Erica Barr

Exceptionalities Toolbox
Exceptionality

Code

Alberta Ed.
Definition

Characteristics

Anxiety

53

Anxiety disorders
are characterized
by an excessive
and persistent
sense of
apprehension
along with
physical
symptoms, such
as sweating,
palpitations,
stomach aches
and feelings of
stress. Anxiety
disorders have
biological and
environmental
causes, and are
usually treated
with therapy
and/or
medication.
Anxiety disorders
can coexist with
many other
disorders and
disabilities.

Symptoms
include: sweating,
dizziness,
numbness or pins
and needles (in
the fingers,
hands, or whole
body parts if
extreme), rapid
heartbeat,
difficulty
breathing,
stomach upset or
nausea, diarrhea,
inability to
concentrate,
confusion,
irritability,
shaking or
trembling,
restlessness,
avoidance
behaviour, tense
muscles and/or
muscle twitches.

Strategies
Classroom strategies:
Peer Support Pairing,
rotating peers at
regular intervals
Create low-key cues
and prompts with
student to initiate
anxiety management
strategies
Role-play
Specific Strategies:
Use a signal to let the
child know that his
turn is coming such as
standing in front of
their desk.
Provide a routine and a
predictable learning
environment.
Chunk work into
smaller sections.
Change working
environments allow
extra time for exams
and assignments.

Resources

http://www.kidsmen
th.ca/documents/re
teachers-2007.pdf
http://www.worrywi
org/node/40
http://www.learnalb
/content/inmdict/htm
medicaldisabilityinf
n.pdf

Erica Barr
Exceptionalities Toolbox
Down Syndrome

43

Down syndrome

is a chromosomal
disorder that
causes delays in
physical and
mental
development. The
student's abilities
and the severity

of associated
medical
conditions can
vary greatly, from
mild to severe.
Heart problems,

thyroid issues
and
gastrointestinal
(bowel) issues are
common with
Down syndrome.
Other physical
issues include
hearing and
visual
impairments, low
muscle tone, and
instability in the
ligaments holding
the neck

Most children
will have a
speech delay.
Hearing loss
and the need
for corrective
eyewear are
also common.
Motor skills
can develop at
a slower rate
for children
with Down
syndrome.
Behaviour can
occur due to a
gap in the
childs
understanding
and their
ability to
express
themselves,
which can
cause anger
leading to a
behaviour.

Be adaptive to medical
aids and needs such
as; hearing aids,
glasses, and heart

conditions
Provide access to
many forms of
communication based
on the student's needs
and preferences.

Model the appropriate

technique, as well as
teach the system, such
as sign language, to
the other students in
the class so that
everyone can
communicate
Involve the student in
the classroom
community.
Pre-establish rules and
classroom environment
Teach appropriate
body language and
displays of affection
Schedules and routine
consistency
Use group work,

http://www.cdss.ca/
/pdf/parent_informa
aching_students_wi
n_syndrome.pdf
http://www.kcdsg.or
content/Supporting
%20Student%20wit
%20Down%20Synd
%20in%20Your
%20Classroom-Teac
%20Manual.pdf
http://www.learnalb
/content/inmdict/htm
icaldisabilityinforma
f

Erica Barr
Exceptionalities Toolbox
vertebrae
together.

Giftedness

80

Giftedness is
exceptional
potential and/or
performance
across a wide
range of abilities
in one or more of
the following
areas: general
intelligence,
specific
academic,
creative thinking,
social, musical,
artistic, and
kinesthetic.

collective work,
community games,
social skills, and
cooperative learning

Advanced
intellectual
achievement,
high
motivation and
interest, verbal
proficiency,
problem
solving ability,
logical
thinking,
and/or
creativity.
Impatience
with peers,
parents, and
teachers
Considered
stubborn or
uncooperative.
Sensitivity to
the
expectations
and feelings of
others; they

