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Gifted and talented students are those who excel in certain academic areas or hobbies, like sports or art. They have high-performance capabilities in an intellectual, creative, or artistic field. They may also possess high leadership skills. Characteristics of gifted and talented students may include being curious, bossy, high achievers, role models, leaders, or a dislike to participate in class. One strategy is to answer and embrace creative questions. Answering these students' questions will encourage them to ask more and continue to participate in class. Another strategy is to allow gifted students to include the information they are learning, even if it is ahead of the class, in their assignments and projects. Another fun strategy is to create complex problem-solving activities that will challenge gifted and talented students and foster their creativity, interests, and strive to learn.

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Students with multiple disabilities have two or more disabilities or impairments. These could include movement difficulties, sensory loss, or emotional/behavior disorders. Therefore, the characteristics differ depending on the disabilities. One general strategy for students with multiple disabilities is individualized schedules that can help them keep track of their assignments and days. This can also help with transitioning between different tasks. Other strategies may include breaking down assignments and instructions into smaller parts, limiting classroom distractions, pairing them up with a buddy to help, and making everything easily accessible.

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Orthopedic impairments are defined as a bone, joint, or muscle-related disability that negatively affects a child’s daily functioning and educational performance because of its severity. Most students with orthopedic impairments have physical disabilities, not intellectual disabilities. Characteristics of orthopedic impairments may include poor muscle control, loss of limbs, limited mobility, and difficulty with motor skills. I think that the most important strategy for students with orthopedic impairments is to make sure the room arrangements are accessible for everyone. Especially for students with wheelchairs, limited mobility, and loss of limbs, it is imperative to ensure that they can move easily and accessibly throughout the classroom. This classroom accessibility includes having enough space to move around and through desks or large tables. Another strategy is to have easily accessible materials, which can include boxes already opened or with easy lids and placing boxes in easily reachable places around the classroom. The last strategy I will mention is to keep modified writing aids, like pencil gripers, specialized pencil holders, alternate keyboards and mouses, and slant boards, in the classroom for students with orthopedic impairments to use.

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Autism is a condition where a student may lack social responsiveness from an early age, have a high need for structure and routines, and demonstrate language impairments. Characteristics of autism may include difficulty with social relationships and communication, a narrow range of interests, and difficulty handling stress. There are many different strategies that can be used to help students with autism in the classroom. One strategy is to tell social stories during class, which are stories that explain how social situations should occur. This may help them with their social relationships and communication. Another strategy would be to have visual, structured, and predictable schedules to reduce their shock and let them know what to expect. A third strategy is to make instructions for assignments as short and to the point as possible so as not to lose students’ attention. The last strategy that I will mention is to pair a student with autism with a buddy. This will hopefully help and encourage them to make friends and potentially have someone to help explain work to them as well.

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Traumatic brain impairments are caused by forceful blows to the head that can result in problems with how one thinks, understands, moves, communicates, or acts. Characteristics of students with traumatic brain impairments may include short-term memory problems, attention deficits, behavior problems, anxiety attacks, aggression, and lack of motivation. Strategies to help these students with focusing or remembering are to break assignments or instructions into smaller parts, paraphrase information, repeat key points, sit them in the front of the class, provide examples, and demonstrate new tasks. It may also benefit students with traumatic brain impairments to have extra time processing or completing assignments. Tape-recording lessons or taking notes for them can also assist in their learning.

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Other health impairments are chronic or acute health problems that affect the student’s educational performance. These can include ADHD, asthma, diabetes, heart conditions, epilepsy, Tourette syndrome, cancer, and more. Some general characteristics may include fatigue, mobility issues, muscle weakness, trouble focusing or concentrating, and frequent absences or tardiness. Some important strategies are to give extra time on assignments or tests, have a structured schedule and routine, and provide daily and weekly schedules. This ensures that students can stay caught up if they have to miss school for any reason. For students who have trouble focusing, strategies can include sitting in the front of the classroom to limit distractions, giving break times, and breaking down larger assignments and instructions. For students with other health impairments, strategies may be more specific based on the specific health impairment.

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Students with deafness and blindness are both hearing and visually impaired. This can affect their ability to communicate, access information, and get around. This is a dual-sensory loss, which limits both auditory and visual information. However, this does not mean that the student cannot hear or see at all. Characteristics of this include characteristics of both visual and hearing impairments, like not being able to see a distance, asking people to speak up, rubbing eyes often, sensitivity to sound and light, and ringing in the ears. Strategies for students with deafness and blindness may also include a combination of visual and hearing impairment strategies. One strategy is to use subtitles, visual aids, larger texts, braille, and audio recordings inside the classroom. Eliminating unnecessary background noise can also help students to focus on the teacher’s voice. Assistive technology, like hearing aids or assistive learning devices, can also greatly benefit students with deafness and blindness to excel in the classroom.

