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Children with dyslexia adapted short storiesChildren with dyslexia adapted short stories

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Amazon.com: hand2mind FingerFocus Highlighter, Guided Reading Strips, Reading Pointers for Kids, Dyslexia Tools for Kids, ADHD Tools, Special Education School Supplies, Teacher Classroom Must Haves (1 Pack) : Office Products

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Amazon.com: hand2mind FingerFocus Highlighter, Guided Reading Strips, Reading Pointers for Kids, Dyslexia Tools for Kids, ADHD Tools, Special Education School Supplies, Teacher Classroom Must Haves (1 Pack) : Office Products

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Guide to Supporting Students with Dyslexia

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Guide to Supporting Students with Dyslexia

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Scroll down on the same webpage to determine what types of skills to target for each student.

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How does one determine which sensory perception areas should be trained?
If the child displays more than one deficiency in the following areas, then these areas of sensory perception should be trained:
Visual recognition Visual memory

Visual information is not retrained

Difficulties in recognizing colors, shapes, images, patterns, and objects

Memorization of word images does not succeed: words are often written properly ten times, then incorrectly again

Difficulties with drawing patterns from memory

Transposition of letters a-e-o, h-k, f-t, m-n

The child cannot find his place in the text when reading

Frequently checking the pattern while copying

The writing is angular, curvatures and lengths are different

The letters a-e-o appear the same

Visual sequencing Acoustical recognition

The basics of the sounds heard cannot be grasped

The ability to distinguish whether sounds are the same or not is severely lacking

A sound is matched with the wrong letter

Removing a letter from a word does not work

Inability to distinguish between or transposition of similarly sounding noises, words or numbers

Ability to distinguish between vocalized and non-vocalized consonants is severely lacking: g-k, b-p, d-t, s-z, f-v

Ability to distinguish between dipthongs is severely lacking: ei-eu, eu-au

Transposition of elongation and sharpening

Difficulties distinguishing between m and n, for example between 3. and 4. case

Difficulties repeating the same or similar words

Difficulties repeating unfamiliar words

Difficulties transcribing a series of spoken words

Acoustical memory

Cannot remember and repeat what was heard

Frequent questions when reciting

Omissions or additions of letters, syllables or words

Failure to complete recitations

Severe difficulty understanding what was heard

Errors with b/p, d/t, g/k

Poor vocabulary, frequent repetitions of words

Short compositions with poor content

Prompting of sentences

Omission of parts of verbally assigned arithmetic problems

Assistance articulating, prompting of a given text or arithmetic problem

Acoustical sequencing

Acoustical sequences are not perceived correctly

Muddled explanations, loses the thread easily

Difficulties with verbally presenting sentences with the correct word order and placed correctly in the thought process

Difficulties avoiding becoming distracted by minor details when telling a story

Halting, broken speech with unharmonious breathing

Spatial orientation Body perception

Difficulties orienting oneself to one's own body

Confusion between right-left, above-below, behind-before (in back of-in front of)

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American Dyslexia Association | We can help! | Worksheets

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Definitions, accommodations, etc.

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These packs have been designed to help children focus solely on how the prefix relates to the base-word. The packs focus on base-words, not root-words, so that children focus on the shift in meaning signaled by the prefix.

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These packs have been designed to help children focus solely on how the prefix relates to the base-word. The packs focus on base-words, not root-words, so that children focus on the shift in meaning signaled by the prefix.

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Segmenting Skills-

Many children with literacy difficulties find it hard to segment words into individual phonemes. This is a key skill for writing. Word Chain games using graphemes encourage children to develop word building skills, which in turn supports their writing skills. By including digraphs and trigraphs as bonded units we encourage children to automatically group letters when reading and writing. Word Chains allow us to focus on the specific area a child needs support with at a specific moment and to track development over time.

A child may need specific support with-

perceiving the final letter in CVC words.

perceiving the difference between medial vowels

perceiving the difference between confusable consonants, either due to visual (eg /b/-/d/) or articulatory (eg /c/-/g/) similarities.

perceiving consonant blends, especially the second sound in initial blends and the first sound in final blends.

These games are deceptively simple- only a single phoneme is changed. However, the child must orally segment the target word, compare that to the previous word on this list, identify which phoneme has changed and how to represent it using graphemes.