Giving the students

additional or alternate
work that is more
sophisticated or
thought provoking.
Allowing students to
complete grades at
their own (accelerated)
pace.
Provide alternate
subject-appropriate
study materials
Independent
Projects - Student and
teacher identify
problems or areas of
interest for student to
investigate and then
synthesize findings.
Negotiate and
document criteria,
goals, and timelines.
Mentorships/Appren
ticeships - Student
works with a resource

Erica Barr
Exceptionalities Toolbox

Autism Spectrum
Disorder

44

Individuals with
ASD have
developmental
disabilities that
can impact how
they understand
what they see,
hear and
otherwise sense,
which in turn can
result in
difficulties with
communication,
behaviour and
relationships with
other people. ASD
can range from
mild to severe

may be extrasensitive to
peer criticism
and teasing.
May use
humor as a
weapon
against other
students,
teachers, and
peers.
Challenges
interpreting
nonverbal
language
Poor eye gaze
or avoidance
of eye contact
Poor judge of
personal
space- may
stand too close
to other
students
Trouble
controlling
emotions and
anxieties

teacher, parent,
community member,
or specialist to develop
a project. This can also
work for building skills
in an area of career
interest/awareness.

Provide separate space

for physical breaks
outside the classroom.
If available, give
student hands on
activities rather than
paper and pencil.
Use pictures and
illustrations to
communicate
important classroom

information like rules,

timetables, behavior
expectations, and
locations of materials.
Reach out to parents
to get insights on how
to support their social

https://archive.educ
lberta.ca/media/511
utism.pdf
Alberta Education. (
Making a Difference
Meeting diverse lea
needs with differen
instruction. Alberta,
Canada. Retrieved f
https://archive.educ
lberta.ca/teachers/r
es/cross/making-adifference.aspx
http://www.learnalb
/content/inmdict/htm
icaldisabilityinforma
f

Erica Barr
Exceptionalities Toolbox
and may be
accompanied by
other disorders,
such as learning
disabilities,
anxiety, attention
difficulties or
unusual
responses to
sensory stimuli.

Medically
Fragile/Technologi
cally Dependant

44

Medically Fragile
and/or
Technologically
Dependant
(mf/td) is a label
given to students
who require
complex medical
care. Complex
medical care
includes any

Very literal
understanding
of speech;
difficulty in
picking up on
nuances
Echolalia
may repeat
last words
heard without
regard for
meaning
Unusual
repetitive
behaviour,
verbal and
nonverbal
(hand flapping,
rocking)
Characteristics

are broken into

groupings:
Group 1
Children

dependent at
least part of each
day on
mechanical
ventilation.
Group 2

and emotional wellbeing.

Video Conferencing:
have the student
attend school from a
satellite location.
Tracking Progress:
keeping evidence of
where the student is in
relation to the learner
outcomes needed to
successfully achieve
the credit from that

HELP! IS THIS AN
INTENSIVE CARE UN
A CLASSROOM? Jou
Donna E. Wadswoth
PARENTS OF
TECHNOLOGICALLY
DEPENDENT CHILDR
NEWSLETTER (Augu
2003)
THE TECHNOLOGIC
DEPENDANT MEDIC
FRAGILE AT RISK ST
International Journa

Erica Barr
Exceptionalities Toolbox
condition that can
rapidly
deteriorate
resulting in
permanent injury
or death. At
times, the
students needs
can become so
complex that
they require
technological
health
intervention to
support life
functioning.

Children
requiring
prolonged
intravenous
administration of:
nutritional
substances, drugs
Group 3
Children with
daily dependence
on other devicebased support.
Group 4
Children with
prolonged
dependence on
other devices,
which
compensate for
vital body
functions.
Group 5
Children with
chronic conditions
who are not
technologically
dependent but
who require as
great a level of
care as Group 4-

specific grade.
Normalization:
Accessibility: Ramps,
walkways, handrails,
water fountains,
doorway expansion
etc
Furniture: Desk
heights, arrangement,
expansion, etc
Climate: Lighting,
Heating, etc
Medical Access:
Privacy rooms, sinks
Classroom
Discussion
Support Aid

special education (2

Erica Barr
Exceptionalities Toolbox
Children who
require constant
supervision or
monitoring
resulting from the
complexity of
their condition
and/or the
quantity of oral
drugs and
therapy they
receive.
Attention
deficit/hyperactivit
y disorder (AD/HD)

53

Attention
deficit/hyperactivi
ty disorder
(AD/HD) is a
neurobiological
condition that can
cause inattention,
hyperactivity
and/or
impulsivity, and
other learning
difficulties.

