• Low Vision, Severe: Performs visual tasks at a reduced level.
• Low Vision, Profound: Difficulty with gross visual tasks.
• Near Blind: Vision is unreliable.
• Blind: Totally without sight.

• Their eyes moving from side to side or up and down involuntarily. This can get worse if they are upset or concentrating hard. These are signs of Nystagmus.
• They don't follow objects in front of their face. For example, your hands moving in front of them.
• They hold objects or text close to their face to see better.
• They squint at objects that are far away from them. This could also cause headaches.
• They might turn or tilt their head to see better.
• They might seem clumsy, e.g., walking into things or tripping over a lot.
• They might not be able to recognize some colors.
• They might react more to bright lights or going from a dimly lit room to a bright room.
• Poor hand-eye coordination
• Constant eye rubbing
• Poor focusing
• Chronic eye redness
• Chronic tearing from their eyes
• A white instead of black pupil

• Cloudy vision
• An inability to see shapes
• Seeing only shadows
• Poor night vision
• Tunnel vision

• Cognitive problems. Children develop important mental concepts like object permanence - the understanding that objects continue to exist even when they cannot be seen, heard or touched - by manipulating objects in their environment. Vision problems hinder their ability to engage in that process, thus hindering their cognitive growth. (Seeing the Importance of Vision Development, n.d.)
• Social problems. By learning to identify and respond to other humans’ emotions, infants and toddlers begin to develop basic social skills. Children observe facial expressions and body language in order to properly interpret people’s emotional responses. Impaired vision can hinder their ability to participate in processes that are crucial to their social development.(Seeing the Importance of Vision Development, n.d.)
• Communication problems. Visual impairments can affect our ability to communicate effectively with others. We observe our partners to see if they “get” what we are saying when we talk to them. We look for visual clues during a conversation such as facial cues, which indicate mood or emotion; hand gestures, which can indicate size or direction; turn-taking cues, including raised eyebrows; feedback, such as head nodding. These types of non-verbal messages may be lost or misunderstood by students with poor vision. Both people in the conversation are then prone to misinterpretation. Imagine not being able to see someone roll his eyes when making a sarcastic remark. You might think that he is rude and he might think that you don’t have a sense of humor. (Myers-Rickard, 2021)

• Reading comprehension. Reading comprehension and vision go hand in hand. Poor vision can affect learning by lowering reading comprehension skills. Our eyes must work together effectively to move across a page, make sense of letters, and understand what is written. Children with a vision-related learning problem will typically lose their place while reading and confuse similar looking words because they can’t properly see the text. Because of this, children with poor vision often show signs of poor reading comprehension and may struggle to keep up with class assignments.

• Hand-eye coordination. Poor vision can mean poor hand-eye coordination. In fact, studies show that exercise during the school day can increase academic performance. However, children with an undiagnosed vision problem tend to avoid recreational activities that require distance vision, such as team sports and may demonstrate poor hand-eye coordination. When a child does not participate in physical activity during the day, they miss out on the benefits exercise can have on their academic performance and motor development.

• Behavior. There’s no question that being able to concentrate is key to succeeding in school. However, because children with vision problems find it hard to read text that is small or far away, they find it hard to focus on school work. This can lead to behavior problems. 

• Tailoring teaching for all learners. All students learn differently. This is a principle of inclusive education. In an inclusive classroom, teachers weave in specially designed instruction and support that can help students make progress. These strategies are helpful for all students. Teachers meet the needs of all students by presenting lessons in different ways and using the Universal Design for Learning (UDL) framework. (The Understood Team, n.d.)
• Making differences less “different”. Inclusive classrooms are filled with diverse learners, each of whom has strengths and challenges. Inclusion gives kids a way to talk about how everyone learns in their own way. They may find that they have more in common with other kids than they thought. This can go a long way in helping kids know that difference is just a normal part of life. It can also help kids build and maintain friendships. (The Understood Team, n.d.)
• Provides support to all students. In more traditional special education settings, many kids are “pulled out” for related services like speech therapy or for other specialized instruction. An inclusive class often brings speech therapists into the classroom. These professionals can provide information and suggestions to help all students. If kids aren’t eligible for special education but still need some extra support, they can get it informally. (The Understood Team, n.d.)
• Educating students about inclusion. Inclusive systems provide a better quality education for all children and are instrumental in changing discriminatory attitudes. Schools provide the context for a child's first relationship with the world outside their families, enabling the development of social relationships and interactions. Respect and understanding grow when students of diverse abilities and backgrounds play, socialize, and learn together. When education is more inclusive, so are concepts of civic participation, employment, and community life. (The Power of Letting Children Learn Together, n.d.)