The Word Chain lists progress from simple CVC words, like 'dog' and 'cat', to more complex words with initial and final blends, like 'stand' and 'crisp'. This allows targeted practice of a very specific skill in just a few minutes.

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Segmenting Phonemes - Word Chains - Dyslexic Logic

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Resources and word-chains to support teaching segmenting skills for children with poor phonological awareness, from basic CVC blends to CCVCC words with long and short medial vowels.

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Phoneme Spotters/ Phoneme Finders

These sheets provide students with the opportunity to put new knowledge into practice. They provide a highly targeted approach, allowing the process of decoding to be simplified. Initially, children are simply looking for a target spelling pattern as they highlight it. Next, they are looking at how that fits into the wider word structure, as they sound button the word. Finally, they read the word. The target can be changed to match the focus of the child and the difficulty of the task. We often do the first half of the page, and then return sometime later to complete it as a consolidation exercise.

Consonant Digraph Phoneme Finders

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Phoneme Finder / Phoneme Spotter - Resources to help build grapheme recognition. Each Phoneme Finder focuses on a different set of spelling patterns.

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These resources are designed for children to work on independently to consolidate their learning. Physical games and personalised plans will always be more effective than worksheets. However, for distance, on-line and home learning these may be helpful.

The sheets progress in difficultly/complexity from the earliest stages of hearing the difference between speech sounds, to complex word building skills.

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Printable Phonics Support Resources - Dyslexic Logic

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Dyslexia Support - Graded teaching resources for supporting children with dyslexia. Printable sheets provide a multisensory support strategy for children with dyslexia and support skills from phoneme differentiation to complex word building skills.

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Printable Resources to teach suffixes. Word Banks and worksheets for teaching suffixes to students with dyslexia or literacy difficulties. Dyslexic Logic uses a multisensory approach to teaching suffixes.

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Many children with literacy difficulties find it hard to blend phonemes together. Word Chains games allow a child to focus on sounds without the distraction of graphemes, as each sound is represented by a counter. A single phoneme is changed and the child 're-blends' to make a new word. The Word Chain lists progress from simple CVC words, like 'dog' and 'cat', to more complex words with initial and final blends, like 'stand' and 'crisp'. This allows targeted practice of a very specific skill in just a few minutes.

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Blending Phonemes - Word Chains - Dyslexic Logic

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Resources and word-chains (also called word ladders or word chains) to support teaching blending skills for children with poor phonological awareness, from basic CVC blends to CCVCC words with long and short medial vowels.

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Tier 1: Teacher Self-Assessment

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What to Expect & How to Collaborate with Service Providers: Training Slides

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What to Expect & How to Collaborate with Service Providers: Training Slides

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Intended for teachers who actively collaborate with ABA service providers.

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Proactive Collaboration ABA Services (WordDoc)

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Proactive Collaboration ABA Services (WordDoc)

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Use this meeting outline to ensure there is a shared understanding of supports, roles, and expectations. The meeting should ideally take place before the onset of services.

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Proactive Collaboration  Form Implementation Process

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Proactive Collaboration  Form Implementation Process

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Attached, you will find a sample implementation process. The process may vary depending on your circumstances.

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Khanmigo- AI Tutor and Teaching Assistant

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Khanmigo- AI Tutor and Teaching Assistant

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An AI-powered tutor and teaching assistant built into Khan Academy. Offers scaffolding and personalized help for students and support tools for educators.

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Meet Khanmigo: Khan Academy’s AI-powered teaching assistant & tutor

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Khanmigo, built by nonprofit Khan Academy, is a top-rated AI for education. Save time on prep, tackle homework challenges, and get personalized tutoring.

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All-in-one teacher assistant with tools for IEP goal writing, lesson design, classroom management tips, and more. Has a special education-friendly design.

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Provides instructional resources and planning tools aligned to teaching standards. Includes supports for scaffolding and modifying content.

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AI-Assisted Lesson Planning * Generative Teaching Resources * Human-in-the-Loop: Personalize, Revise, and Remix Outputs * Assessment Builder * Feedback Bot * Expanded Language Accessibility

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Helps generate interactive lessons, including polls, open-ended questions, and word clouds. Good for engaging students with diverse learning needs.

