Give a set amount of time for students to complete their own brainstorm, then share out. Students can rack up points for the number of categories that they complete. And sharing out helps them connect their brainstorming with everyone else's.

Why we love it: The boundaries that kids have to work in when playing Scattergories is ideal for inspiring creativity.

Get printable Scattergories sheets on Pinterest.

Fix It Relay Race

Divide the class into teams of four to six students, and prepare sentences that each have an error-it could be a factual error for content classes or grammar or spelling mistakes for language classes. Arrange students in a line, with students standing a few feet apart. The first student in each team must correct one mistake in the sentence they are given. Then, they pass the card to the next teammate. The next student corrects another mistake. This continues until each team member has seen the card and they think all the errors are corrected. Then they run the card to the front to complete the relay.

Why we love it: Teams work together to complete each task.

Buy it: Fix It Sentences at Teachers Pay Teachers

Who Am I?

This is another classic game that can be adapted to any academic content. Each student gets a card that is taped to their back or their forehead. The card has a name of a person you're studying or a topic on it. Then, the students circulate and ask questions of other people to try to figure out who or what is taped to them.

Why we love it: This game is easily differentiated by providing students with personalities that you know they are familiar with, and by providing them with questions to ask or a checklist of personalities that they can be thinking about as they figure out who everyone is.

Word Scramble

Each student or group has a word. The goal is to pull as many words out of the original word as possible within the time limit.

Why we love it: Word Scramble encourages flexibility, and students may be surprised at what they see in each game.

Stickyball Bingo

Create a bingo board on your whiteboard with the words that you want students to work with or the math problems you want them to do. Then, have students throw a sticky ball at the board to select their game.

Why we love it: When their aim is poor, students may have to answer questions that push them out of their comfort zone.

Musical Chairs

Prepare a list of discussion questions or prompts. Students choose a card, then walk around the room while music plays. When the music stops, they find a partner and work on the questions they see on the card. You can prepare cards with math or science problems, questions from social studies, getting-to-know-you questions, or silly questions. Changing the type of questions that students are working with keeps this game fresh.

Why we love it: Musical chairs really gets students up and moving, and if you remove the loss of a chair each time, all students can stay in the game.

Check out these school-appropriate songs kids love.

Flashcard Duel

Students each have a set of flash cards and use them to "duel." In pairs, students show each other a flash card one at a time. If they answer the card right, they get to keep the card. If they don't, their partner keeps the card.

Why we love it: It's fast-paced and easy for students to pick up and play during a few minutes of downtime.

Classroom Games for Communication

Games that require students to talk and listen to each other are great ways to encourage communication.

Yes, No, Stand Up

Have a list of sentences prepared. When you read a sentence, students stand if their response is yes and stay seated if it's no.

Why we love it: Students practice listening skills and inhibition by standing or not in response to your questions.

Blind Square

Use a long rope and blindfolds. Have students stand in groups of four, then put the blindfolds on and hold the rope between them so it creates a square. They have to work together to put the rope down on the floor in front of them.

Why we love it: This game is great for middle schoolers to learn to work together.

Odd One Out

Prepare this game with a set of words or phrases written on slips of paper. Have students work in pairs or small groups to categorize the words or phrases as they relate to each other. Students have completed the game when they find the odd one out. So, students may have a group of four people from the Revolutionary War but only three who were presidents, so the one who is not a president is the odd one out.

Why we love it: Odd One Out requires students to use critical thinking and working memory as they come to each answer.

Can You Hear Me Now?

This is a fun warm-up or cool-down for the day. It's also a great classroom game to play if you're teaching virtually. Play as a class or in groups. Each student takes a turn describing an item for the others to draw one step at a time. For example, if the object were "cat," the description might be: Draw a circle. Draw two triangles on top of the circle. And so on until a cat is drawn. It'll surprise students how their directions are interpreted, and how hard it is to get people to follow their directions.

Why we love it: This is a humorous way to reinforce that students need to be clear in their directions and listen to yours.

Classroom Games for Collaboration and Team Building

Games that require teamwork are ideal for helping kids practice collaboration in short bursts and around a common, if silly, goal.

Minute To Win It

Challenge your class to compete in tasks that can take under a minute. You could:

Speed-stack paper cups.

Roll a coin between fork tongs.

Transfer pom-poms with chopsticks.

Build a tower out of marshmallows and toothpicks.

Pass a balloon from one person to another without using your hands.

Put together a puzzle.

Why we love it: It's a quick way to engage students and shift students into a positive frame of mind.

Learn more: Fun and Easy Minute To Win It Games

Over the Electric Fence

Put two chairs in a row, and tell students that they are connected by a wire that is 3 feet high. Even better, string a rope 3 feet high. Students have to imagine that this is an electric fence and if they touch it they are dead. They'll help everyone get over the fence and work together to do so. Make it even more challenging by telling students that they have to hold hands while moving everyone from one side of the fence to the other.

Why we love it: Students will have to slow down and figure out exactly how to solve the problem.

Minefield

Create a square in your classroom using tape. Then, place plastic cups or cones around the inside of the square. This area is the minefield. Break students into pairs. One student is blindfolded and the other leads them. The students have to cross the minefield without touching or knocking down the plastic cups. The non-blindfolded student gives directions and the blindfolded student must follow them to cross the minefield without blowing up a "mine" or knocking over a cone.

Why we love it: Students will get out of their comfort level while playing this game.

Freeze Tag

Start with general everyday scenes (eating dinner, brushing teeth). Have two people act out a scene while everyone else watches. After a time, stop the scene and have someone swap out for a new player. Then, they have to change how the scene is being done. They could, for example, turn eating dinner into taking care of a pet. Once students are familiar with the game, make it more challenging with prompts from the book you're reading or history scenarios (e.g., Washington crossing the Delaware turns into the French Revolution).

Why we love it: This game gives older students the opportunity to work with a variety of people and get creative connecting scene to scene.

Check out more team-building activities for kids and cooperative games for kids.

Classroom Games for Fun

Sometimes you need classroom games that simply let students have fun and blow off steam!

Freeze Dance

This is a great brain break. Put on music and dance (challenge kids to a Floss-off or the Macarena to get everyone moving). Then, pause the music and any student who unfreezes before the music starts again is out.

Why we love it: You'll see some students come out of their shells once the music starts.

Heads Up, Seven Up

Why we love it: This is a classroom game we remember from our elementary school years, and now we're passing it along!

Tic-Tac-Toe

Use a version of tic-tac-toe during the dreaded indoor recess or as a brain break.

Tic-tac-toe with Hula-Hoops:

Human Tic-Tac-Toe:

Why we love it: Whichever version you choose, tic-tac-toe is a quick game that's always a winner.

20 Objects

Place a number of objects (up to 20) on a table (or post on a slide with 20 words or pictures) and have students take one minute to try to memorize as many as they can. Then, cover the objects or hide the slide and have students write down as many as they can remember. Play this game once a week or so and see how students improve their memory strategies.

Why we love it: Students will sharpen their focus and memory skills trying to remember as many objects as possible.

For more articles like this, be sure to subscribe to our newsletters to find out when they're posted!

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27 Classroom Games Students Will Want To Play Again and Again

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Sometimes classroom games are just what students need! Here's our go-to list of 27 games for learning and fun.

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This website provides a number of engaging games that can be cheap, if not free, for students to learn material. It can be extremely helpful to teachers that have a class struggling to stay engaged in activities but still getting their students to learn. They provide examples of games along with their rules.

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These games capture what kids are naturally good at, playing, and they can help improve their skills. Games support kid's executive functioning skills such as:

planning

organizing

turn-talking

problem solving

Playing games can give kids experience in:

focus

concentration

working memory

flexibility in safe spaces

Educational games are a fun way to learn more about how students think and work.

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Beach Ball Toss

Write questions around the ball, for any subject, as students catch the ball, they will answer the question, then throw the ball to the next kid, so on and so on.

