Identify classroom demands;

Note student learning strengths and needs;

Check for potential areas of student success;

Look for potential problem areas;

Use the information to brainstorm ways to differentiate instruction;

Differentiate instruction;

Evaluate student progress;

- Use prompt systems (video, audio, picture);

- ensure attention to relevant task demand;

- Teach ways to learn content while teaching content itself;

- Focus on meaningful content;

- Provide training for multiple learning and environmental contexts;

- Offer opportunities for active involvement.

functional or life skills curriculum;

broke down a large task into small components;

explain it partly as an individual task itself.

Cooperative learning:

encourage students with various strengths and abilities to work together toward a common goal (opposite to a competition).

Scaffolding:

for inactive or passive learners;

to help them become independent, problem solvers.

teacher support students as they engage in learning a new task or skill;

as they become more independent, the scaffolds are gradually removed.

 

Individualization is the key to meeting the instructional needs of the student;

For elementary students:

- Use FAST DRAW strategy;

- Use COMPs model;

- Solve and check the answer model;

For secondary students:

- Use seven cognitive phrases - solve - it;

- Use FOPs;

- Solve the problem;

For all ages use concrete-representational-abstract strategies (CRA);

- Students observe the teacher perform the task;

- Teacher verbalizes aloud;

- Students perform the task with the teacher providing verbal instruction;

- Student perform the activity while verbalizing aloud;

- Students perform the activity while whispering instructions;

- Students perform the activity while using covet or inner speech;

- Student monitor and self-evaluates their performance.

- emphasizes drill and practice along with immediate feedback and reward;

- focus on specific academic skills.

- Teach the students how to learn;

- Students become more actively engaged;

- Students become involved in their learning;

Techniques, principles, or rules that facilitate the acquisition, manipulation, integration, storage, and retrieval of information across situations and settings.

- capitalize on the student's strengths;

- provide high structure and clear expectations;

- use short sentences and simple vocabulary;

- provide opportunities for success in a supportive atmosphere - self-esteem;

- allow flexibility;

- use self-correcting materials;

- use computers for drills or practice;

- provide positive reinforcement

- Seat student in a quiet area;

- Require fewer correct responses for a grade;

- Seat student near good role model;

- Reduce the amount of homework;

- Seat student near "study buddy";

- Instruct student in self-monitoring using cueing;

- Increase distance between desks;

- Pair written instructions with oral instructions;

- Allow extra time to complete assigned work;

- Provide peer assistance in note-taking;

- Shorten assignments or work time;

- Use timer;

- Give clear, concise instructions;

- Break long assignments;

- Seek to involve the student in lesson presentation

- Assist the student in setting short-term goals;

- Cue student to stay on task (i.e. signal);

- Give assignments one at a time;

- Ignore minor inappropriate behavior;

- Acknowledge positive behavior of nearby students;

- Increase immediacy of rewards and consequences;

- Seat student near role model or teacher;

- Use time-out procedure for misbehavior;

- Set up behavior contract;

- Supervise closely during transition times;

- Instruct student in self-monitoring of behavior;

- Use prudent reprimands of misbehavior (avoid lecturing and criticism);

- Call on only when the hand is raised in an appropriate manner;

- Attend to positive behavior with compliments;

- Praise when hand raised to answer questions;

- Allow student to stand at times while working;

- Supervise closely during transition times;

- Provide opportunities for seat breaks;

- Remind the student to check work quality;

- Provide short breaks within assignments;

- Give extra time to complete tasks;

- Provide additional reading time and extra strategies for weak reading;

- Accept other types of written forms for weak writing;

- Accept other types of oral responses for weak oral expression;

- Pick easy topics for the oral report;

- Allow the use of tools and additional time for weak math skills;

- Ask for parental help in encouraging organization;

- Allow the student to have an extra set of books at home;

- Provide organization rules;

- Give assignments one at a time;

- Encourage the student to have a notebook with dividers and folders for work;

- Assist the student in setting short-term goals;

- Provide student with homework assignment book;

- Do not penalize for poor handwriting;

- Supervise writing down of homework assignments;

- Encourage learning of keyboarding skills;

- Send daily/weekly progress reports home;