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Generate lessons with AI

Plan and deliver interactive lessons on any topic - with help from AI

I am teacher of 15 years who, until recently, has delved no more deeply into tech in the classroom, and here I am encouraging colleagues to come on in and see Curipod in action and leading CPD sessions. To top it off, I'm spending my evenings playing on my iPad to see how many new lessons I can create, and what new features have been added that week. The time saved, and the improvement in my lesson materials, is tangible.
- Read the full case study with Aileen Wallace

Curious?

Join our online workshop to find out how Curipod can work for you and your students!

Book your spot

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Join the growing movement of teachers using Curipod to make interactive lessons filled with creativity, reflection and critical thinking

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Offers over 60 tools tailored for lesson planning, rubrics, assessments, IEP support, behavior plans, differentiation strategies, and parent communication. Designed with teacher-specific use cases in mind.

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Scroll through the list below to see all 60+ of the incredible AI tools for educators in MagicSchool!

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Offers over 60 tools tailored for lesson planning, rubrics, assessments, IEP support, behavior plans, differentiation strategies, and parent communication. Designed with teacher-specific use cases in mind.

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MagicSchool.ai - AI for teachers - lesson planning and more!

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Join over a million teachers saving hours of time using the #1 AI Platform for Education, MagicSchool, to help lesson plan, differentiate, write assessments, write IEPs, communicate clearly, and more!

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Counseling, Behavioral Health, Curriculum, Tools & More

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Lenny Learning * K12 Behavioral Health Curriculum & Tools

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An all-in-one, evidence-based platform for PreK-12 behavioral health & special education. Trusted by schools across the US. Give every kid the right resource at the right time. Built for the kids who need more.

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The Impact of Trauma on Academics (and What We Can Do About it)

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The Impact of Trauma on Academics (and What We Can Do About it)

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Dr. Charity Garcia (spring 2023)

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The Impact of Trauma on Academics (and What We Can Do About it)

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The Impact of Trauma on Academics (and What We Can Do About it)

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Dr. Charity Garcia (spring 2023)

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Considerations for Referral for Assessment

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Considerations for Referral for Assessment

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Section 1 - Considerations for Referral for Assessment to Determine Eligibility for Special Education

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The ongoing obligation/duty to actively and systematically Seek out, identify, locate, and evaluate children within their boundaries who may need special education.

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Individuals with Disabilities Education Act

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Section 1412 (a) (3) - Individuals with Disabilities Education Act

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(3) Child find (A) In general All children with disabilities residing in the State, including children with disabilities who are homeless children or are wards of the State and children with disabilities attending private schools, regardless of the severity of their disabilities, and who are in need of special education and related services, are identified,…

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Section 1 - Special Education Evaluation

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Section 1 - California Supports all students 

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Determining District of Special Education Accountability

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Determining District of Special Education Accountability

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01. Determining District of Special Education Accountability

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05. Talking Points_ Differences in IEP vs SP

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Questions and Answers for Serving Students with Disabilities

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Questions and Answers for Serving Students with Disabilities

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Quick reference guide to learning differences and disabilities, with definitions, characteristics, and example interventions to support classroom success.

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Learning Profiles_ Definitions & Characteristics (2)

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ECEC Returning Student Interview Form_Draft

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ECEC Returning Student Interview Form_Draft

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Please review the working draft and let me know if there is anything else you would like to add or modify.

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This kit includes visuals of coping skills along with reflection sheets for students to document strategies that are most effective for them.

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Physical Disability Awareness Activity: Only One Hand

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Physical Disability Awareness Activity: Only One Hand

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Introduction

Not every individual can use every appendage and some individuals are born without or lose certain appendages. This activity will help students understand what it is like to be missing an appendage.

Instructions

Brainstorm a number of simple, everyday activities. Activities could include drawing, tying shoes, opening jars, eating, handing out a stack of papers, going to the bathroom, playing a sport, etc. Ask your students to perform one or more of the brainstormed activities using only one hand. Once your students are finished with the activity, start a discussion. How difficult was it to perform activities with only one hand? What kind of things become difficult without certain appendages? What if students couldn't use either hand? How can we make certain activities easier for those who can't use certain appendages?

Spotlight: Bethany Hamilton

A very relevant and influential individual to cover during this lesson would be Bethany Hamilton. Bethany lost one of her arms in a shark attack when she was just 13 years old. Rather than giving up on the sport she loved, Bethany continued to surf with only one arm just a month after the attack. In 2007, she realized her dream of becoming a professional surfer and to this day, she is considered one of the best surfers in the world. Above is a video of Bethany in action.