The students can be given 1 free "pass", and they can share the problem solving with another student.

Pictionary

create a list of topics that students can visualize, can be used for any subject, they can work in 2 teams

one student will draw a card, and proceed to draw an image that the other team uses to guess the word

can add a timer for an extra challenge

this highlights outside of the box thinking

Memory

have a set of cards with a mix of pairs, can be used for any subject

put the cards face down on a flat / sturdy surface

take turns flipping cards over to try and find matching pairs

Kahoot

can be used for any subject

engaging, music, competitive and fast paced

the students will be able to create their own characters before the game begins

can be multiple choice, true or false, or Jeopardy-esque games

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This website starts by explaining the benefits of classroom games for students, then they get right into an immense number of games and their rules following. There are games that can be suitable for every subject.

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Laws and Regulations Related to Special Education and Students with Disabilities

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State Law and Regulations: In order to remain eligible for federal funds under the IDEA, states must have policies and procedures in effect that comply with federal requirements. The special education requirements for New York State are set forth in New York State Education Law and in Parts 200 and 201 of the Regulations of the Commissioner of Education.

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This website provides a mass amount of information regarding Federal Law and Regulations, as well as the State Law and Regulations.

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What are Special Education Laws / Policies?

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What are Special Education Laws / Policies?

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Special Education laws and regulations are a set of rules and guidelines for how schools must support and teach students with disabilities.

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ensures equal access to education

allows support for students

prevents discrimination

focuses on inclusion

Free Appropriate Public Education (FAPE)

promotes social and emotional growth

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This website provides different laws and regulations for federal and state. Under federal law and regulations, they govern how states and public agencies provide special education and related services to students with disabilities. Under state law and regulations, states must have policies and procedures in effect that comply with federal requirements in order to stay eligible to receive federal funds from IDEA.

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Emergent Bilingual Learner Education – Literature Review

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This Website is extremely informational for how it is for schools that have bilingual students. Bilingual learners can face some adversity, but this website sheds light that it is not the child's fault, some educators are not trained or have enough knowledge to help bilingual learners succeed, or in order to help provide what is needed.

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What Does It Mean To Be A Bilingual Learner?

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What Does It Mean To Be A Bilingual Learner?

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Being a bilingual learner means that a student may have a different native language that is not English.

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it may make it harder for some students to learn

there should be an interpreter or a way for students to be able to learn in their native language

could experience inequality

students maty be separated based on their native language

little to no access to quality instruction that's tailored to their needs

teachers may think less of the students- they may have lower academic expectations

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This website includes different sections including:

Bilingual Education Federal and State Policies

Emergent Bilingual Terminology Shift

Emergent Bilingual Student Program Funding

Historically Poor Quality of Instruction

Bilingual Education Approaches

Best Practices for Instruction and Program Design

Teacher Preparation & Recruitment

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Learning disabilities are a group of neurodevelopmental disorders that can significantly hamper a person's ability to learn new things. As a result, the person may have trouble with tasks such as speaking, reading, writing, paying attention, understanding information, remembering things, performing mathematical calculations, or coordinating movements.

Learning disabilities typically develop at a young age and are often diagnosed during the person's school years, since the primary focus at school is learning. It is estimated that 8% to 10% of children below the age of 18 in the United States have some type of learning disability.

However, some people are not diagnosed until they attend college or get a job, and others never receive an official diagnosis, so they go through life without knowing why they have so much trouble with academics, work, relationships, and basic day-to-day tasks.

It's important to understand that people with learning disabilities generally have average to superior intelligence and are often gifted in fields such as science, math, fine arts, and other creative mediums. The person is often bright and intelligent, but there may be a gap between their potential and the skills expected from a person of their age.

Nevertheless, some of the most accomplished and influential people in history have had learning disabilities, including Albert Einstein, Leonardo da Vinci, Thomas Edison, and Winston Churchill.

This article explores the types, causes, symptoms, and treatment of learning disabilities.

Types of Learning Disabilities

"Learning disability" is an umbrella term that encompasses many types of specific learning disorders, including:

Dyslexia: Dyslexia is the most common learning disability, accounting for 80% of all learning disability cases. It is a language processing disorder characterized by difficulty with speaking, reading, writing, or understanding words. This can cause the person's vocabulary to develop at a slower pace and lead to issues with grammar, reading comprehension, and other language skills.

Dysgraphia: People with dysgraphia may have difficulty putting their thoughts into writing due to issues with vocabulary, spelling, grammar, memory, and critical thinking. This condition is characterized by poor handwriting, as the person may struggle with letter spacing, spatial awareness, and motor planning. Dysgraphia can make it hard for the person to think and write simultaneously.

Dyscalculia: Sometimes known as "math dyslexia," this condition includes learning disorders related to mathematics, such as difficulty with numbers, concepts, and reasoning. People with dyscalculia may struggle to count money, read clocks and tell time, perform mental math calculations, identify number patterns, and apply mathematical formulae.

Auditory processing disorder (APD): People with APD may have difficulty processing sounds because their brain misinterprets auditory information received by the ear. As a result, they may confuse the order of sounds in certain words, or they may not be able to distinguish between sounds such as the teacher's voice and the background noise in the classroom.

Language processing disorder (LPD): This is a subset of APD, characterized by difficulties with processing spoken language. The person may have difficulty attaching meaning to sound groups representing words, sentences, and stories.

Nonverbal learning disabilities (NVLD): NVLD is characterized by difficulty interpreting nonverbal cues such as facial expressions, body language, tone of voice, and other nonverbal signals.

Visual perceptual/visual motor deficit: People with this condition may have difficulty with hand-eye coordination and motor activities. They may frequently lose their spot while reading, demonstrate unusual eye movements while reading or writing, confuse similar-looking letters, have difficulty navigating their environment, and struggle to manage items like pens, pencils, crayons, glue, and scissors.

Symptoms of Learning Disabilities

These are some of the symptoms of learning disabilities:

Poor memory

Difficulty focusing

Short attention span

Difficulty with reading or writing

Inability to distinguish between sounds, letters, or numbers

Difficulty sounding out words

Tendency to put numbers or letters in the wrong sequence

Difficulty telling time

Confusion between right and left

Tendency to reverse letters

Difficulty grasping certain words and concepts

Disconnect between words and meaning (i.e.. saying one thing but meaning another)

Difficulty expressing thoughts and emotions

Poor hand-eye coordination

Delayed speech development

Disorganization

Trouble with listening and following instructions

Inappropriate responses

Restlessness and impulsiveness

Tendency to act out

Difficulty with discipline

Resistance to change

Inconsistent performance on a daily or weekly basis

According to the National Institute for Learning Development (NILD), frustration is a hallmark of this condition, since people with learning disabilities often excel at some things but do very poorly in other areas, and are often acutely aware of the gaps between what they can and cannot do.

The NILD notes that people with learning disabilities often find themselves failing in certain academic or professional areas due to reasons beyond their control, or having to put in tremendous amounts of effort in order to succeed. This experience can be difficult, confusing, and demotivating, often causing the person to feel sad and disappointed.

Causes of Learning Disabilities

Learning disabilities are caused by differences in the neurological functioning of the person's brain. These differences can occur before the person is born, during their birth, or in early childhood, and may be caused by factors such as:

Maternal illness during pregnancy

Birth complications that block the flow of oxygen to the baby's brain

Certain genes that can make the person more genetically predisposed to developing a learning disability

Injury or illness, such as meningitis, in early childhood

Health conditions such as cerebral palsy and Down's syndrome often involve some extent of learning disability

However, it's important to note that learning disabilities should not be mistaken for learning problems that arise due to other factors such as:

Visual, hearing, verbal, or motor handicaps

Intellectual disability

Emotional disturbances

Economic, cultural, or environmental disadvantages

Diagnosing Learning Disabilities

A healthcare professional can diagnose learning disabilities. The diagnostic process might involve:

Academic testing: The healthcare provider may administer a standardized achievement test that checks the person's reading, writing, and arithmetic skills, as well as an intelligence quotient (IQ) test. If the person performs well on the IQ test but has a lower score on the achievement test, it could indicate that they have a learning disability.

