Beruflich Dokumente
Kultur Dokumente
Defintion/Code
Characteristics/ Behaviours
Teaching Strategies
Attention
Deficit
Hyperactive
Disorder
(ADHD)
Code: 43
- Alberta Education:
https://archive.education.alber
ta.ca/admin/supportingstudent
/diverselearning/adhd.aspx
Definition: Attention
Deficit/Hyperactivity
Disorder (AD/HD)
is a neurobiological
condition that can cause
inattention, hyperactivity
and/or impulsivity, along
with a number of related
difficulties, inappropriate
for an individuals age.
(Alberta Education)
Exceptionality
Defintion/Code
Characteristics/ Behaviours
Teaching Strategies
Anxiety
Code: 53
References:
http://www.worrywisekids.org
http://www.learnalberta.ca/con
tent/inmdict/html/anxiety_diso
rders.html
Book: Wemberly Worried by
Kevin Henkes
Definition: 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.
Exceptionality
Defintion/Code
Autism
Code: 44
Characteristics/ Behaviours
Teaching Strategies
- www.autismalberta.ca/aboutautism.
- www.autism.net/resources/sta
ff-corner/1716-bringingthem-back.html.
- www.archive.education.albert
a.ca/media/512925/autism3.p
df.
Kaveski, Walter. (2001).
Teaching Adolescents with
Autism: Practical Strategies for
the Inclusive Classroom.
Thousand Oaks California:
Corwin Sage Company .
Exceptionality
Defintion/Code
Characteristics/ Behaviours
Cerebral Palsy
Teaching Strategies
Speech:
- Use visuals
- Talk at a slower rate
- Use technology such as iPad that
uses text to speech and or speech to
text.
Fine Motor Skills:
- Pencil grips
- Paper with raised lines
- Stress balls
- Give students copies of notes
- Allow for oral tests
In general:
- Adapt the classroom layout/seating
arrangement to the students need.
- Seat student near an exit
- Give student time
- Have frequent brain breaks
- Work with the parents or
professionals involved
- Make tasks brief
Teach self- monitoring skills
Alberta
http://www.learnalberta.ca/conte
nt/inmdict/html/cerebral_palsy.h
tml
http://alis.alberta.ca/videoplayer/
player.aspx?VK=3149
https://archive.education.alberta.
ca/media/825847/spedcodingcrit
eria.pdf
https://education.alberta.ca
/media/384968/makingadif
ference_2010.pdf
Exceptionality
Defintion/Code
Characteristics/ Behaviours
Teaching Strategies
Conduct
Disorder (CD)
Code: 42
Exceptionality
Defintion/Code
Characteristics/ Behaviours
Conductive :
- When a sound is not transmitted well to the
inner ear
- Similar to a radio that plays only at a low
volume; there is no distortion of the sound,
but words are faint.
Definition: Students who
- Hearing aids are usually effective for making
are deaf or hard-of-hearing
meaning out of sound
have a diagnosis, from an
- May experience losses up to 70 decibels (i.e.
audiologist, which identifies
a dogs bark)
the presence and degree of
Sensorineural: Occurs when the inner ear or
hearing loss. The Canadian
cochlea is damaged or when there is damage
Academy of Audiology
to the pathway from inner ear to the brain
defines hearing loss as mild - Reduced ability to both hear sounds and to
(2640 decibels), moderate
understand speech clearly
(4155 decibels), moderate
- More severe and permanent have more
to severe (5670 decibels),
difficulty producing speech than those with
severe (7190 decibels) or
conductive loss
profound (90+ decibels). The - May experience balance problems as a result
degree of hearing loss does
of damage to their semicircular canal
not predetermine how
students function in auditory,
educational and social
situations. Students with a
moderate hearing loss may
function as deaf, but with
current technologies,
students with severe to
profound hearing loss may
function as hard-of-hearing.
Teaching Strategies
http://deafalberta.ca/inform
ation-resources/deafpopulation/
http://www.learnalberta.ca/
content/inmdict/html/heari
ng_loss.html
http://www.learnalberta.ca/
content/inmdict/html/heari
ng_loss.html
http://www.learnalberta.ca/conte
nt/inmdict/html/hearing_loss.ht
ml
Exceptionality
Defintion/Code
Characteristics/ Behaviours
Teaching Strategies
Depression
Code: 42
Movement Break
This quick and easy strategy could
give the student an opportunity to
improve mood and increase energy
through movement. Some ideas for
good movement breaks include:
Just Dance, Chain Reaction, Simon
Says.