- Allow the student to tape-record assignments or homework;

- Regularly check desk and notebook for neatness;

Compliance:

- Praise compliant behavior;

- Supervise the student closely during transition times;

- Provide immediate feedback;

- Seat student near teacher;

- Ignore minor misbehavior;

- Set up behavior contract;

- Use teacher attention to reinforce positive behavior;

- Implement classroom behavior management system;

- Use prudent reprimands for misbehavior;

- Instruct student in self-monitoring of behavior;

- Acknowledge positive behavior of nearby students;

Mood:

- Provide reassurance and encouragement;

- Make time to talk alone with the student;

- Frequently compliment positive behavior and work product;

- Encourage social interactions with classmates;

- Speak softly in a nonthreatening manner if the student shows

nervousness;

- Reinforce frequently when signs of frustration are noticed;

- Review instructions when giving new assignments;

- Look for signs of stress buildup and provide encouragement or reduced workload to alleviate pressure and avoid temper outbursts;

- Look for opportunities for the student to display leadership roles in class;

- Spend more time talking to students who seem pent up or display anger easily;

- Conference frequently with parents to learn about student’s interests and achievements outside of school;

- Provide brief training in anger control: Encourage the student to walk away; use calming strategies; tell a nearby adult if getting angry.

- Send positive notes home;

Socialization:

- Praise appropriate behavior;

- Encourage cooperative learning tasks with other students;

- Monitor social interactions;

- Provide small-group social skills training;

- Set up social behavior goals with the student and implement a reward program;

- Praise student frequently;

- Prompt appropriate social behavior either verbally or with a private signal;

- Assign special responsibilities to the student in presence of a peer group so others observe the student in a positive light.

by intellectual, sensory, or health factors;

- 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;

The term includes schizophrenia; 

Only applies to children who are socially maladjusted if they have an emotional disturbance. 

Typically score in the low to average range on measures of intelligence;

Typically experience academic failures;

- Difficulties in building and maintaining interpersonal relationships;

- Usually experience rejection from adults and peers due to aggressive behavior;

- Expressive, receptive, and pragmatic language deficits;

- Usually use fewer words per sentence;

- Have difficulties staying on topic;

- Use of inappropriate language in social conversations.

- Place the class schedule in a prominent location;

- Intersperse more challenging tasks with less difficult ones;

- Alternate lecture, discussion, and movement types of activities;

- Adjust the length of activities and/or the schedule to meet the attention, developmental, and ability level of students; 

- Review and discuss the schedule frequently with students;

- Inform students in advance of any schedule changes;

- Schedule routine opening and closing activities each day;

- Placing the desks of disruptive students near the

teacher’s desk or main work area;

- Interacting briefly and frequently with all students;

- Moving around the classroom in unpredictable ways;

- Providing praise, reprimands, and consequences when

in close physical proximity to pupils (Salend, 2016).

- Students should be seated in locations that provide

teachers with easy visual and physical access at all

times (Salend, 2016);

- Savage (1999) recommends using rows for direct

instruction, circular patterns for discussions, and

clustered arrangements for group work;

- Place disruptive students in the “action zone” in the

classroom;

- Disruptive students should be seated near the teacher

to allow for proximity control and frequent monitoring.

Usually, the curriculum is the same as the other students in class;

The way the instruction is delivered may cause behavior problems.

1- Positive reinforcement principle;

praise for following the task.

2- Premack principle;

first, you work, then you play.

3- Contingency contracting principle;

specify in writing the desired behavior.

1- Successive approximations principle;

reward successive steps to the desired behavior.

2- Modeling principle;

allow observation of desired behavior.

3- cueing principle;

provide cue or prompt of the desired behavior.

4 - Discrimination principle;

help only when the desired behavior is shown.

1- Extinction;

no reinforcement for undesired behavior.

2- Reinforcement of incompatible behavior;

reinforce alternative or desired behavior.

3- Response cost;

take something away when they show undesired bahevior.