Performance review: The healthcare provider may review and evaluate the person's academic, professional, social, and developmental performance.

Medical history: The healthcare provider will likely ask questions about the person's personal and family medical history.

Physical and neurological exam: The healthcare provider may conduct a physical and neurological exam to check for other health conditions such as brain diseases, mental health conditions, and developmental and intellectual disabilities.

Every learning disability has different symptoms and everyone's experience of the condition is unique as they may experience differences in the frequency and intensity of their symptoms.

Some people may have a single, isolated learning difficulty that doesn't have a severe impact on their day-to-day life; whereas others may have several learning disabilities that overlap with each other and make it difficult for them to function without support.

Treating Learning Disabilities

Treatment for learning disabilities may involve:

Special education: Children with learning disabilities may benefit from education by specially trained teachers who perform a comprehensive evaluation of the child's abilities and then help the child build on their strengths while compensating for their disabilities.

Medication: Some people may need to take medication to improve their ability to focus and concentrate.

Therapy: Psychotherapy can help people with learning disabilities deal with emotional issues and develop coping skills.

Other interventions: People with learning disabilities may also benefit from other interventions such as speech and language therapy.

Support groups: People with learning disabilities as well as parents of children with learning disabilities may benefit from support group meetings that help them connect with others who have similar experiences. Learning difficulties can often lead to tension, misunderstandings, and conflicts among the family, particularly among families where the condition is hereditary.

A Word From Verywell

Every human being is equipped with a unique set of strengths and weaknesses. All of us are able to do some things effortlessly but struggle in other areas.

It's important to recognize that while people with learning disabilities have some challenges with learning, they are not in any way inferior to anyone else. Special education, treatment, support, kindness, and patience can help them achieve success.

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Learning disabilities can hamper a person's ability to learn new things. This article explores the types, causes, symptoms, and treatment of learning disabilities.

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This website is extremely informational for understanding learning disabilities. It explains what learning disabilities are, the types, symptoms, causes, diagnosis, and treatments. This website can be extremely informational and helpful to anyone that may have a learning disability, or questioning if they have one, and they also provide a list of how they can be tested.

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Learning disabilities are a group of neurodevelopment disorders that can interfere with a person's ability to learn new material.

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Dyslexia

most common learning disability

a language processing disorder characterized by difficulty with speaking, reading, writing, or understanding words

can cause a person's vocabulary to develop at a slower pace

can lead to issues with grammar and reading comprehension

Dysgraphia

may have difficulty putting thoughts into writing

resulting from issues with grammar, vocabulary, memory, critical thinking, and spelling

characterized by poor handwriting

can make it hard for the individual to think and write simultaneously

Dyscalculia

"math dyslexia"

difficulty with numbers, concepts, and reasoning

may struggle to count money, read clocks, tell time, and performing mental math

Auditory Processing Disorder (APD)

difficulty processing sounds due to the brain misinterpreting auditory information received by the ear

may confuse the order of sounds in certain words, or may not be able to distinguish between sounds such as a teacher's voice, and background noise in the class

Nonverbal Learning Disabilities (NVLD)

difficulty interpreting nonverbal cues

facial expressions, body language, and tone of voice

Visual Perceptual / Visual Motor Deficit

difficulty with hand-eye coordination and motor activities

frequently losing their spot when reading

demonstrating unusual eye movements while reading / writing

confusing similar- looking letters

difficulty navigating their environment, and struggle to manage items like pens, pencils, crayons, glue, and scissors

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poor memory

difficulty focusing

short attention span

difficulty with writing / reading

difficulty sounding out words

tendency to put number or letters in the wrong sequence

confusion between left and right

reversing letters

poor hand-eye coordination

delayed speech development

disorganization

trouble with listening and following instruction

restlessness and impulsiveness

difficulty with discipline

resistance to change

inconsistent performance on a daily or weekly basis

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maternal illness during pregnancy

birth complications that block the flow of oxygen to the baby's brain

certain genes that can make the person more genetically predisposed to developing a learning disability

injury or illness, such as meningitis, in early childhood

health conditions- cerebral palsy and Down's syndrome can involve some extent of learning disability

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Diagnosing

academic testing

healthcare provider may administer a standardized achievement test

checks person's reading, writing, arithmetic skills, and IQ

Performance Review

healthcare provider may review / evaluate the individuals academic, professional, social, and developmental performance

Medical History

Physical and Neurological Exam

healthcare provider may conduct a physical and neurological exam to check for other health conditions such as brain diseases, mental health conditions, and developmental and intellectual disabilities

Treatments

Special Education

Medications

Therapy

Support Groups

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This website provides a vast amount of information regarding different learning disabilities, how they affect the child, and how they can be diagnosed, or treatment. The website has a list of symptoms to watch within an individual.

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If you are reading this post, you are probably searching for information to make sure that your child or someone very special to you is receiving the best educational services possible to meet their individual needs. Thank you for being an advocate for effective inclusive practice.

What is inclusion, and what does inclusion look like in classrooms? Simply stated, inclusion is about ALL students belonging!

Decisions are made on the basis of student needs and not on labels and places.

The general education classroom at the student's enrolled grade level is the reference point for student-specific planning.

Expectations are high.

Instruction is based on the curriculum standards adopted by the school or state. There is not a separate curriculum.

Individualized supports are available when needed.

I like to think that effective inclusion is about names, the uniqueness of every child, and not numbers or scores. It's about student needs, and not the labels often attached to individual students. And, effective inclusion is about the services provided rather than the places where those services are offered.

Let's first consider the quality standards for an inclusive school and classroom by asking the following questions.

Instructional Setting

Are students educated at the same school they would attend if they did not have a disability?

Is the general education classroom at their enrolled grade-level the first consideration when the instructional setting is discussed?

Are special education instructional settings, if located outside of the general education classroom, placed throughout the school building within age, grade, or department appropriate areas?

Are the facilities used by special populations students comparable to those used by general education students?

Is the classroom arrangement organized so as to support access for all students?

Is the classroom climate inviting and welcoming and supportive of all learners?

Are decisions about instructional setting determined on the basis of student needs rather than labels or available services?

Collaboration

Is there a vision of shared ownership where all students are considered "our students"?

Are general education and special populations teachers members of grade level/department teams, and do they regularly plan together?

Are all faculty members knowledgeable of each of their student's Individualized Education Program (IEP) and/or Behavior Intervention Plan (BIP)?

Instruction

Do teachers use a variety of research-based instructional strategies such as multi-level instruction, cooperative learning, activity-based instruction, etc. to reach all students?

Is differentiated instruction the predominant instructional methodology used in classrooms rather than lecture-based instruction?

Do teachers understand the difference between accommodations and modifications?

Is there a campus-wide behavioral support system in place at the school?

Do teachers have a variety of rich resources, materials, and technology to support all learners?

Continuum of Support

Are external supports provided in advance of instruction to promote student success?

Are there in-class support options for students with special needs such as natural or formal peer support, intermittent support from teachers or teacher assistants, or formal collaborative teaching (two teachers sharing instruction)?

Do service personnel such as occupational therapists, physical therapists, and speech pathologists provide services within the general education classroom when appropriate?

If a student leaves the classroom, is it for targeted support only that could not be provided in the classroom?

Seven Quick Observations

1. All students are engaged in meaningful work that supports their instructional goals!

2. Learner objectives, activities, and rules are positively stated and clearly posted.

3. A variety of instructional strategies, materials, technology, and groupings are being used.

4. Services are brought to the general education classroom where the staff works together to meet student needs.

5. Students with special needs are not stigmatized by adult supports, and student-to-student interactions are evident.

6. Assignments are purposeful, involve meaningful work, and maintain rigor.

7. The classroom arrangement supports positive behavior and learning. Students can access materials with adequate room for small groups and quick transitions.