Copyright © 2018 HIE Help Center. All Rights Reserved.

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Only One Hand | Disability Awareness Lesson

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Not every individual can use every appendage and some individuals are born without or lose certain appendages. This activity will help students understand what it is like to be missing an appendage. Brainstorm a number of simple, everyday activities.

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Disability Awareness: Activities and Lesson Plans

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Disability Awareness: Activities and Lesson Plans

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Physical Disability Awareness Activity: Life in a Wheelchair

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Physical Disability Awareness Activity: Life in a Wheelchair

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Life In A Wheelchair | Disability Awareness Lesson

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This activity helps students better understand what it's like to navigate the world with a wheelchair. Learn more...

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SECC FAIR (Fairness, Access, Inclusion, Representation) Resource Padlet

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PD: Demystifying Executive Functions (Free Webinar)

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PD: Demystifying Executive Functions (Free Webinar)

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social thinking free webinar: demystifying executive functions

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Free Webinar: Demystifying Executive Functions

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Many students who are academically strong struggle with executive functioning, which can deeply impact their well-being in the social, academic, and job worlds. In this free webinar learn how to break down executive functions and learn how to teach them.

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PD: Fostering the Development of Executive Functions

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PD: Fostering the Development of Executive Functions

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Fostering the Development of Executive Functions: How Do We Get Things Done

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This course explores the role of executive functions across school and home environments. We explain strategies for tackling motivation, time prediction, prioritizing workload, and tracking multiple assignments simultaneously. We review key executive functioning skills and practical metacognitively based strategies to help individuals track and tackle homework and other deadline-based responsibilities.

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Article: Teaching Executive Functioning to High School Students

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Article: Teaching Executive Functioning to High School Students

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Quick Guide: Teaching Executive Functioning to High School Students - Effective Students

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Learn how teaching executive functioning skills can empower high school students to manage academic stress, improve performance, and prepare for future success.

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The Executive Function Toolkit: Branching Minds

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The Executive Function Toolkit: Branching Minds

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The Executive Function Toolkit - Branching Minds

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AI tools can enhance the support for students with learning differences, including ADHD, dyslexia, autism, and other diverse learning needs.

Knowing your students is at the heart of effective teaching—AI can help personalize instruction, streamline planning, and generate ideas, but it must be guided by the teacher’s understanding of each learner’s strengths and challenges.

AI can be helpful in many ways, but it is important to follow the 80/20 rule. It is okay to allow AI to help with the initial 80%; however, you must complete at least 20% to tailor your planning to the needs of your student(s) while using evidence-based practices.

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Tips for Making and Keeping Friendships (Free Article)

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Tips for Making and Keeping Friendships (Free Article)

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Michelle Garcia Winner, MA, CCC-SLP and Pamela Crooke, PhD, CCC-SLP

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10 Truths & Tips for Making and Keeping Friends

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Tips for teaching & learning the complexities of making and keeping friends

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REACH Inclusion Initiative and Multi-Tiered Support

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REACH Inclusion Initiative and Multi-Tiered Support

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Our organization follows a similar tiered approach through the REACH Inclusion Initiative, developed under the North American Division (NAD). This initiative supports educators in meeting diverse student needs by encouraging universal supports for all students (Tier 1), promoting targeted interventions for those needing additional help (Tier 2), And providing guidance for intensive individualized supports when needed (Tier 3).

The REACH Inclusion model mirrors the structure, emphasizing early identification, collaborative problem-solving, and a commitment to inclusive education across all levels of support.

Tier 1: Implement universal supports for all!

Tier 1 instruction and supports should meet the needs of at least 80% of students in your classroom.

Tier 2: Offer targeted intervention to groups of students who need added support after effective tier 1 instruction and supports. Students receiving tier 2 supports may not qualify for special education. 5-15% of students typically need tier 2 interventions.

Tier 3: Provide intensive individualized support to students who need additional intensive intervention after effective tier 1 and tier 2 supports. These students typically have an educational eligibility for special education. Students needing tier 3 interventions in addition to tier 1 and tier 2 supports make up approximately 1-5% of your students.

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MTSS is a proactive and preventative framework that integrates data and instruction to support students across multiple domains—academic, behavioral, and social-emotional. It includes three tiers of support:

• Tier 1: High-quality, evidence-based core instruction provided to ALL students. (See Core Instruction Guide attached.)