- Keep the wording of rules simple and clear;

- Select the fewest possible rules (three to six);

- Use different rules for different situations;

- Rules should be stated behaviorally, and they should be

enforceable;

- Rules should be stated positively;

- Rules should be reasonable;

- Specify consequences for both rule adherence and rule infraction, and provide consequences consistently;

- Give examples and non-examples of each rule;

- Discuss the need for rules in the classroom;

- Check for student understanding of rules;

- Review rules regularly;

- Post the rules in a prominent location in the room;

- Obtain written commitments from students that they will follow the rules.

Intellectual assessments and achievement tests can be administrated effectively;

Behavioral assessments and rating scales also generates useful information;

Medical tests cannot diagnose autism;

Medical tests can help to identify specific disabilities such as hearing or vision loss, neurological disorders such as epilepsy, fragile X syndrome, or tuberous sclerosis;

A suspected individual with ASD should be evaluated by a multidisciplinary team: neurologist, psychologist, developmental pediatrician, speech-language pathologist, an occupational therapist in addition to a special educator.

Intellectual

Screening and diagnosis (behavioral symptoms)

2 examples of instruments that offer reliable means for identifying persons with Asperger syndrome or milder forms of ASD.

by intellectual, sensory, or health factors;

- 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;

Can be mild, moderate, or severe depending on the cognitive functioning level;

Exhibit a full range of cognitive development;

30% can have intellectual impairment;

10% can demonstrate extraordinary skills;

Inability to understand other people's have a point of view;

Do not understand other people can have different thoughts, plans, emotions, and perspectives;

This skill affects academic performance (reading comprehension) and social interaction.

Significant impairment in the use of nonverbal communication;

Failure to develop age-appropriate peer relationships;

Lack of spontaneous sharing with others;

Absence of social and emotional reciprocity;

Joint attention - deficit in social communication.

Lack of speech;

Half of the individuals with ASD don't develop functional speech;

For the ones who speak, their speech may not be fluent;

At a young age, they show a lack of recognition of mother's or father's voice;

Disregard of vocalizations;

Delayed onset of babbling past 9 months of age;

Decreased or absent prespeech gestures;

Lack of expressions;

Lack of interest or response of any kind.

Play with toys in an unintended fashion;

Be rigid about routines or object placements;

Eat few foods or only foods with a certain texture;

Smell food;

Be insensitive to pain;

Be unaware of danger;

Show unusual attachment to inanimate objects; and exhibit repeated body movements (hand flapping, rocking, finger-licking, spinning, and so on).

Problems with concentration, attention, and activity level.

(hyperactivity, short attention span, impulsivity)

Anxiety disorders;

(self-injuries behavior, excessive scratching or rubbing, limiting the diet to a few foods, eating inedible items, obsessive-compulsive disorder)

Affect or mood disorders;

(giggling or crying for no apparent reason, sleeping problems, bed-wetting, depression, suicidal ideation)

Learning difficulties.

(uneven achievement, impaired executive function, poor reading comprehension, inadequate receptive/expressive language skills, difficulty generalizing skills or information)

There are Research-Based Interventions for Students With

Autism Spectrum Disorders.

Avoid abstract ideas whenever possible; 

Avoid speech students might misinterpret (avoid idioms,

double meanings, sarcasm, and nicknames).

Break down tasks;

Assist students with organizational skills;

Prepare students for change;

Make adjustments for auditory and visual distractions;

Facilitate group work. 

Social Stories ^TM strategy:

Aim to increase the individual's awareness and understanding of social situations and others' perspectives and self-management techniques.

Omissions;

Substitutions;

Additions;

Distortions;

Stuttering;

Cluttering;

Phonation;

Resonance;

Hypernasality;

Hyponasality;

Language disorders (how well they understand and use the language):

Phonological disorder;

Apraxia of speech;

Morphological disorder;

Semantic disorders;

Pragmatic difficulties;

A problem in the processing of sound not attributed to hearing loss or intellectual capacity - directly affects receptive communication.

Effective assessment includes both formal and informal measures;

Family interview - collect history information;

Information relative to the child's hearing, motor skills, oral and respiratory mechanisms, general physical condition, education records, and social and developmental histories is part of the documentation.