The 3 Rs

Although standards and observation checklists are helpful guides to identify inclusive classrooms, sometimes it's easier to remember what I call the " 3 R's" of effective inclusion- respect, relationships and responsibility.

Respect

Inclusive classrooms provide an environment of respect for each and every student. All students have names, gifts, talents-there's Tanya, a talented artist, in fourth grade; Israel in middle school and a great athlete; Savannah starting Pre-K, and she loves animals. All students belong and are members of the general education classroom. They are known by their names and unique personalities and strengths-not by numbers or scores.

Relationships

When students are respected and accepted as full members of their school community, relationships develop. Students are no longer isolated but are connected members of a school community. Relationships create a safety net for students to develop a growth mindset, a belief that they can learn if they work hard and persevere. Student needs, not labels, drive instructional and support decisions.

Responsibility

Once relationships form, teachers, students, and parents develop the capacity to better address all kinds of student diversity and share the responsibility for student success. The general education classroom becomes the starting point for all students, and services and supports are brought to that classroom as needed and appropriate. Teachers do not blame students but claim responsibility for their success.

These three R's, respect, relationships, and responsibility, help us to remember what inclusion is all about in and out of classrooms and throughout the larger community.

About the Author

Cathy Giardina is an adjunct associate with Stetson & Associates, Inc., an educational consulting firm focused on educational excellence. She has over 40 years of experience as an educator, working in both public and private education.

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What Does an Inclusive Classroom Look Like?

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If you are reading this post, you are probably searching for information to make sure that your child or someone very special to you is receiving the best educational services possible to meet their individual needs. Thank you for being an advocate for effective inclusive practice. What is inclusion, and...

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This website provides a huge amount of information on what inclusion in the classroom can and should look like within the classroom. This website can be useful to anyone, including students, educators, staff, and parents.

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ALL students belong!!

Decisions are made based upon the student needs and not on labels and places

Effective inclusion should be about names and the uniqueness of the kids, not about scores and numbers

Effective inclusion is about the resources provided, not the places where the services are offered

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Admin must work to provide the right staff in order to support the students' needs

Admin must have the funding to cover any of the specialized equipment or materials

Admin has to help teachers manage behavior challenges and work with the parents

Teacher's will bear the greatest burden; they will be the ones working to support the students with special needs, along with all the other students in the class

Teachers are responsible to communicate with their parents, including asking for support along with providing regular updates

Parents are a vital link in the communication and support chain, but not all students have parents/guardians who are willing to be involved

this could raise problems for the students with behavioral disabilities

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Respect

every kid is unique and has their own names, gifts, and talents

all students belong in gen-ed classrooms

students are not known for their scores or numbers

Relationships

relationships will develop when students feel respected and accepted as full members of their school community

can create a safety net for students to develop a growth mindset, a belief that they can learn if they work hard and preserve

students' needs drive instructional and support decisions, not labels

Responsibility

once relationships are formed, teachers, parents, and students can share responsibility for student success

The 3 R's help us remember what inclusion is about in and outside of classrooms and throughout the whole community

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all students are engaged in meaningful work

learner objectives, activities, and rules are positively stated and clearly posted

variety of instructional strategies, materials, technology, and groupings are being used

services are brought to the gen-ed classes where the staff is working together in order to meet the needs of the students

assignments are purposeful, involve meaningful work, and maintain rigor

the classroom arrangement supports positive behavior and learning

students are able to access materials with adequate room for small groups / quick transitions

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This website goes through:

what inclusion should/ can look like

instructional setting

collaboration

instruction

continuum of support

quick observations

the 3 R's

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Last updated:

Standardized examinations and other high-stakes tests are gateways to educational and employment opportunities. Whether seeking admission to a high school, college, or graduate program, or attempting to obtain a professional license or certification for a trade, it is difficult to achieve such goals without sitting for some kind of standardized exam or high-stakes test. While many testing entities have made efforts to ensure equal opportunity for individuals with disabilities, the Department continues to receive questions and complaints relating to excessive and burdensome documentation demands, failures to provide needed testing accommodations, and failures to respond to requests for testing accommodations in a timely manner.

The Americans with Disabilities Act (ADA) ensures that individuals with disabilities have the opportunity to fairly compete for and pursue such opportunities by requiring testing entities to offer exams in a manner accessible to persons with disabilities. When needed testing accommodations are provided, test-takers can demonstrate their true aptitude.

The Department of Justice (Department) published revised final regulations implementing the ADA for title II (State and local government services) and title III (public accommodations and commercial facilities) on September 15, 2010. These rules clarify and refine issues that have arisen over the past 20 years and contain new and updated requirements.

Overview

This publication provides technical assistance on testing accommodations for individuals with disabilities who take standardized exams and other high-stakes tests. It addresses the obligations of testing entities, which include private, state, or local government entities that offer exams related to applications, licensing, certification, or credentialing for secondary (high school), postsecondary (college and graduate school), professional (law, medicine, etc.), or trade (cosmetology, electrician, etc.) purposes. Who is entitled to testing accommodations, what types of testing accommodations must be provided, and what documentation may be required of the person requesting testing accommodations are also discussed.

What Kinds Of Tests Are Covered?

Exams administered by any private, state, or local government entity related to applications, licensing, certification, or credentialing for secondary or postsecondary education, professional, or trade purposes are covered by the ADA and testing accommodations, pursuant to the ADA, must be provided.

Examples of covered exams include:

High school equivalency exams (such as the GED);

High school entrance exams (such as the SSAT or ISEE);

College entrance exams (such as the SAT or ACT);

Exams for admission to professional schools (such as the LSAT or MCAT);

Admissions exams for graduate schools (such as the GRE or GMAT); and

Licensing exams for trade purposes (such as cosmetology) or professional purposes (such as bar exams or medical licensing exams, including clinical assessments).

What Are Testing Accommodations?
Testing accommodations are changes to the regular testing environment and auxiliary aids and services that allow individuals with disabilities to demonstrate their true aptitude or achievement level on standardized exams or other high-stakes tests.
Examples of the wide range of testing accommodations that may be required include:

Braille or large-print exam booklets;

Screen reading technology;

Scribes to transfer answers to Scantron bubble sheets or record dictated notes and essays;

Extended time;

Wheelchair-accessible testing stations;

Distraction-free rooms;

Physical prompts (such as for individuals with hearing impairments); and

Permission to bring and take medications during the exam (for example, for individuals with diabetes who must monitor their blood sugar and administer insulin).

Who Is Eligible To Receive Testing Accommodations?

Individuals with disabilities are eligible to receive necessary testing accommodations. Under the ADA, an individual with a disability is a person who has a physical or mental impairment that substantially limits a major life activity (such as seeing, hearing, learning, reading, concentrating, or thinking) or a major bodily function (such as the neurological, endocrine, or digestive system). The determination of whether an individual has a disability generally should not demand extensive analysis and must be made without regard to any positive effects of measures such as medication, medical supplies or equipment, low-vision devices (other than ordinary eyeglasses or contact lenses), prosthetics, hearing aids and cochlear implants, or mobility devices. However, negative effects, such as side effects of medication or burdens associated with following a particular treatment regimen, may be considered when determining whether an individual's impairment substantially limits a major life activity.

A substantial limitation of a major life activity may be based on the extent to which the impairment affects the condition, manner, or duration in which the individual performs the major life activity. To be "substantially limited" in a major life activity does not require that the person be unable to perform the activity. In determining whether an individual is substantially limited in a major life activity, it may be useful to consider, when compared to most people in the general population, the conditions under which the individual performs the activity or the manner in which the activity is performed. It may also be useful to consider the length of time an individual can perform a major life activity or the length of time it takes an individual to perform a major life activity, as compared to most people in the general population. For example:

The condition or manner under which an individual who has had a hand amputated performs manual tasks may be more cumbersome, or require more effort or time, than the way most people in the general population would perform the same tasks.