Students can
have trouble with:
Keeping track
of belongings
Getting started
on tasks
Sitting still
Focusing on
tasks at hand
Regulating
attention
Dealing with
change/transiti
ons

Provide outlets for

movement.
Consider dividing tests
into shorter sections to
be completed at
several different time
periods.
Seat AD/HD students
at the front of the
room.
Avoid multiple choice
questions.
Give students
notes/instructions in
advance.
Provide organizational

Centre for ADD/ADH

Advocacy, Canada.
"Information for Edu
on ADHD."
http://www.caddac.
page.php?50
http://www.learnalb
/content/inmdict/htm
icaldisabilityinforma
f

Erica Barr
Exceptionalities Toolbox
strategies for written
work (i.e. graphic
organizers, mind
maps, charts for the
student to fill in)
English Language
Learners/ English
as a Second
Language

N/A

English Language
Learners (ELL):
are students
whose primary or
heritage is not
English. English
language learner
(ELL) refer to
students who are
learning English
as a second or
additional
language. They
may be
immigrants from
a country where
English is not the
national language
or born in an
English-speaking
country but
raised in a nonEnglish speaking
home or

Use the wrong

verbs or
pronouns
because they
sound familiar
(e.g. confident
vs confidence)
Called ear
learners
because they
learn English
by listening to
music,
watching TV,
or hearing
their friends
talk
be selfconscious and
confused;
smile
hesitantly.
observe
surroundings

Provide differentiated
assessment
Use ongoing
assessments with

frequent feedbacks to
guide
Use flexible grouping.
Make content

comprehensible for all

students matching
learning contents to
students' learning
profiles and language
proficiency ensures
that every student has
an opportunity to
demonstrate what
he/she knows.
Build a respectful and
helpful classroom
atmosphere creating
a classroom
atmosphere where all
students have respect

https://education.al
a/media/1477344/s
ng-esl-students-pro
esl-strategies-inalberta.pdf
http://www.learnalb
/content/eslapb/doc
s/Characteristics_of
h_Language_Learne
Alfred, I. (1994, Mar
ESL in the Mainstre
Challenges and
Possibilities. Retriev
from
http://files.eric.ed.g
ext/ED385120.pdf

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Exceptionalities Toolbox
community.

Oppositional
Defiance Disorder

42

Oppositional
defiant disorder
(ODD) is a
condition
characterized by
a persistent

carefully
require
buddies
copy and
repeat oral
instructions,
questions and
modeled
responses
rely on
visuals and
diagrams to
understand
and
communicate
fatigue by
midday or be
frustrated
attending long
lectures
unaccompanie
d by visuals
and gestures

Sudden
unprovoked
anger, Frequent
temper tantrums,
Appearing angry
and vindictive,

for and responsiveness

to cultural and
personal diversity.
Use culturally diverse
resources (i.e.
translated books or
text where possible,
multicultural
representations and
culture sharing
classes)

Having prepared
teachers with good
organization and
strong behaviour
management skills

http://www.macmh.
blications/fact_shee
.pdf
http://www.learnalb
/content/inmdict/htm
ositional_defiant.htm
http://mdestream.m

Erica Barr
Exceptionalities Toolbox
pattern of
aggressive and
defiant behaviour
and a need to
annoy or irritate
others. It usually
shows up in
children by eight
years of age and
sometimes as
early as three
years. It is
classified as an
extremely severe
emotional/behavi
oural disability
that is strictly a
childhood/adolesc
ent condition but
can lead to other
disabilities that
will remain
throughout
adulthood. It is a
result of an
underdevelopmen
t and difficulty
applying
flexibility and
adaptability skills

Arguing with

adults and peers,

Defiance or
refusal to comply
with adults rules
or requests,
Deliberately
annoying others,
Blaming others

for their
misbehaviour,
Easily annoyed by
others, Being
resentful and
angry.