If the child is young: prelinguistic communicative behavior

If they have acquired language skills age: language sample

Being patient;

Modeling correct speech;

Prohibiting ridicule of speech difficulties/errors;

Repeating important phrases;

Slowly giving directions, repeating if necessary;

Using gestures to clarify information;

Using graphic organizers and visual aids;

Using short sentences;

Gear the activities to the student’s interests and cognitive level;

Get the student’s attention before engaging in communication activities;

Bombard the student with the concept or skill frequently

throughout the day functionally;

When speaking, place stress on the target concept or language pattern;

Pause between phrases or sentences so that the student has time to process the new concept or language pattern;

Decrease the rate of presentation when first introducing the

concept or language pattern;

When introducing a new concept or language pattern, use familiar vocabulary that can be readily visualized;

If possible, present the new concept or language pattern by using more than one input mode (auditory, visual, kinesthetic);

Gestures and facial expressions that are paired with a specific language pattern often assist students in understanding the form;

Pair written symbols with oral language.

Do not rely primarily on verbal abilities;

Several nonverbal assessments;

Stanford Achievement Test (SAT-10)

Individual state achievement tests

Should examine both receptive and expressive communication;

1- Form of language;

2- Content of language;

3- Use of language.

Most assessments do not assess all these areas;

Should include tool designed to ascertain the individual's articulation, pitch, loudness, quality, and rate.

It is very challenging given the language content;

They may respond atypically to a personality measure, as a result of linguistic difficulties.

They experience significant issues concerning social and intellectual development, speech and language, and educational achievement.

IQ scores are similar to their hearing counterparts;

It has to do more with function on language than cognitive ability.

Most severely affected;

Deaf students have a difficult time learning to use speech;

Mild-moderate loss - possible communication skills;

prelingual moderate loss - possible communication skills;

More severe cases - language delay.

Quality and quantity of interactions with peers is reduced;

They prefer to engage with other students with hearing impairment;

It is significantly below that of their hearing peers.

According to Snellen chart clinical measurement, the individuals can be considered:

Functionally blind - when the primary channel of learning is through tactile and auditory means;

Primary literacy medium - most frequently used method of reading and writing.

An impairment that interferes with the ability to perform daily activities;

Residual vision:
Unable vision;

Unusual turning of the head, body, or eye;

Holding reading material extremely close to the face;

Excessive rubbing of the eye;

Watery eyes;

Eye fatigue;

Frequent eye pain;

Frequent headaches;

Squinting or shading the eye to view objects;

Constantly having difficulty in keeping up when reading and writing;

Using markers such as pencils and fingers when reading;

Difficulty copying from the board or transparencies;

Confusion in writing letters and numbers appropriately;

“Clumsy” movement from one environment to another;

Poor posture in both standing and sitting;

Reluctance to participate in social and physical activities;

Poor grades;

Difficulty with color identification or color coordination;

Sensory perceptual coordination;

Misaligning columns when writing math problems;

Requiring additional time to complete a task;

Failing to make eye contact when talking to people;

Behavior problems;

- Feel comfortable using vision words such as look, see, and watch;

- Use student's name when addressing a student;

- Read aloud when writing on the board;

- Encourage independence;

- Include the student in all class activities as feasible;

- Give explicit instructions;

- Provide extra space for storage of equipment and specialized materials;

- Encourage the use of supplementary devices when necessary.

Communication and accessibility;

For reading, writing and note-taking consider:

What equipment, extra time, send material to be enlarged, scanned, Brailled, or recorded, look for electronic public materials, what type of paper (color, size).

Eliminate unnecessary obstacles; inform the student of changes in room arrangement or any temporary obstacles;

Keep doors completely closed or completely open to eliminate the possibility of the student’s running into a partially open door;

Allow the student to travel with a companion to frequently used rooms such as the library, school office, restroom, and gym;

Discuss routes with turns and landmarks;

Allow the student to move about freely until the room and route are familiar;

Encourage the use of a sighted guide for fire drills, field trips,

assemblies, and seating in rooms that ordinarily have no assigned seats;

Encourage independent travel in the familiar settings at school;

Assistive technology can be introduced at a young age;

Electronic Braille for beginning Braille readers;

Electronic note-taking devices give access to the internet, shared folder and Braille;

Tablets, smartphones with accessibilities features;

Braille embosser;

Braille translator;

Braille winter;

Optical character recognition (OCR);

Synthetic speech;

Electronic magnification;

eText reader.