The condition or manner under which someone with coronary artery disease performs the major life activity of walking would be substantially limited if the individual experiences shortness of breath and fatigue when walking distances that most people could walk without experiencing such effects.

A person whose back or leg impairment precludes him or her from sitting for more than two hours without significant pain would be substantially limited in sitting, because most people can sit for more than two hours without significant pain.

A person with a history of academic success may still be a person with a disability who is entitled to testing accommodations under the ADA. A history of academic success does not mean that a person does not have a disability that requires testing accommodations. For example, someone with a learning disability may achieve a high level of academic success, but may nevertheless be substantially limited in one or more of the major life activities of reading, writing, speaking, or learning, because of the additional time or effort he or she must spend to read, write, speak, or learn compared to most people in the general population.

What Testing Accommodations Must Be Provided?

Testing entities must ensure that the test scores of individuals with disabilities accurately reflect the individual's aptitude or achievement level or whatever skill the exam or test is intended to measure. A testing entity must administer its exam so that it accurately reflects an individual's aptitude, achievement level, or the skill that the exam purports to measure, rather than the individual's impairment (except where the impaired skill is one the exam purports to measure).

Example: An individual may be entitled to the use of a basic calculator during exams as a testing accommodation. If the objective of the test is to measure one's ability to solve algebra equations, for example, and the ability to perform basic math computations (e.g., addition, subtraction, multiplication, and division), is secondary to the objective of the test, then a basic calculator may be an appropriate testing accommodation. If, however, the objective of the test is to measure the individual's understanding of, and ability to perform, math computations, then it likely would not be appropriate to permit a calculator as a testing accommodation.

What Kind Of Documentation Is Sufficient To Support A Request For Testing Accommodations?

All testing entities must adhere to the following principles regarding what may and may not be required when a person with a disability requests a testing accommodation.

Documentation. Any documentation if required by a testing entity in support of a request for testing accommodations must be reasonable and limited to the need for the requested testing accommodations. Requests for supporting documentation should be narrowly tailored to the information needed to determine the nature of the candidate's disability and his or her need for the requested testing accommodation. Appropriate documentation will vary depending on the nature of the disability and the specific testing accommodation requested.

Examples of types of documentation include:

Recommendations of qualified professionals;

Proof of past testing accommodations;

Observations by educators;

Results of psycho-educational or other professional evaluations;

An applicant's history of diagnosis; and

An applicant's statement of his or her history regarding testing accommodations.

Depending on the particular testing accommodation request and the nature of the disability, however, a testing entity may only need one or two of the above documents to determine the nature of the candidate's disability and his or her need for the requested testing accommodation. If so, a testing entity should generally limit its request for documentation to those one or two items and should generally evaluate the testing accommodation request based on those limited documents without requiring further documentation.

Past Testing Accommodations. Proof of past testing accommodations in similar test settings is generally sufficient to support a request for the same testing accommodations for a current standardized exam or other high-stakes test.

Past Testing Accommodations on Similar Standardized Exams or High-Stakes Tests. If a candidate requests the same testing accommodations he or she previously received on a similar standardized exam or high-stakes test, provides proof of having received the previous testing accommodations, and certifies his or her current need for the testing accommodations due to disability, then a testing entity should generally grant the same testing accommodations for the current standardized exam or high-stakes test without requesting further documentation from the candidate. So, for example, a person with a disability who receives a testing accommodation to sit for the SAT should generally get the same testing accommodation to take the GRE, LSAC, or MCAT.

Formal Public School Accommodations. If a candidate previously received testing accommodations under an Individualized Education Program (IEP)³ or a Section 504 Plan,⁴ he or she should generally receive the same testing accommodations for a current standardized exam or high-stakes test. If a candidate shows the receipt of testing accommodations in his or her most recent IEP or Section 504 Plan, and certifies his or her current need for the testing accommodations due to disability, then a testing entity should generally grant those same testing accommodations for the current standardized exam or high-stakes test without requesting further documentation from the candidate. This would include students with disabilities publicly-placed and funded in a private school under the IDEA or Section 504 placement procedures whose IEP or Section 504 Plan addresses needed testing accommodations.

Example. Where a student with a Section 504 Plan in place since middle school that includes the testing accommodations of extended time and a quiet room is seeking those same testing accommodations for a high-stakes test, and certifies that he or she still needs those testing accommodations, the testing entity receiving such documentation should generally grant the request.

Private School Testing Accommodations. If a candidate received testing accommodations in private school for similar tests under a formal policy, he or she should generally receive the same testing accommodations for a current standardized exam or high-stakes test. Testing accommodations are generally provided to a parentally-placed private school student with disabilities pursuant to a formal policy and are documented for that particular student. If a candidate shows a consistent history of having received testing accommodations for similar tests, and certifies his or her current need for the testing accommodations due to disability, then a testing entity should generally grant those same testing accommodations for the current standardized exam or high-stakes test without requesting further documentation from the candidate.

Example. A private school student received a large-print test and a scribe as testing accommodations on similar tests throughout high school pursuant to a formal, documented accommodation policy and plan. Where the student provides documentation of receiving these testing accommodations, and certifies that he or she still needs the testing accommodations due to disability, a testing entity should generally grant the candidate's request for the same testing accommodations without requesting further documentation.

First Time Requests or Informal Classroom Testing Accommodations. An absence of previous formal testing accommodations does not preclude a candidate from receiving testing accommodations. Candidates who are individuals with disabilities and have never previously received testing accommodations may also be entitled to receive them for a current standardized exam or high-stakes test. In the absence of documentation of prior testing accommodations, testing entities should consider the entirety of a candidate's history, including informal testing accommodations, to determine whether that history indicates a current need for testing accommodations.

Example. A high school senior is in a car accident that results in a severe concussion. The report from the treating specialist says that the student has post-concussion syndrome that may take up to a year to resolve, and that while his brain is healing he will need extended time and a quiet room when taking exams. Although the student has never previously received testing accommodations, he may nevertheless be entitled to the requested testing accommodations for standardized exams and high-stakes tests as long as the post-concussion syndrome persists.

Example. A student with a diagnosis of ADHD and an anxiety disorder received informal, undocumented testing accommodations throughout high school, including time to complete tests after school or at lunchtime. In support of a request for extended time on a standardized exam, the student provides documentation of her diagnoses and their effects on test-taking in the form of a doctor's letter; a statement explaining her history of informal classroom accommodations for the stated disabilities; and certifies that she still needs extended time due to her disabilities. Although the student has never previously received testing accommodations through an IEP, Section 504 Plan, or a formal private school policy, she may nevertheless be entitled to extended time for the standardized exam.

Qualified Professionals. Testing entities should defer to documentation from a qualified professional who has made an individualized assessment of the candidate that supports the need for the requested testing accommodations. Qualified professionals are licensed or otherwise properly credentialed and possess expertise in the disability for which modifications or accommodations are sought. Candidates who submit documentation (such as reports, evaluations, or letters) that is based on careful consideration of the candidate by a qualified professional should not be required by testing entities to submit additional documentation. A testing entity should generally accept such documentation and provide the recommended testing accommodation without further inquiry.

Reports from qualified professionals who have evaluated the candidate should take precedence over reports from testing entity reviewers who have never conducted the requisite assessment of the candidate for diagnosis and treatment. This is especially important for individuals with learning disabilities because face-to-face interaction is a critical component of an accurate evaluation, diagnosis, and determination of appropriate testing accommodations.

A qualified professional's decision not to provide results from a specific test or evaluation instrument should not preclude approval of a request for testing accommodations where the documentation provided by the candidate, in its entirety, demonstrates that the candidate has a disability and needs a requested testing accommodation. For example, if a candidate submits documentation from a qualified professional that demonstrates a consistent history of a reading disorder diagnosis and that recommends the candidate receive double time on standardized exams based on a personal evaluation of the candidate, a testing entity should provide the candidate with double time. This is true even if the qualified professional does not include every test or subtest score preferred by the testing entity in the psychoeducational or neuropsychological report.