Involving students in
the learning process to
motivate them and

give them the skills to

monitor their own
behaviours (this also
improves their learning
and self-efficacy)
Modifying the
classroom
environment:
Create a calm and
quiet environment
(noise level, relaxing
tone, reducing
distraction, providing
tools for students to
block out the noise)
Flexible space
(separate work spaces,
independent spaces,
individual spaces, safe
spaces)
Classroom organization
(individual storage
areas, supply boxes,
work with students for
individual organization
tips, provide visual
reminders for

.ms.us/sped/ToolKit
s/Behavior_Disciplin
nd.pdf
http://www.learnalb
/content/inmdict/htm
icaldisabilityinforma
f

Erica Barr
Exceptionalities Toolbox
when they are
needed.
Deafness and Hard Code
of Hearing
30, 55
(HoH),
Code
45
(deaf)

Deafness - Little

to no hearing that
results in severe
problems with
auditory
language
development
Hard of Hearing -
Difficulty in
hearing abilities
that results in
some issues with
auditory
language
development

organization)

To those who
dont know the
child is deaf,
they appear to
be shy at best
and rude at
worst.
In settings
where deaf
people are
communicatin
g with each
other, they will
also use
techniques
such as
stamping of
the feet and
flicking lights
on and off.

Technological Aid:
o Use closed
captions on
videos, and try
to use fm
transmitted
hearing aids.
Communicate with an
interpreter or as an
ASL speaker
communicate with the
student in both ASL
and English.
Use more visuals when
explaining concepts,
and make sure the
student can see you
and others.
Put the student away
from auditory
distractions in a place
where they can see
things clearly.
Use clear vocabulary,
repeat other students
answers and
questions, confirm the

http://www.learnalb
/content/inmdict/htm
ing_loss.html
http://www.edu.gov
k12/docs/support/d
urce/toolkit_resourc
http://www.bced.go
specialed/hearimpa
tm
http://www.learnalb
/content/inmdict/htm
icaldisabilityinforma
f

Erica Barr
Exceptionalities Toolbox
student has
understood directions
and write new
concepts and words
down on the board.
Depression

53

Depression is
characterized by
symptoms such
as persistent
feelings of
sadness,
hopelessness,
dejection and
guilt; withdrawal
from activities
and people; poor
concentration;
lack of energy;
inability to sleep;
weight loss or
gain; anxiety,
irritability or
agitation; and/or
thoughts of death
or suicide.

1. Negative self
concept
2. Loss of interest
in activities that
once enjoyed
3. Tired, low
energy
4. Avoiding
people
5. Inability to
make decisions
6. Overwhelmed
by small things
7. Unexplained
anger and
irritability
8. Frequent
complaining
9. Truancy;
change in pattern
of school
attendance
10. Major change
in school

Classroom/ school
community creating a
place of togetherness
where students feel

they can be
themselves and

express themselves.
Open mindedness not
pushing student
problems aside as
being unimportant or
insignificant, allowing
oneself to be
approachable and
available for open
communication.
Safe space an open
and inclusive
classroom where
students feel secure in
both their mental and
physical states, a place
where they can open
up and feel valued.

http://www.learnalb
/content/inmdict/htm
icaldisabilityinforma
f
https://www.jack.org
rces/everythingyou
knowaboutdepres
Alberta Learning. B
along the way: copi
underachievement,
perfectionism, heig
sensitivity, depress
frustration and
introversion. The Jo
pp. 5657
https://archive.educ
lberta.ca/media/448
urney7.pdf

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Exceptionalities Toolbox
performance
11. Fighting
12. Rejection of
past friends

Validate students
experiences and
feelings
Teach the student how
to identify their mood
patterns.
Encourage positive
talk Framing situation
in a constructive and
positive way rather
than blaming
Selfconfidence
boosters Include
physical activity within
the classroom and
promote healthy living
outside the classroom
Providing endorphins
and outlets for
stress/emotions