Adaptive hardware;

Adaptive software;

Adapted output systems;

(screen readers, refreshable Braille displays, Braille printers)

Adapted input systems;

(Braille input devices, speech recognition)

Global positioning systems (GPS).

Advanced math is a challenge;

Digital talking book with specialized language provides one solution.

Mobile computing has accessibility features;

Screen-reader;

Speech-to-text;

text-to-speech;

Zooming;

Braille displays can be used with iOS devices;

They will need a medical evaluation by a licensed physician who provides a diagnosis of the student's physical or health condition;

The evaluation typically includes medication, special health care procedures, and special diet or activity restrictions;

The medical evaluation determines if the disability impacts the student's educational performance;

A comprehensive educational assessment should be performed to determine the educational effects of the disability;

The instruments for the assessment may vary;

Includes pre-academic functioning, academic functioning, adaptive behavior, motor development, language and communication skills, and social/emotional development.

A team of individuals is needed to accurately assess the student;

Conduct multiple assessments over both time and contexts.

Orthopedic impairments;

Neuromotor impairments (cerebral palsy, spina bifida);

Degenerative diseases (muscular dystrophy);

Musculoskeletal disorders (juvenile idiopathic arthritis, limb deficiency);

Multiple disabilities;

Physical disability plus another disability;

Traumatic brain injury;

Physical disability resulting from traumatic brain injury;

Major health impairments (seizure disorders, asthma);

Infectious diseases (AIDS).

Stay calm; note the time of onset;

Move furniture out of the way to prevent injury;

Loosen shirt collar and put something soft under the head;

Turn student on his or her side to allow saliva to drain out of

mouth;

If the seizure continues for more than five minutes, or if multiple

seizures occur one right after another, or if this is the first seizure, call for an ambulance;

If seizure stops but the student is not breathing, give mouth-to-mouth resuscitation (this rarely occurs);

After the seizure is over, reassure the student;

Allow the student to rest.

Students with asthma should have a health care plan (what triggers asthma) and proper medication;

Students with infection disease - the school should follow precautions guidelines for the prevention of spreading it;

Make environmental adaptations to accommodate students’

mobility and seating needs;

Use adaptations and assistive technology as determined by the special education teacher and educational team to provide access to the learning environment;

Assist students with physical disabilities to participate as much as possible in classroom activities requiring a motor response;

Use a variety of systematic instructional strategies that effectively address the student’s individual learning needs;

Use specialized instructional strategies specifically developed for students with physical disabilities as appropriate;

Assist students who use augmentative forms of communication to learn to use their communication devices successfully across learning and social environments during the school day. Also, allow students to answer questions using their most reliable form of communication.

Allow more time for the student to respond, take tests, or hand in assignments when oral or written communication is affected by his or her disability.

Adapt assignments or tests to accommodate the student’s

disability;

Maintain a safe, healthy environment by observing for health-related problems and knowing the steps to take should a problem occur;

Braille;

Fingerspelling;

Large print;

Multiple versions of sign language;

Object symbols (using an object to represent an item or

activity—for example, a spoon represents lunch);

Picture symbols;

Speechreading;

Touch cues (using touch to represent an item or activity

—for example, touching the back of one’s hand for “give

me”) (Miles, 2018).

Computer or tablet devices for communication, academic tasks, leisure, and socialization;

Adaptations can be made depending on the extent of physical or health disability;

Adaptations (large keys, color coding)

Alternative layout (alphabetical, Dvorak, Maltron)

Alternative devices (Ergonomic, One-handed, Intellikeys, Onscreen, Wireless, Mini contracted, Mouth and head stick compatible).

Assistive technology for play and recreation;

Step 1 - pre-assess;

Step 2 - group children for instructional purposes;

Step 3- Match learner experience to the preassessment data;

Step 4 - Provide products that will motivate and teach;

Step 5- Reflect, reflect, reflect.

Curriculum compacting - pre-assess the student to check if he/she mastered curriculum content and then evaluate the complexity of their needs;

Higher-level thinking skills;

Problem-solving skills;

Flexible grouping;

Cluster grouping;

Tiered assignments;

Problem-based learning;

Pacing instruction