How Quickly Should A Testing Entity Respond To A Request For Testing Accommodations?

A testing entity must respond in a timely manner to requests for testing accommodations so as to ensure equal opportunity for individuals with disabilities. Testing entities should ensure that their process for reviewing and approving testing accommodations responds in time for applicants to register and prepare for the test. In addition, the process should provide applicants with a reasonable opportunity to respond to any requests for additional information from the testing entity, and still be able to take the test in the same testing cycle. Failure by a testing entity to act in a timely manner, coupled with seeking unnecessary documentation, could result in such an extended delay that it constitutes a denial of equal opportunity or equal treatment in an examination setting for persons with disabilities.

Testing entities should report accommodated scores in the same way they report scores generally. Testing entities must not decline to report scores for test-takers with disabilities receiving accommodations under the ADA.

Flagging policies that impede individuals with disabilities from fairly competing for and pursuing educational and employment opportunities are prohibited by the ADA. "Flagging" is the policy of annotating test scores or otherwise reporting scores in a manner that indicates the exam was taken with a testing accommodation. Flagging announces to anyone receiving the exam scores that the test-taker has a disability and suggests that the scores are not valid or deserved. Flagging also discourages test-takers with disabilities from exercising their right to testing accommodations under the ADA for fear of discrimination. Flagging must not be used to circumvent the requirement that testing entities provide testing accommodations for persons with disabilities and ensure that the test results for persons with disabilities reflect their abilities, not their disabilities.
To view model testing accommodation practices and for more information about the ADA, please visit our website or call our toll-free number:
For persons with disabilities, this publication is available in alternate formats.

Duplication of this document is encouraged.

The Americans with Disabilities Act authorizes the Department of Justice (the Department) to provide technical assistance to individuals and entities that have rights or responsibilities under the Act. This document provides informal guidance to assist you in understanding the ADA and the Department's regulations.

This guidance document is not intended to be a final agency action, has no legally binding effect, and may be rescinded or modified in the Department's complete discretion, in accordance with applicable laws. The Department's guidance documents, including this guidance, do not establish legally enforceable responsibilities beyond what is required by the terms of the applicable statutes, regulations, or binding judicial precedent.

Originally issued:

Last updated:

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This document provides technical assistance on testing accommodations for individuals with disabilities who take standardized exams and other high-stakes tests.

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This is an informational website provided by the ADA.gov. It can be useful to anyone, such as parents, students, and teachers and staff. It provides information on how to go about testing accommodations, as well as how they can be obtainable for different people.

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changes to the regular testing environment and auxiliary aids and services that allow individuals with disabilities to provide their true achievement level on standardized exams or other high-stakes tests

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braille or large-print exam booklets

screen reading technology

scribes to transfer answers to a Scantron sheet, or record dictated notes and essays

extended time

wheelchair accessible testing stations

distraction free rooms

permission to bring / take medications during the exam

individuals with diabetes who must monitor their blood sugar and administer insulin

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GED's

SSAT or ISEE- high school entrance exams

SAT or ACT- college entrance exams

LSAT or MCAT- exams for admission to professional schools

GRE or GMAT- admissions exams for graduate schools

licensing exams- bar exams, medical licensing exams, and cosmetology

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individuals with disabilities

someone with a physical or mental impairment that substantially limits a major life activity

seeing, hearing, reading, learning, concentrating, or thinking

individual with a major bodily function

neurological, endocrine, or digestive

a substantial limitation of a major life activity might be based on the extent to which the impairment effects the condition, manner, or duration in which the individual performs such activity

a person with a history of academic success may still be an individual with a disability who is entitled to testing accommodations

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This website explains the following:

what kinds of tests are covered

what testing accommodations are

who is eligible to receive testing accommodations

what testing accommodations must be provided

what kind of documentation is sufficient to support a request for testing accommodations

how testing entities report test scores for test-takers receiving disability-related accommodations

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What is assistive technology?

Assistive technology is any type of product or service that helps you function in your daily life. Such technologies include:

Physical devices like shower chairs, canes and therapeutic footwear

Digital services like speech recognition software and screen readers

Things that are accessible to everyone who uses a certain space - like curb cuts (the smooth part of the curb where you cross the road) or doors that open at the push of a button

Assistive technologies (also called adaptive technologies) are often designed for people with disabilities. But many of these technologies benefit everyone.

For instance, the curb cut that allows a person using a wheelchair to cross the road also helps a parent pushing a stroller or a traveler pulling a rolling suitcase. The jar opener that helps a person with arthritis in their hand can easily become a go-to kitchen gadget for anyone.

Who uses assistive technology?

Nearly everyone uses assistive technology at some point during their life. Assistive technology is especially useful for people with conditions that affect how they move, think, learn or interact with the world around them.

For example, you might find assistive technologies helpful - or even liberating - if you have:

What can assistive technology help me do?

You might use assistive technology to:

Move from place to place

Take a shower

Get dressed

Eat a meal

Self-soothe

Talk or listen to others

See your surroundings

Learn or remember information

Manage symptoms

Take care of a loved one or help keep them safe

In general, assistive technology can help you:

Overcome ableist structures

Do the things you want and/or need to do

Be independent and do things on your own terms

Stay safe

Navigate both new and familiar spaces

Gain and keep a job that's meaningful to you

What are some examples of assistive technologies?

There are many examples of assistive technologies - far more than we can list here. And there are many ways to categorize them. The lists below group assistive technologies according to where and when you might use them.

Assistive technology you use at home

Some assistive technologies you use in your home to do activities of daily living (ADLs), manage symptoms or stay safe. Examples include:

Alarm services that detect if you fall

Carbon monoxide and fire alarms that vibrate (rather than just making sounds) to alert you to danger

Eating utensils and cups that are easy to grip or keep stable

Grab bars you can hold onto for extra support and balance

Massage tools

Ramps into your home or certain areas (like your shower)

Reaching aids like grabbers, sock aids and dressing sticks

Shower seats

Smart home technology

Stair lifts

Weighted blankets

Ordinary objects that can assist you at home

Many things we think of as ordinary objects or services can also function as assistive technologies. An assistive device is what you make it. For example, you might:

Get a new mattress every year or so because your back needs the support

Put brightly colored tape along the edges of furniture so you can see them more easily

Use air conditioning to help regulate your body temperature

Assistive technology you use on the go

Businesses, local governments and others build these devices and services into stores, office buildings, hospitals, recreational spaces and more. These technologies are designed for people with various disabilities, but they make life easier for everyone. Examples include:

Accessible bathrooms

Accessible parking spaces

Elevators

Hallways and aisles that are wide enough to allow easy movement

"Push to open" door buttons

Ramps and curb cuts

Assistive technology you use anywhere

Some assistive technologies are a routine part of life no matter where you're at. These include mobility aids as well as devices that help you see, hear and communicate. Examples include:

Canes, walkers, mobility scooters and wheelchairs

Collapsible stools you can take with you for when you need to sit

Eyeglasses

Fidget toys

Hearing aids

Mindfulness apps

Prostheses

Screen readers

Speech-generating devices

Assistive technology you use when caregiving

If you're a caregiver, assistive technologies can help you keep your loved one safe. Many of these technologies also protect you from injury.

Plenty of the technologies in the previous lists can help you when caring for others. But further examples specific to caregiving include:

Alarm systems and sensor maps that alert you when your loved one is no longer where they need to be

Special locks to protect the person you're caring for if they wander or are prone to falls

Transfer devices that help you move your loved one (for example, from bed to a wheelchair or from a sitting to a standing position)

How can I find assistive technologies?

If you're looking for assistive technologies for yourself or a loved one, the first thing to do is talk to a healthcare provider. Ideally, this should be a provider who works closely with you or your loved one - for example, a primary care provider, specialist, physical therapist or occupational therapist. They'll tell you which devices or software might be most helpful.