• Tier 2: Targeted interventions for students who need additional support.

• Tier 3: Intensive, individualized interventions for students who need intensive support after receiving tier 1 and tier 2 supports.

MTSS emphasizes collaboration among educators, data-driven decision-making, and continuous progress monitoring to ensure student success.

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RTI is a component within the broader MTSS framework, focusing primarily on academic interventions. It involves:

• Screening all students to identify those at risk.

• Providing increasing levels of targeted instruction.

• Monitoring progress frequently to determine the effectiveness of interventions.

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Response to Intervention | RTI | RTI Resources | Intervention Central

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Intervention Central is the leading resource for Response to Intervention (RTI) tools and resources, including academic and behavior interventions for classroom management.

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Introduction to Multi-Tiered Approaches: MTSS, RTI, & REACH

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Introduction to Multi-Tiered Approaches: MTSS, RTI, & REACH

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In education, multi-tiered systems of support (MTSS) and Response to Intervention (RTI) are frameworks designed to provide high-quality instruction and targeted support to meet the diverse academic, behavioral, and social-emotional needs of all students.

Our organization follows a similar tiered approach within the NAD REACH inclusion initiative.

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The 3 Parts of Play: Teaching Planning and Executive Functions (Free Article)

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The 3 Parts of Play: Teaching Planning and Executive Functions (Free Article)

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Ryan Hendrix, MS, CCC-SLP, Michelle Garcia Winner, MA, CCC-SLP, Pamela Crooke, PhD, CCC-SLP, & Kari Zweber Palmer, MA, CCC-SLP

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The 3 Parts of Play: Teaching Planning and Executive Functions

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3 Parts of Play/Activity teaches planning, choice making, & time management—crucial executive functions. Shows every activity has steps & time constraints, essential for individuals & groups.

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Once you have identified the behavior that is impeding or impacting the student's learning and you understand the root of the behavior, click on the behavior to find a list of interventions.

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PBIS World | A Complete Tier 1 Through Tier 3 Positive Behavior Interventions & Supports System

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PBIS World is in no way affiliated, associated, or connected with any other website, entity, organization, or federal, state, local, or other government agency, department, program, policy, organization, or initiative.

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Behavior Motivation | Behavioral Intervention | Intervention Central

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Behavioral Intervention is a leading strategy to help educators increase classroom productivity by helping with behavior modification

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The Direction of Reflection: A Visual Tool for Checking In on Myself

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Checking in on ourselves is just part of being human. In fact, reflecting on how we’re feeling, what we’re thinking, and what we need, is often times the fuel that ignites our decisions about what we do or say (or not do or say) to meet our own goals for the situation. If we are checking in on ourselves, we can figure out if we need (or want) help from others. It can also encourage us to think about our choices, advocate for ourselves, or make a little more time to refuel.

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Utilizing more than 25 years of clinical practice and the latest research, these one-of-a-kind online training courses explore a large range of aspects required for developing social competencies, including self-regulation, executive functioning, social problem-solving abilities, and much more.

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what’s going on around us influences our thoughts

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and choices. award-winning social situation mapping teaches learners how to use social observation to figure out what to do or say (or not do and say) based on the situation.

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Social Situation Mapping: Making Sense of the Social World

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What's going on around us influences our thoughts, feelings, and choices. Award-winning Social Situation Mapping (formerly Social Behavior Mapping) teaches learners how to use social observation to figure out what to do or say (or not do and say) based on the situation.

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New Behavior Interventions and Strategies by Function

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New Behavior Interventions and Strategies by Function

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COMING SOON!

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ECE Speech/Language Strategies and Interventions Checklist

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ECE Speech/Language Strategies and Interventions Checklist

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Use the checklist to plan for equitable access and support for individuals with physical disabilities/limitations. An EAP may still be necessary to document necessary accommodations.

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A release of information is required for collaboration with outside service providers.

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Authorization for Release of Information

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From Planning to Progress: (Recording) Part 1

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From Planning to Progress: (Recording) Part 1

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Review of accommodation plans with an emphasis on the SECC EAP.

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From Planning to Progress: (Recording) Part 2

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From Planning to Progress: (Recording) Part 2

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Review of accommodation plans with an emphasis on the SECC EAP.

