-Multisensory Learning: sight, sound, touch, movement to help with memory.

-Technology Integration: enhance learning, create interactive assignments and games.

-Peer Tutoring: pairing students with different abilities to improve both skills.

-Collaboration with Parents: parents are a valuable source to gain more information on the student.

-child has a severe discrepancy between achievement and intellectual ability

-A visual, hearing, or motor impairment

-intellectual disabilities

-emotional disturbance

-environmental, cultural or economic disadvantage

-The Individuals with Disabilities Education Act: Public schools are required to create an IEP for each student, all students are allowed to learn in the Least Restrictive Environment

- The Assistive Technology Act: assistive technology to persons with disabilities so they can more fully participate in education

- The Handicapped Children's Protection Act: all public schools receiving financial support from the federal government provide special-needs students with non-discriminatory access to all educational programs

-Voice-activated computer

-Telecommunication device

-Electronic note takers and cassette recorders

-An auditory FM trainer and closed circuit TV

-Large-print books

-Word prediction, voice recognition and synthesis, and word processing software

-Social: empathy, social judgment, communication skills, the ability to follow rules and the ability to make and keep friendships

-Practical: independence in areas such as personal care, job responsibilities, managing money, recreation, and organizing school and work tasks

-level of language proficiency in both English and the primary language

-intellectual capacity

These details are the most important for recognizing the educational needs of a special needs student that is also a bilingual learner.

-Use assistive listening devices such as induction loops

-The impact of hearing loss can cause delays in receiving learning material

-Students with a hearing loss may need to use assistive technology to participate in class.

-Students who need information put into alternative formats must wait, often up to six to eight weeks, for the material to be produced for them.

-vision impairment may feel isolated in the learning environment

-Participation and interaction in tutorials may be limited

-An inability to build or maintain satisfactory interpersonal relationships with peers and teachers

-Inappropriate types of behavior or feelings under normal circumstances.

-A general pervasive mood of unhappiness or depression.

-A tendency to develop physical symptoms or fears associated with personal or school problems.

-health and medical disabilities

-disabilities that result from brain injuries

Some disabilities require the use of an assistive device, while others may not show visible signs of physical disabilities.

-Build on Students’ Prior Knowledge

-Have Students Identify Themes

-Use Graphic Organizers

-Incorporate Literature Circles

-Special education and related services: specially designed instruction and a wide range of supports to address the student’s individual needs that result from his or her disability

-Surprising emotional depth and sensitivity at a young age 

-Strong sense of curiosity 

-Enthusiastic about unique interests and topics  

-Quirky or mature sense of humor 

-Creative problem solving and imaginative expression 

-Absorbs information quickly with few repetitions needed 

-Self-aware, socially aware, and aware of global issues 

-State goals clearly and simply.

-Be sure to develop goals that are measurable with relevant

-include goals that address functional or non-academic skill areas

-students with autism may struggle with understanding social cues, managing sensory input or communicating their needs effectively.

-These challenges require educators to employ specialized teaching methods that cater to each student’s unique needs.

-Guess the Object

-Musical Numbers

-Musical Chairs

-Pass the Hat

-Darts

-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).

-Getting to know what motivates students to learn and the styles of learning that work best for them are key components of fostering inclusivity.

-Setting clear expectations for the classroom culture and having students participate in the development of those expectations help promote a positive learning environment.

-offering a range of both academic and non-academic resources to all students and to their parents and guardians.

-The child uses mostly vowel sounds or gestures to communicate after 18 months.

-Speech cannot be understood by many people at age 3.

-Speech is difficult to understand at age 4 or older.

-The parents are concerned about stuttering.

-The child has an abnormal number of repetitions, hesitations, prolongations or blocks in the natural flow of speech.

-The child exhibits tension during speech.

-Always be responsive to parents

-Treat families with respect

-Provide regular opportunities for family engagement

-Make sure there is two-way communication during these events, and that you listen to parents’ input.