• Braille
• large print
• audiotape
• electronic text
• oral testing/scribing
• Readers/note takers

• Copies of overhead projector/smartboard activities to be viewed at his/her desk as needed.
• The teacher or presenter should verbalize all information as it is written on the board or overhead.
• Information presented on the board should be in a high contrast color.
• Use a slant-board to position papers appropriately for reduced visual strain and to avoid glare.
• The computer screen should be eye level and tilted to avoid glare.
• Use recorded text as needed.
• Classroom recording of lectures/instruction by the student.
• Large Print textbooks/materials.
• Braille textbooks/materials.
• Clear, dark copies of worksheets.
• Use of a reading guide to assist in keeping place while reading and completing worksheets.
• Present materials against a plain background
• Use a good contrast background and present on a contrasting tray or mat.

• Time and a half or double time
• Consideration for the student's reading/writing speed
• Consideration for the time needed to use adaptive equipment
• Consideration for eye fatigue and scanning ability

• Modified assignments (when appropriate and needed) to accommodate visual fatigue (extended time and/or shortened amount of assignments).
• Avoid activities requiring extensive visual scanning.
• Avoid visually cluttered materials.
• Allow students to use (bold marker, 20/20 pen, mechanical pencil, or another unique writing tool) to complete assignments.
• Use of bold line paper.
• Use of raised line paper.
• Abbreviated homework assignment (includes all concepts, just fewer items).
• Shorter written assignment.
• Oral testing.

• preferential seating in the classroom for all films, assemblies and demonstration lessons.
• seated facing away from windows.
• permission to move about the room as needed to see information presented away from his/her desk.

• Avoid glare in general from overhead lights. Consider placing light filters on fluorescent lights.
• Open and close doors fully (a half-open door can be a dangerous obstacle).
• Eliminate unnecessary background noise. Consider isolation headphones.
• Eliminate clutter from the room, particularly in aisles and movement paths.
• Place materials in consistent places so that students know where particular items are always located.
• Preferential locker position and locks with keys vs. combination locks.
• Use of task lighting as needed.
• Different surfaces in the classroom to distinguish areas

• Tactile Maps
• Human guides
• Guide dogs
• The long cane
• Allow student to explore your room during the first week and whenever you make any major changes
• Show student where his or her desk is, where materials are located, papers turned in, etc.
• Point out the restrooms, water fountains, library, office, cafeteria, gym, and bus stops and ask that braille labels be placed outside each entry for blind students

• Talking wristwatches
• Magnifying devices
• Speech to text, text to speech software
• Adaptive lab equipment (e.g., talking thermometers and calculators, light probes, and tactile timers)
• Computer with optical character reader, voice output, Braille screen display and printer output
• The Kurzweil Reader – scans and reads textbooks/handouts aloud.
• JAWS for Windows (Job Access With Speech)- a software program that changes a personal computer and a speech synthesizer into a talking computer system for people who are visually impaired.  This tool allows the user to read the screen but also provides the software necessary to work, study, and be creative.
• Dragon Naturally Speaking – voice recognition software converts speech dictated by user into text.
• Pictures in a Flash (PIAF) – makes tactile representations of charts, graphs, formulas and equations on special thermal paper.
• CCTV – magnifier enlarges and projects text on to television-like screen.  A second CCTV is located in the VWCC library