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Follow-Up Collaboration Meeting: ABA Support in the Classroom (PDF)

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Follow-Up Collaboration Meeting: ABA Support in the Classroom (PDF)

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Use this template for follow-up meetings to reflect on services provided in the classroom. Here, you will outline challenges and adjustments for a more successful collaboration.

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Collaborative Review_ABA in the Classroom

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Once you have identified the behavior that is impeding or impacting the student's learning and you understand the root of the behavior, click on the behavior to find a list of interventions.

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PBIS World | A Complete Tier 1 Through Tier 3 Positive Behavior Interventions & Supports System

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PBIS World is in no way affiliated, associated, or connected with any other website, entity, organization, or federal, state, local, or other government agency, department, program, policy, organization, or initiative.

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To be added to annual forms for returning students. Please email the Sped Coordinator for an editable form.

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ECE Speech/Language Strategies and Interventions Checklist

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ECE Speech/Language Strategies and Interventions Checklist

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SECC EARLY CHILDHOOD EDUCATION - Speech and Language Strategies and Interventions

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Student Success and Safety Contract Template

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Student Success and Safety Contract Template

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Email for the template or support for determining when to utilize such a contract.

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Student Success and Safety Contract.docx

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Parent Formal Request for Special Education Assessment #1 (English and Spanish)

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Parent Formal Request for Special Education Assessment #1 (English and Spanish)

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A parent must submit a formal request for special education assessment to their home district or the district where the private school resides. A school referral letter alone may not result in assessment.

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Simplified Parent Request for Evaluation

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Parent Formal Request for Special Education Assessment #2 (English and Spanish)

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Parent Formal Request for Special Education Assessment #2 (English and Spanish)

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A parent must submit a formal request for special education assessment to their home district or the district where the private school resides. A school referral letter alone may not result in assessment.

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Parent Formal Request for Special Education Assessment (1)

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School Referral Letter for Special Education #1 

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School Referral Letter for Special Education #1 

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School referral letters should support the parent's formal request. A school referral letter will not replace a parent's formal request. The school referral letter may not result in assessment alone.

Referral letters should be individualized to reflect the student's needs, abilities, behavioral concerns, and academic concerns.

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School Referral Letter for Special Education #2

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School Referral Letter for Special Education #2

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School referral letters should support the parent's formal request. A school referral letter will not replace a parent's formal request. The school referral letter may not result in assessment alone.

Referral letters should be individualized to reflect the student's needs, abilities, behavioral concerns, and academic concerns.

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These considerations are not required for schools. These were created in response to a specific request from a school that needed support with a unique situation. However, it was posted as a resource for all to access.

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Considerations for Equitable Grading for Students with Special Learning Needs

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This form is best implemented once the behavior has entirely ceased, and the student is in a calm state.

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The phrase “physical disability” is used to describe a wide range of physical limitations and diagnoses, the most common of which would be someone that uses a wheelchair or other mobility device. Some limitations may be very severe and noticeable, while other are almost hidden or non-apparent.  The most common barrier to academic success for a person with a physical disability is access. Access takes many forms, from a class assigned in an inaccessible building to the person’s own limitations preventing them from taking class notes. As with all other disabilities and impairments, it is important to treat students with physical disabilities fairly. Students with physical disabilities typically are very knowledgeable of both their limitations and abilities and are accustomed to communicating their needs to others.

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Accommodations for Students with Physical Disabilities

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Accommodations for Students with Physical Disabilities

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Accommodations for Students with Physical Disabilities - Your Therapy Source

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One way to support equal access is to provide accommodations for students with physical disabilities. Read more from Your Therapy Source

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Accommodations for Students with Physical Disabilities

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Supporting Students with Physical Disabilities

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Supporting Students with Physical Disabilities

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Physical disability may have an impact on some or all activities to a greater or lesser extent. Students with physical disabilities may have problems related to movement, posture (e.g., sitting, standing), grasping or manipulating objects, communication, eating, perception, reflex movements, and/or automatic motricity (e.g., sphincter, intestinal muscles).

The initial barrier experienced by many students with physical disabilities is physically accessing the learning environment itself. For many students with physical disabilities the inaccessibility of buildings and surrounding areas is a problem. ⁴

Students with physical disabilities and neurological conditions may also have perceptual difficulties that can take various forms. Some students have difficulty actually receiving information by hearing or sight, while others can see or hear, but cannot process the information they receive. This can cause difficulties with reading and writing, such as locating the correct place on the page, or moving from left to right when reading and writing.