You can also glean tips from online message boards. People often post about different products and how they help. If you're part of a support group or online community for people who share your diagnosis, you might be able to get some recommendations for things you wouldn't have thought of.

If you're seeking assistive technologies for your child, talk to their pediatrician, early intervention providers or school administrators.

Do I need a prescription for assistive technologies?

Some assistive devices require a prescription, while others don't. You'll likely need a prescription for your health insurance to contribute toward the cost. Some government programs and community groups may help cover the cost depending on your situation and needs. Your healthcare provider can tell you more and connect you with resources.

Can I travel with assistive devices?

It depends on the device and your mode of transportation. In general, many assistive devices don't travel well. They can easily get damaged or lost. They may not fit into suitcases or carry-ons.

If you use a device that's not easily packable, you may want to explore rentable options. Renting a device just for a short time (and leaving your usual one at home) allows you to use a device at your destination without packing worries. This takes some extra planning and may not always be possible. But it's worth looking into if you're thinking about travel and concerned about logistics.

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Assistive technology is a product or service that helps you move, communicate, care for yourself and more. Wheelchairs, hearing aids and screen readers are examples.

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This website can benefit anyone, especially if it is someone with a disability, and someone who is helping someone with a disability. This website provides a wide range of different assistive technology devices and allows for a further look on just how helpful our "everyday tools" can essentially be assistive devices.

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They help maintain or improve an individual's functioning, related to cognition, communication, hearing, mobility, self-care, and vision. it further helps to enable an individual's health, well-being, inclusion, and participation.

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speech to text

hearing aids

screen readers

communication boards

visual schedules and timers

braille displays

closed captioning on videos

fidgets / things to put on seats

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This website goes through examples of assistive technology people use, and the different types of people that use assistive technology. They give examples like

what they can help people do

assistive technology used at home

assistive technology used on the go

assistive technology you can use anywhere

assistive technology for when people are caregiving

ways to find assistive technologies

explanation of if you need a prescription for assistive technologies

explanation on whether or not you can travel with it

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These websites can be useful for anyone, especially students, teachers, and parents. It gives ways to help your child receive support in school if needed, and all the benefits an IEP can come with. The other site can help anyone set goals and how to stay motivated and focused to them. It follows the SMART Goal structure.

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IEP's

Individualized Education Programs are put in place when an individual has a disability or a delay that impacts their ability to learn

It describes the student's specialized instruction and support that the school and teachers will abide by

Goal Development

Goals set by students that offer a structured approach, and break down big aspirations into specific and actionable steps

typically using SMART Goals

they are specific, measurable, achievable, relevant, and time-bound

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IEP

provides tailored educational plans

sets measurable goals

outlines any necessary accommodations for a student

ensures legal compliance

tracks progress

Goal Development

framework ensures students to stay focused, motivated, and on track in order to achieve success

it helps students focus on the smaller steps they have to take in order to reach their bigger goal

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IEP

allows for individualized services that are geared toward the students' needs

includes a set of personal goals and a whole school to help the student meet their goals, and to learn at their best ability

Goal Development

improves focus and motivation

enhanced time management

personal growth

academic success

career preparation

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IEP

school will create an IEP team with relevant specialists, therapists, and teachers, as well as the student themselves and parent

the parent will review the evaluation results and learn about the child's needs for support in areas

think about your child's needs and whether you have any concerns, and come up with a vision of how you see the child succeeding

the school should use the information to draft an IEP for the child

the parent will have a first IEP meeting to go over and talk about the draft- there is room to negotiate with the school about the child's needs and what's on the IEP

sign the IEP form once you and the child are happy with it

Goal Development

identify the desired outcome

break goals into smaller tasks

incorporate accountability

regularly evaluate progress

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IEP

describes in depth of what an IEP is, and what purpose it serves

provides certain benefits an IEP can offer

gives steps of how you can obtain an IEP

what the IEP team should do and include

Goal Development

the importance of goal setting

benefits of goal setting

different examples of students' goals

describing what SMART Goals are

steps to set SMART Goals

steps to create effective student goals

difference of setting short-term and long-term goals

how to monitor and adjust goals

different strategies to track progress

ways to adjust for success

how to overcome challenges in goal setting

ways to stay motivated

how to deal with setbacks

different goal setting resources and tools

other frequently asked questions

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How to support gifted and talented students in the classroom? - California Learning Resource Network

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Thise website can be used by anyone that is in relation to a gifted student seeking ways to support them. It is especially helpful for teachers that have gifted students in the classroom.

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Gifted and talented students are like sponges. They soak up knowledge, material, and concepts quickly and easily. They often have unique perspectives that can bring valuable contributions and ideas to the class.

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Leveling the Playing Field

Differentiated Instruction- Provide tiered assignments and projects that cater to varying learning styles and abilities

Academic Rigor- We can offer more challenging materials, such as advanced readings, online resources, or novel studies

Extension Activities- Providing additional resources and projects that delve deeper into topics, allowing students to explore and learn at their own pace

Fostering Creativity and Problem-Solving

Project-based Learning- Encourage students to work on real-world projects that require critical thinking, creativity, and problem-solving

Brainstorming Sessions- Encourage students to work together, collaborate, share ideas, and build on each other's thoughts and suggestions

Building Autonomy and Self-Expression

Choice and Flexibility- Offer students choices in what they learn, how they learn, and how they demonstrate their knowledge

Reflective Practices- Encourage students to reflect on what their have learned, setting goals, and develop self-assessment skills

Building Strong Relationships and Feedback

Regular Check-Ins- Schedule individual or group meetings to discuss progress, providing feedback, and setting goals

Strength-Based Feedback- Focus on students' strengths and areas of excellence, rather than their weaknesses

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Depth of Knowledge

they require more in-depth and complex information to remain engaged and motivated

Challenge and Stimulation

gifted and talented students thrive on new and innovative challenges that end up testing their cognitive abilities

Autonomy and Choice

they need a sense of control regarding their own learning, allowing them to make decisions and take ownership of their education

Opportunities for Self-Expression

some gifted and talented students may crave different opportunities to express themselves in creative manners that showcase their talents

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Professional Development

Educators should receive training in regard to teaching gifted and talented students. It should include differentiated instruction, project-based learning, and curriculum development

Collaboration

We can form partnerships with colleagues, mentors, and industry experts to leverage resources, expertise, and support

Parent-Teacher Connections

We should be encouraging open communication between parents/guardians to share knowledge, concerns, and goals

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This website gives detail on why we should support gifted students, as well as different strategies we can use to support them. They explain some challenges or limitations we may face when dealing with gifted and talented students. They give some examples of a few best practices, and a couple quick reminders of what we can do to support gifted students.

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How to support a child with a hearing impairment in school - Engage Education

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This website can be useful for anyone that is around an individual that has a hearing impairment, or if you are concerned, they may have a hearing impairment. It can help people understand ways to include individuals with hearing impairments, and how to support them/their needs.