Physical Education/Recess

• Check with TVI to see if there are any restrictions of activity or on visual fields
• Ball Sports: practice catching, kicking, and batting with students to check whether or not he/she can see the ball in time to catch, kick, or bat
• Use audible goals and/or balls (available from TVI) or use a radio as a goal locator (as in basketball)

• Reducing assignments so a student only completes the easiest problems;
• Altering assignments to make them easier;
• Requiring a student to learn fewer materials that are required by the State's academic content standards;
• Providing help to a student via hints or clues to the correct answers on assignments and tests.
• Parallel Curriculum

• Athletes.
• Construction workers.
• Military members.
• Police and law enforcement. (Cleveland Clinic, 2014)

• Physical Signs
  • Headache(s)
  • Sensitivity to light
  • Sensitivity to sound
  • Nausea or vomiting
  • Feeling tired or sleepy
  • Dizziness
  • Loss of balance or trouble walking
  • Ringing in ears
  • Double or blurred vision
  • Numbness or tingling
  • Loss of consciousness
• Cognitive (Brain) Signs
  • Feeling foggy or confused
  • Slow thinking or slow processing
  • Memory issues
  • Unable to concentrate
  • Poor judgement
  • Falling behind in school
• Emotional Signs
  • Irritable or fussy
  • More emotional than normal
  • Sad or nervous
  • Lack of interest or motivation in normal things
  • Easily frustrated, angered or tearful
  • Impatient
  • Bolder than usual
  • Outbursts
  • Not tolerating daily routine
• Sleeping Signs
  • Change in sleeping pattern
  • Trouble falling asleep
  • Trouble staying asleep
  • Sleeping more than usual
  • Sleeping less than usual

• Increased problems learning new information or remembering past information
• Increases problems with concentration and paying attention
• Impulsive or otherwise inappropriate behavior
• More time needed to complete assignments or other tasks
• Excessive emotions and/or problems functioning within a stimulating school atmosphere, i.e. noise and lights
• Physical symptoms such as dizziness, nausea, and/or headaches
• Sensitivity to bright light or loud noise
• Reduced ability to handle stress
• Reduced ability to change between tasks effectively or stay organized (Denslow, 2020)

• Have student sit near teacher in the classroom.
• Keep distractions to a minimum.
• Use peer note-takers.
• Allow student to use a tape recorder.
• Provide assignments in writing.
• Teach in small groups.
• Schedule classes when student’s attention is best.
• Focus student’s attention with verbal and nonverbal cues.
• Allow student to have frequent breaks.

• Have student use a daily organizer to aid memory.
• Give multiple-choice tests.
• Have student use flash cards to help recall information.
• Encourage use of highlighters.
• Utilize student’s best learning mode – visual or auditory.
• Provide repetition of instruction.
• Ask student to repeat information to confirm comprehension.

• Review peer’s notes or taped materials to add missed information.
• Allow additional time for in-class assignments.
• Reduce amount of homework.
• Allow more time for student to respond.

• Have student return homework in a specific place.
• Display classroom schedule.
• Review daily routines with student.
• Encourage student to use daily organizer when giving assignments.
• Encourage student to outline assignments.
• Break projects into steps. (Torreno, 2010)

• having limited or unclear speech
• not following directions or paying attention
• hearing only parts of a conversation; asking for information to be repeated 
• not being able to hear everyday sounds, like a school bell or morning announcements
• learning problems

• Individual administration.
• Frequent breaks.
• Sign language interpreters

• Chromosomal abnormalities
• Premature birth
• Difficulties after birth
• Poor development of the brain or spinal cord
• Genetic disorders
• Injuries from accident

• Limited speech or communication;
• Difficulty in basic physical mobility;
• Tendency to forget skills through disuse;
• Trouble generalizing skills from one situation to another; and/or
• A need for support in major life activities (e.g., domestic, leisure, community use, vocational ( OCECD.ORG)
  
  

• Students with multiple disabilities often need substantial modifications and accommodations in the classroom. This will allow students to access the general curriculum from class.
• Student will need to have one on one aide who will be there to support the student in class
• IEP - document will be formulated by the team to determine the services for the student. This document will show a clear understanding on how to best support the student.
• Allow partial participations in class , as necessary
• Getting special equipment and materials to support student needs
• Students will receive related services like occupational therapy , speech therapy or any other services that support a student's need.
  