Students with a neurological condition, and who may also have a physical disability, may have speech and language difficulties, along with students who are deaf, or who have partial hearing, may have difficulty communicating through speech. People with communication difficulties are often thought to be far less able than they really are. It is important to avoid making quick judgments about these students to ensure that automatic assumptions are not being made concerning a student's intelligence and ability if their speech is very slow, slurred, or if they are non-verbal. The potential of these students often goes unrecognized. Berry and Domene (2015) observed that students with physical disabilities report that support from postsecondary faculty and staff along with environmental and material supports to be important for achieving success in their postsecondary studies.

Common Accommodations

The following accommodations and classroom adaptations are a list of suggested accommodations, but are not comprehensive or exhaustive, nor will all accommodations listed be necessary in all cases. Other accommodations may be implemented based on the individual needs of each student as recommended by your campus Disability Services Office or other professionals.

Common Characteristics of a Student with Physical Disabilities

Commonly Suggested Accommodations/Classroom Adaptations

Has unique needs in terms of physical space or has difficulty using chairs/tables in the classroom/lab.

Create a physically accessible environment that is not mobility-limited.

Student needs specialized transportation.

Be flexible with the schedule. Students may arrive late or have to leave before the class is over due to adapted transportation services.

Is often physically unable to hold a pen and write for extended periods of time or may experience challenges with input, output, and information processing when working on assignments, tests, and/or exams.

Replace written exams or assignments with an oral exam or presentation.
Use of note takers.
Use of assistive technology (e.g., computer, assistive software, mini recorder, etc.). ⁵
Use of a scribe or speech-to-text software to record answers on tests/exams.
Provide a room other than the classroom for exams if required.

Student has difficulty finishing assignments and/or tests in allotted time.

Extra time for tests/exams and perhaps some components of coursework.

Experiences fatigue and limited mobility when speaking to a person for a long period of time.

When speaking to a person who uses a wheelchair for a long period of time, avoid the need for them to strain in order to look up at you by sitting beside or leaning toward them during the conversation, in order for them to avoid experiencing fatigue and/or pain.

Requires extra time to obtain formats compatible with assistive technology.

Provide digital copies of texts. (It is very important to provide students with a complete list of reference documents as early as possible or prior to the start of the semester).

Feels excluded during group exercises or has difficulty moving around the classroom.

Make sure that the person is always included with others when forming groups.

Expends a great deal of energy to complete daily tasks.

To reduce fatigue of students with physical disability, it may be helpful to limit the number of exams on a given day or week. Extra time should be planned for oral reports on occasion if the person has diction problems.
Perhaps suggest a reduced course load.

Experiences challenges with daily living activities and mobility.

Ensure all off-site activities are accessible or provide alternative assignment options.
Individuals with a motor disability sometimes use a service animal, which is usually trained to respond to unique commands. (It is preferable to ask permission before you pet the service animal).

4. SCIPS (2008).

5. Common technology used to help people with physical disabilities include, but are not limited to: alternative and modified keyboards, on-screen and touch screen keyboards, specialized mice, text and screen reading software, speech-to-text software, magnification software, and eye gaze communication device.

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Physical disability may have an impact on some or all activities to a greater or lesser extent. Students with physical disabilities may have problems related to movement, posture (e.g., sitting, standing), grasping or manipulating objects, communication, eating, perception, reflex movements, and/or automatic motricity (e.g., sphincter, intestinal muscles).

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How to Write SMART Goals for Teachers with Examples

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Discover how to write SMART goals for teachers to boost student outcomes, align with state standards, and enhance classroom success.

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How to Write SMART Goals for Teachers with Examples

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SMART Goal Planning Template for Students

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SMART Goal Planning Template for Students

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Harness AI to dramatically speed up your content creation

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Free AI SMART Goal Generator | Easy-Peasy.AI

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Generate SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goals. Use it for Free.

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SECC ECECs are piloting this screening tool during the 2025-26 school year in efforts to identify children who can benefit from early intervention or to identify possible developmental or behavioral disabilities early. This will allow us to provide families with resources and guidance to support their children's needs.

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To be added to annual forms for returning students. Please email the Sped Coordinator for an editable form.

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If your classroom management system does not appear to be effective, it is recommended to assess if the reinforcers are effective and if they are being implemented effectively prior to changing to a new classroom management system.