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Students with visual impairments have vision loss, which can range from complete blindness to legal blindness. These students’ eyesight cannot be corrected to 20/20 vision. Characteristics of students with visual impairments may include not being able to see distance, like reading the board, squinting or rubbing their eyes often, chronic eye redness, sensitivity to light, bumping into objects often, and not being able to focus on or follow objects. The first and easiest strategy for these students is to seat them in the front of the class so they have an easier time reading the board. Using larger fonts on papers and the board would also be beneficial. Audiobooks, recordings, and braille books would also be extremely helpful to have in the classroom so that students with visual impairments have access to them. It can also help to read things out loud or describe visual aids if they are used.

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Students with hearing impairments can not hear as well as most other students. They may have permanent or fluctuating hearing loss that affects their educational performance. Some characteristics of students with hearing impairments may include ringing in the ears, sensitivity to sound, social isolation, speech delays, failure to respond to sounds, and reduced hearing. The most important strategies are to ensure that students with hearing impairments can understand what a teacher is saying and teaching. Strategies to ensure this include standing in one location, seating the student in the front of the classroom, facing the class, and maybe using some basic sign language. Other important strategies are to always use subtitles when playing videos and repeat things frequently. Giving students enough time to read or look at the board and soak in all information will help them to take in all the information being taught.

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Deafness is permanent or fluctuating hearing loss in one or both ears. It usually affects being able to understand speech. Characteristics of students with deafness may include muffled speech, ringing in the ears, trouble understanding words and certain letters, and asking people to repeat things or talk louder. Important strategies that can help students with deafness are to stay stationary when teaching, always face forward when speaking, not write and talk at the same time, and not obstruct the board. These strategies can help students to understand and read the information on the board, while also being able to clearly hear and maybe read your lips as well. Another strategy is to always turn on subtitles when showing videos to ensure that students can read and still understand even if they cannot hear the videos.

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Cognitive delay is when a child falls behind cognitively. This may include troubles in their ability to think, learn, and solve problems. Students with cognitive delay may have difficulties communicating, a short attention span, short-term memory, trouble thinking logically, struggle in several subjects, and take longer to complete or understand assignments or tasks. Extra time on assignments and tests, breaking down tasks into smaller steps, demonstrating activities step by step, and repeating directions are all strategies to support students with cognitive delay. Other strategies to increase understanding of directions or assignments are to include pictures or demonstrations along with verbal and written directions. It may also help these students to have consistent classroom routines and use a visual timer for transitions. Both of these strategies may help them with transitions and shifting from one subject or activity to another.

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Learning disabilities affect students’ abilities to learn, think, and understand. They can cause difficulties in comprehending or processing information. Learning disabilities often include a gap between a student’s capacity to learn and their level of achievement. This means that these students may not do well in school, but can still be extremely smart. Some characteristics of students with learning disabilities may include trouble paying attention, trouble staying organized, poor memory, and trouble in reading, writing, or math. Some strategies to help students with learning disabilities could be to give extra time on assignments and tests if needed, have step-by-step instructions, repeat instructions, and give instructions both verbally and written. Other strategies include allowing breaks and minimizing distractions in the classroom. An example of minimizing distractions could be seating them in the front of the class so that they can focus on the board. The last strategy that I will mention is to give positive feedback and reinforcement. This will encourage students with learning disabilities to keep trying and hopefully keep them from losing motivation.

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Speech or language disorders are disorders that do not allow a student to comprehend, speak, or detect concepts or verbal, nonverbal, or graphic symbol systems. This can include speech disorders like stuttering and apraxia. They may have trouble with articulation, fluency, voice, understanding, and expressive language. Some strategies for speech and language disorders are to present one concept at a time, work at the student’s pace, and use gestures that support understanding. These three strategies can help to not overwhelm a student and hopefully ensure that they understand what is going on in the classroom. Another strategy is to be a good speech model so that your students can learn from you.

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Emotionally disturbed students, or those with behavior disorders, are usually aggressive, disruptive, and may have a negative impact on their peers. This aggressive behavior and negative impact may include fighting, hitting, and yelling in the classroom. Usually, these students also have trouble with interpersonal relationships, especially with peers and teachers. Many times, students with behavior disorders also have hyperactivity and may refuse to participate or do their work. These students may also suffer from a lack of motivation, a lack of self-confidence, and anxiety or depression. There are many different types of emotionally disturbed behaviors, and it may come across in different ways for every student. However, there are basic strategies that can work for most students. I think that the most important strategy is to reward positive behavior. Instead of punishments, rewards will hopefully motivate them to continue acting positively. Another strategy is to give them breaks, which may help them to stay more focused on the work or act out less. Another amazing strategy is to teach emotional regulation, which could help students control their feelings and find healthier ways to cope with their emotions. Examples of emotional regulation could include journals, mood check-ins, a calming corner, and zones of regulation.