  

• Missing instruction or critical parts of lessons due to their need for constant motion and activity.
• Being told to take a moment a "settle down." This can feel impossible for students with ADHD, and the failure to meet this expectation could be harmful to their self-worth!
• Having a difficult time building social relationships in older grades. As students mature it can be difficult for students with ADHD: Hyperactive to build strong relationships that aren't founded in high-interest topics or that require them to maintain focus on a single conversation or activity.
• Frustration from adults around them. Children with ADHD can frustrate parents who may not understand the disorder and how it affects their child. Often this is a learning opportunity for both parties, and it can be a moment of empowerment for the whole family if taken as a learning opportunity!
• Managing extra-curriculars as they progress through school. Due to the impact of ADHD on executive functioning, it can be difficult for students with the disorder to manage activities outside of school. This puts them at a disadvantage as many social relationships are built outside of school, and students with ADHD could miss out on great opportunities.
• When untreated ADHD can lead to underwhelming performance in the classroom. As a student becomes older, and grades begin to have a larger impact, this can drastically effect their future careers and choices.

• Enforce use of helmets. Activities/sports where helmets should be worn include:
  • Bicycling
  • Skateboarding, skating, rollerblading, riding scooters
  • Sledding
  • Skiing
  • Football
  • Hockey
  • Horseback riding
• Make sure children play only where it is safe.
  • Look for playgrounds that have soft surfaces (e.g., mulch, sand) underneath climbing equipment.
• Supervise young children while playing.
• Attend to safety in the home.
  • Block off stairs with safety gates
  • Ensure windows are secure (e.g., install window guards)
  • Lock firearms and bullets in secure place when not in use.
• Promote safety in motor vehicles.
  • Ensure infants and young children always use appropriate car seats.
  • Use seat belts.
  • Keep children in the backseat of cars at least until age 13.
• To reduce incidence of SBS, promote training for parents in caring for their child and dealing with frustrations associated with parenthood.
  • Healthcare providers can offer guidance.

1. Inattention: Six or more symptoms of inattention for children up to age 16 years, or five or more for adolescents age 17 years and older and adults; symptoms of inattention have been present for at least 6 months, and they are inappropriate for developmental level:
   • Often fails to give close attention to details or makes careless mistakes in schoolwork, at work, or with other activities.
   • Often has trouble holding attention on tasks or play activities.
   • Often does not seem to listen when spoken to directly.
   • Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (e.g., loses focus, side-tracked).
   • Often has trouble organizing tasks and activities.
   • Often avoids, dislikes, or is reluctant to do tasks that require mental effort over a long period of time (such as schoolwork or homework).
   • Often loses things necessary for tasks and activities (e.g. school materials, pencils, books, tools, wallets, keys, paperwork, eyeglasses, mobile telephones).
   • Is often easily distracted
   • Is often forgetful in daily activities.

• Several inattentive or hyperactive-impulsive symptoms were present before age 12 years.
• Several symptoms are present in two or more settings, (such as at home, school or work; with friends or relatives; in other activities).
• There is clear evidence that the symptoms interfere with, or reduce the quality of, social, school, or work functioning.
• The symptoms are not better explained by another mental disorder (such as a mood disorder, anxiety disorder, dissociative disorder, or a personality disorder). The symptoms do not happen only during the course of schizophrenia or another psychotic disorder.

• Often fails to give close attention to details, or makes careless mistakes in school or at work
• Often has difficulty sustaining attention in tasks or play activities
• Often does not seem to listen when spoken to directly
• Often does not follow through on instructions and fails to finish school work or chores
• Often has difficulty organizing tasks and activities
• Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (homework or filing paperwork)
• Often loses things necessary for tasks or activities
• Often easily distracted by extraneous stimuli
• Often forgetful in daily activities

• Extended time on tests
• Shortened assignments
• Instruction in note-taking or designating a class notetaker
• Segmented assignments for long-term projects (with separate due dates and grades).

