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A student who who is gifted and talented has the ability to perform at higher levels compared to their classmates who are of the same age. Also, those who have the same experience, and environment in one or more domains.
Two ways to differentiate instruction:

1. For a student who is gifted and talented, focus on depth and complexity of content focused for only that student. Challenging the student to their ability will keep them engaged in school.
2. Include problem solving activities for the the student to gather data and address problems.

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A student with multiple disabilities have a combination of disabilities such as intellectual disability, blindness, intellectual disability, orthopedic impairment, etc. The combination of disabilites which causes extreme educational needs that can't be accommodated in a special education program solely for a single impairment. However, the term does not include deaf-blindness.”
Two ways to differentiate instruction:

1. For a student with multiple disabilities, a teacher can provide assistive technology and special education aids. Also, an aid can be assigned to support the student when independent functioning is limited or impossible.
2. Solutions for a student with multiple disabilities can vary from priority seating to alternative textbooks like audio books. Also, hearing aids and sign language can be used to compensate for visual and hearing impairments.

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A student with an orthopedic impairment may have a bone-, joint-, or muscle-related disability that is so severe it affects the students ability to learn successfully. Some causes of orthopedic impairment vary from genetic abnormalities to disorders like cerebral palsy, as well as other issues.
Two ways to differentiate instruction:

1. For a student with an orthopedic impairment, a teacher can have special seating arrangements to develop useful posture and movements. Also, instruction focused on development of gross and fine motor skills.
2. Providing the students, if needed, occupational and physical therapist to develop an exercise program to help students with disabilities.

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A student with Autism Spectrum Disorder has a wide range of pervasive developmental disorders: non verbal, verbal communication, and social interaction, etc. The disorder significantly affects the students ability to learn and results in the need for specially designed instruction and related services.
Two ways to differentiate instruction:

1. For a student with ASD use visual timetables and visual cues help them transition and understand changes. Also, give a quit area with their favorite books or activity to help them stay calm.
2.  If the student with ASD has difficulty with organization, a teacher can place required materials in separate bags in their locker for each class they go to.

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A student with a traumatic brain impairment may have a wide range of difficulties with cognition, physical mobility, self-care skills, and communication skills, and emotional/behavioral regulation. These health symptoms may significantly affect their school functioning.
Two ways to differentiate instruction:

1. For staying on task and focused, divide work into smaller sections for the student to have more time to complete an assignment.
2. For organization and memory have the student use a written checklist of steps for tasks with instructions for checking off each completed step in an assignment.

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A student with an other health impairment will have limited strength, vitality, and alertness. Also, the student will have heightened alertness to environmental stimuli which results in limited alertness with respect to the educational environment due to a chronic or acute health problem. Other health impairments include asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, leukemia, kidney disease, sickle cell anemia or Tourette syndrome, etc.
Two ways to differentiate instruction

1. For a student with a health factor affecting how they learn, a teacher can check knowledge through verbal responses.
2. The teacher can modify assignments as needed for the a students disability.

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Deaf-Blindness is when a student has  with both hearing and visual disabilities. The amount of loss in either vision or hearing of the student will vary depending on the person.
Two ways to differentiate instruction:

1. Benefit the student by using hands-on learning experiences that incorporate a multi-sensory activities and utilize information available through touch, smell, and movement.
2. Provide appropriate visuals and audio books to help the student understand charts, figures, tables, and reading materials.

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A student with a vision impairment means their eyesight cannot be corrected to a “normal” level. Also, the disability may be caused by a loss of visual acuity, which is when the eye does not see objects as clearly as usual.
Two ways to differentiate instruction:

1. Utilize large printed handout materials or audio books for reading. Also, using voice-activated computers or other assistive technology is beneficial.
2. The student can be seated closer to the teacher to help them see whiteboards, blackboards, and overhead displays.

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The IDEA defines a hearing impairment as an impairment in hearing, either permanent or fluctuating, that affects a child’s educational performance.
Two ways to differentiate instruction:

1. Use visuals to allow time for the  student to view the board and to make it easy for them to watch explanations/instruction given by the teacher or interpreter.
2. Have the student sit towards the front of the classroom where they will will be able to use their vision to understand instruction. This is particularly important if the student is using an interpreter, lip-reading, or  relying on visual clues because of their hearing aids limited range.

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A student who is deaf has a hearing impairment that severely affects the child's ability to process linguistic information through hearing, with or without amplification. The phrase “with or without amplification” indicates not even a hearing aid will will provide a sufficient accommodation for the student to succeed in the classroom.
Two ways to differentiate instruction:

1. A sign language interpreter can also be of assistance during classroom discussions.
2. The teacher can use text-to-speech assistive technology to provide a deaf student the ability to share comments with the class if they don't use a sign language interpreter. Also, the same technology can be utilized for the student to give oral presentations and take oral exams.

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Cognitive delay is when a student's  mental functioning such skills as communicating, taking care of one- self, functioning socially, developing, and learning are significantly slower than their classmates.
Two ways to differentiate instruction:

1.  Inclusion in regular classes as much as possible for social modeling. For example, group work with accepting and responsible peers.
2. Allow enough time for a student to initiate an answer after answering a question, and give cues when you might ask them a question in a class discussion so they are prepared.

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Emotionally disturbed students have the inability to that can't be explained by sensory, intellectual, or health factors. They also may have difficulties with socializing and satisfactory relationships with family and peers.
Two ways to differentiate instruction:

1. Decrease the number of practice assignments that a student must complete, once the student has demonstrated progress/mastery.
2. Follow low-interest activities with high interest activities so that students get breaks from challenging or less interesting activities every once in a while.

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Learning disabilities interfere with students ability to understand, use speech/written language, answer math equations, coordinate movements, and direct attention.
Two ways to differentiate instruction:

1. Students with reading problems benefit from pictures and symbols to understand easier. For example, flashcards and pictures are helpful for student's comprehension of sight vocabulary, safety signs, and new concepts.
2. Students work best in cooperative groups because they are exposed to the various learning strategies of others. Cooperative groups can be a comfortable and safe place for the student to share their own ideas in a small group setting and receive support from peers.

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A student with speech language disorder may find oral instruction difficult, especially if the teacher describes multiple steps. They also may have challenges with reading and spelling. Symptoms include the voice quality, fluency, and clarity of words. Also, may struggle with holding a conversation, and understanding.
Two ways to differentiate instruction:

1. When it is possible pair a visual picture vocabulary words to help the student understand. Also, when vocabulary is pictures are not available and the words are abstract, relate the words to a personal experience for students to relate to.

2. Highlight words in classroom instruction and their own writing that contain sounds that the child is misarticulating.