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Hearing impairment is not the same as deafness

Hearing loss that is greater than 90 decibels is generally categorized as deafness

it can be temporary, permanent, or fluctuating

it can impact students' experience in the classroom, their social, emotional development, literacy skills, and speech/language abilities

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Sensorineural Deafness (nerve deafness)

permanent hearing loss in the inner ear- usually caused by the cochlea not working effectively

Auditory Neuropathy Spectrum Disorder (ANSD)

a problem occurring more deeply within the ear

sounds are received normally by the cochlea, then become disrupted as they travel to the brain

Conductive Deafness

usually temporary but sometimes permanent

sound cannot pass effectively through the outer and middle ear to the inner ear

caused by blockages such as wax or fluid

the latter, known as glue ear, can last up to 3 months and is very common in preschool children

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not responding when their name is called

watching your lips intently as you speak

speaking too loud or too quiet

watching others do something before attempting themselves

delayed speech and communication development

mishearing or mispronouncing words

not being able to hear what's happening if there is any background noise

difficulty with reading and linking it to speech

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Strategies to Support Students with Hearing Impairments

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Strategies to Support Students with Hearing Impairments

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Classroom Equipment

the teacher can wear a mini microphone that connects to a students' hearing aid- this can help the student(s) feel included in the classroom and ensure they don't miss any important information

Dedicated Staff

employing a communication support worker, or even learning support assistance can provide valuable help for students

they can ensure the student is supported while the teacher is able to give proportionate attention to other students

Teaching

making sure to limit the times you turn away from the class while talking

ensure the student is understanding every task/instruction

seating the child closer to the front, or in the front of the class

Meeting with Parents

students may confide in parents with any issues, concerns, or problems, and the parents should be able to communicate with the teachers

allows for optimal support at home and at school

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This website starts by explaining how to support a child with a hearing impairment in school, then explains what a hearing impairment is. Then it goes into detail of a few different types of hearing impairments. Further it lists different signs to watch regarding hearing impairments, how it can affect a student's learning, and different strategies to help support a student with hearing impairments. It explains how we can help prevent bullying and ends with different helpful links.

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Accommodations for Students with Emotional and Behavioral Disorders - Your Therapy Source

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This website is especially useful for teachers that have students with EBD in their classroom. It gives different ways to accommodate for students that have different types of disorders.

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What Does it Mean to Have an Emotional/Behavioral Disorder?

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What Does it Mean to Have an Emotional/Behavioral Disorder?

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Emotional and behavioral disorders (EBD) include a wide range of conditions that impact an individual's thoughts, feelings, and actions

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encouraging students to participate in class

giving them opportunities to answer questions, offer their opinions, work with peers, and complete assignments

providing clear instructions

breaking down tasks into smaller steps

offer choices when able

allow extra time to complete assignments

testing accommodations

extended time on assignments that're in the gen-ed curriculum

movement breaks as needed

offer choices

allow for preferential seating arrangements

frequent check ins with the teacher

alternative seating

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Hold the students accountable for their behavior and actions. Make sure they understand the consequences of their choices.

How to do this:

have clear rules and expectations in place

provide immediate feedback to the student

use non-verbal cues or a code word to communicate inappropriate behavior

encourage the student to take ownership of their actions

impose consequences for severe inappropriate types of behavior

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This website starts by explaining how and why we should encourage positive behaviors. It further explains accommodations and strategies to use for a number of encounters. it gives strategies for helping to participate in class, providing proper assignments, ensuring accountability, encouraging students to participate in social activities, how to work with colleagues/counselors/psychologists, how to create a calm environment, and school routines. At the end there are links and extra information on learning when to use different accommodations.

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10 Essential Strategies for Teaching Special Needs Students - Education And Academy

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Teaching special needs students can be both a rewarding and challenging endeavor. Each student comes with unique strengths, challenges, and learning styles,

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This is particularly helpful for teachers in order to support their students and adhere to their needs.

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Creating a structured learning environment

this will help students with special needs to feel safe and secure within the classroom

a well-organized classroom will give students the ability to focus better and foster independence

Use multisensory approaches

engages with different senses, this will help make it effective for students with special needs

Collaborate with parents and caregivers

communication about progress, challenges, and strategies cam help lead to more tailored support at school and home

Implement positive behavior support

this will focus more on reinforcing the desired behaviors, instead of punishing them for the undesirable ones

Use technology effectively

educational apps, interactive whiteboards, and assistive devices can help enhance engagement and learning

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have clear routines / expectations to minimize anxiety or confusion

use manipulatives, like blocks, along with verbal instructions during a math class

organize meetings, send letters / newsletters, or use a communication app

have clear expectations for behavior and offer consistent feedback

a reward system may help motivate students to meet behavior goals

continuous professional development to stay updated on the best practices for teaching students with special needs

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This website starts by explaining the importance of understanding individual learning needs, and how to create a structured learning environment. It provides us with ideas on how to use multisensory approaches, how to foster a supportive classroom, collaborate with parents and caregivers, how to implement supportive behaviors, how to adapt teaching materials, how to use technology effectively, and the importance of continuous professional development.

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What are the symptoms of intellectual disability?

The symptoms of intellectual disability revolve around difficulties in different skill sets, including academic skills, social skills and domestic skills. Intellectual disability affects:

Intelligence-related symptoms

"Intelligence" is the umbrella term for your ability to understand and interact with the world around you. It goes beyond the traditional language and math skills an IQ test measures. Intelligence-related symptoms of intellectual disability can mean you have any of the following:

Delayed or slowed learning of any kind (such as in school or from real-life experiences).

Slowed reading speed.

Difficulties with reasoning and logic.

Problems with judgment and critical thinking.

Trouble using problem-solving and planning abilities.

Distractibility and difficulty focusing.

Adaptive behaviors

Adaptive behaviors revolve around abilities and learned skills you need to live and support yourself independently. Symptoms of adaptive behavior-related limitations can mean you have any of the following:

Slower learning of toilet training and self-care activities (bathing, dressing, etc.).

Slower social development.

Little or no fear or apprehension of new people (lack of "stranger danger" behaviors).

Needing help from parental figures or other caregivers with basic daily activities (bathing, using the bathroom, etc.) past the expected age.

Difficulty learning how to do chores or other common tasks.

Trouble understanding concepts like time management or money.

Needing help managing healthcare appointments or medications.

Trouble understanding social boundaries.

Difficulty with or limited understanding of social interactions, including friendships and romantic relationships.

What causes intellectual disability?

Intellectual disabilities can happen for many reasons. Experts also suspect that in many cases, there are multiple causes and contributing factors. Causes and contributing factors can influence the development of intellectual disability before or during birth or during the earliest years of childhood.

Prebirth causes or contributing factors include, but aren't limited to, the following:

Genetics and inheritance. Many conditions that cause intellectual disability happen because of genetic mutations. Some of these mutations can be passed from generation to generation. Examples include Down syndrome, Fragile X syndrome or Prader-Willi syndrome.

Infections. Some infections - like toxoplasmosis and rubella - can disrupt fetal development, resulting in conditions that can cause intellectual disability, such as cerebral palsy.

Teratogens. These are substances that can disrupt fetal development. Examples include alcohol, tobacco, certain medications, radiation exposure and more.

Medical conditions. Having certain medical conditions while pregnant can cause developmental differences in a fetus. Those can later result in intellectual disability. Examples include hormonal conditions like hypothyroidism.

Causes that can happen during birth include:

Causes that can happen during early childhood include:

Injuries or accidents. These can cause intellectual disability if they result in brain damage.

Toxic exposures. Heavy metals like lead and mercury can damage your brain and cause intellectual disability.

Infections. Common infections that spread to your nervous system, such as measles or meningitis, can cause intellectual disability.

Tumors or growths in the brain. This includes cancers and benign (noncancerous) growths.

Medical conditions. Seizures and various types of epilepsy, such as Lennox-Gastaut syndrome, can cause brain damage. That can cause intellectual disability.

What conditions can cause or happen along with intellectual disability?

Many of the differences in the brain that cause or contribute to intellectual disability can also cause or contribute to other conditions or mental health issues. Some of the medical and mental health conditions that can occur alongside intellectual disability (but can also occur in an individual without an intellectual disability) include:

People with intellectual disability due to a specific genetic disorder may also have a higher chance of developing certain health problems related to the underlying condition. Your healthcare provider can tell you more about what conditions your child might have a greater risk of and what you can do to help your child avoid more severe issues.

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Intellectual Disability: Supporting Strengths & Adapting to Challenges

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Intellectual disability is a condition that involves limitations on intelligence, learning and everyday abilities necessary to live independently.

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This website can be useful for anyone living with or in relations with someone that has an intellectual disability. It gives people ideas and ways to support individuals with intellectual disabilities.