• Assign work that suits the student’s skill level. Students with ADHD will avoid classwork that is too difficult or too long.
• Offer choices. Children with ADHD who are given choices for completing an activity produce more work, are more compliant, and act less negative. Establish, for instance, a list of 15 activity choices for practicing spelling words like writing words on flash cards, using them in a sentence, or air-writing words.
• Provide visual reminders. Students with ADHD respond well to visual cues and examples. For instance, demonstrate a skill like essay writing on an overhead projector or on the board. When children get to their independent work, leave key points about a topic visible on the board. Post important concepts the children will use again and again on brightly colored poster board around the room.
• Increase active class participation. Group strategies include asking students to write their answers on dry-erase white boards and showing them to the teacher, asking students to answer questions in unison (choral response), having students give a thumbs up or down if the answer to the question is yes or no — a level palm, if they don’t know the answer. Paired learning is also effective. Have students work through a problem in a group and discuss for maximized understanding.
• Encourage hands-on learning. Create learning opportunities where children experience things first-hand. Have students write and act out a play, record an assignment on videotape or take apart and put together a model of a miniature eyeball when studying the human body.

• Post classroom rules for student with and without ADHD. With input from students, establish short, simple classroom rules. State them in positive terms that convey what you want students to do.
  • For example, instead of saying: “No loud talking when you come into class,” say, “When you come into class, check the assignment on the board and start working quietly.” Or, “Sit down first and then you may talk quietly with your neighbor until I start teaching.”

• Establish classroom routines. This will help students with ADHD stay on task. Routines for all students can include: homework always being written on the board, “row captains” checking to see that assignments are written and that completed work is picked up, etc. Students with ADHD can check in with the classroom aide at the end of the day to make sure they understand the homework assignment and what’s required of them.
• Give appropriate supervision to ADHD students. Children with ADHD require more supervision than their peers because of their delayed maturity, forgetfulness, distractibility, and disorganization. Help these students by pairing them with classmates who can remind them of homework and classwork, using student partners to team up on a project, and involving classroom aides as much as you can during and after class.
• Reduce potential distractions. Always seat students who have problems with focus near the source of instruction and/or stand near student when giving instructions in order to help the student by reducing barriers and distractions between him and the lesson. Always seat this student in a low-distraction work area in the classroom.
• Use positive peer models. Encourage the student to sit near positive role models to ease the distractions from other students with challenging or diverting behaviors.
• Prepare for transitions. Remind the student about what is coming next (next class, recess, time for a different book, etc.). For special events like field trips or other activities, be sure to give plenty of advance notice and reminders. Help the student in preparing for the end of the day and going home, supervise the student’s book bag for necessary items needed for homework.
• Allow for movement. Allow the student to move around or fidget, preferably by creating reasons for the movement. Provide opportunities for physical action — do an errand, wash the blackboard, get a drink of water, go to the bathroom, etc. If this is not practical, then permit the student to play with small objects kept in their desks that can be manipulated quietly, such as a soft squeeze ball, if it isn’t too distracting.
• Let the children play. Recess can actually promote focus in children with ADHD so don’t use it as a time to make-up missed schoolwork or as punishment as you might for other students.

• Establish a positive relationship with students who have ADHD. Greet them by name as they enter the classroom or when calling on them in class. Create a class bulletin board for posting students’ academic and extracurricular interests, photographs, artwork, and/or accomplishments.
• Provide frequent, positive feedback. Students with ADHD respond best to feedback that is immediate. Use positive praise, such as “You’re doing a great job” or “Now you’ve got it.” If a student’s answer is incorrect, say, “Let’s talk this through” or “Does that sound right to you?”
• Ask questions rather than reprimand. If the student misbehaves, in class, ask, “Is that a good choice or a bad choice?” The student will get the message that his behavior is inappropriate.