"Today is not my Day"
This strategy is used in the
classroom when it comes to
assessment. If the teacher sets up
the expectation that the students are
allowed to have a total of three
passes on days where the are not in
the right mind set, they can come to
the teacher in the morning and say
" Today is not my Day". This
indicates that the student is taking a
pass on that day and will make up
the summative assessment at a later
date
Zen Corner
Alberta
-
Definition: 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.
https://open.alberta.ca/dataset/ee
2ccea8-97fe-41a1-aa11ed9f21421364/resource/225515
85-a8d1-4b54-bdc37b21067cdaa7/download/36560
41-2015-Special-EducationCoding-Criteria-2015-2016.pdf
https://myhealth.alberta.ca/Healt
h/Pages/conditions.aspx?
hwid=aba5372
http://www.learnalberta.ca/conte
nt/inmdict/html/depression.html
https://education.alberta.ca/ment
al-health/components/
http://alberta.cmha.ca/mental_he
alth/depression-what-is-it-whatdo-do/#.VrFZ1ng-BmA
Additional
http://www.ascd.org/publication
s/educationalleadership/oct10/vol68/num02/R
esponding-to-a-Student'sDepression.aspx
www.teenmentalhealth.org
-Mental Health and High School
Curriculum Guide.pdf
http://www.psychiatry.org/patien
ts-families/depression/what-isdepression
Exceptionality
Defintion/Code
Characteristics/ Behaviours
Down
Dyndrome
Teaching Strategies
Exceptionality
Defintion/Code
FASD
Code: 44
Definition: Fetal Alcohol
Spectrum Disorder (FASD)
is an umbrella term used to
describe the range of
disabilities that result from
prenatal alcohol exposure. It
is the leading known cause
of developmental disability
in Canada. The medical
diagnoses of FASD include:
Fetal Alcohol Syndrome
(FAS); Partial FASD (pFAS);
and Alcohol Related Neurodevelopmental Disorder
(ARND). You may find
FASD sometimes referred to
as Fetal Alcohol
Syndrome/Fetal Alcohol
Effects (FAS/FAE) in older
literature.
Characteristics/ Behaviours
Teaching Strategies
https://education.alberta.ca/medi
1. Routine: Have a set routine in your
a/464617/supporting_positive_b
class. It can also be helpful to have
ehaviour_classroom.pdf the daily class schedule posted in
the classroom. Also have classroom Supporting Positive
rules posted around the classroom, Behaviour in Alberta
as well as on the students desk.
Schools
2. Checklist: A useful tool to have
http://fasd.alberta.ca
Exceptionality
Defintion/Code
Giftedness
Code: 80
Characteristics/ Behaviours
Teaching Strategies
Content:
- Make activities more complex.
-Modify Outcomes
-Extend beyond the program of
studies.
- Increase variety.
Process:
- Pre-test
-Learning Contract
-Real world application
-Inquiry Process
-Create opportunities for higher
thinking.
Product:
- Provide choice
- Apply real life problems
- Encourage different targets
- Incorporate higher order of
thinking.
Physical and Social Environment:
- increase access to technology.
- Flexible grouping
-Create opportunities for group work.
Assessment:
- Incorporate self assessment
-Incorporate creativity
www.education.alberta.ca/me
dia/464612/chapter-10-giftedmad-2010.pdf
www.education.alberta/media/
464613/the-journey-ahandbook-for-parents2004.pdf
www.corwin.com/upmdata/32712_Sousa_(Gifted_Br
ain)_ch1.pdf
www.nagc.org
www.teachersfirst.com/gifted_
spot.cfm.
Exceptionality
Defintion/Code
Characteristics/ Behaviours
Teaching Strategies
Intellectual
Disabilities
CODE: ECS=30
1-12= 50-53
Disorder Characteristics
Intellectual disability involves impairments of
general mental abilities that impact adaptive
functioning in three domains, or areas. These
domains determine how well an individual
copes with everyday tasks:
CONCEPTUAL
includes skills in language, reading, writing,
math, reasoning, knowledge, and memory.
SOCIAL
refers to empathy, social judgment,
interpersonal communication skills, the ability
to make and retain friendships, and similar
capacities.
PRACTICAL
centers on self-management in areas such as
personal care, job responsibilities, money
management, recreation, and organizing school
and work tasks.
Definition: An intellectual
disability (also commonly
referred to as a
developmental disability
among other terms) is,
simply stated, a disability
that significantly affects
one's ability to learn and use
information. It is a disability
that is present during
childhood and continues
throughout one's life. A
person who has an
intellectual disability is
capable of participating
effectively in all aspects of
daily life, but sometimes
requires more assistance than
others in learning a task,
adapting to changes in tasks
and routines, and addressing
the many barriers to
participation that result from
the complexity of our
society.
Exceptionality
Defintion/Code
Characteristics/ Behaviours
Teaching Strategies
Learning
Disability
Code: 54
Definition: Learning
disorders affect the
acquisition, organization,
retention, understanding or
use of verbal or nonverbal
information. Learning
disabilities result from
impairments in one or more
processes related to
perceiving, thinking,
remembering or learning.
Learning disabilities are due
to genetic and/or
neurobiological factors or
injury that alters brain
functioning in a manner
which affects one or more
processes related to learning.
Disabilities: From
Identification to
Intervention. New York, NY:
The Guilford Press.
Hallihan, D. P., Kauffman, J.
M. & Lloyd, J. W. (1999).
Introduction to Learning
Disabilities
(2nd Ed.) Boston, MA:
Allyn & Bacon.
Learning Disabilities
Association of Canada at
www.ldac-acta.ca
Winzer, M. (2008). Children
with Exceptionalities in
Canadian Classrooms, (8th Ed.).
Toronto, ON: Prentice Hall.
Exceptionality
Defintion/Code
Characteristics/ Behaviours
Teaching Strategies
Obsessive
Compulsive
Disorder
Code: 42
Alberta sites:
http://www.ementalhealth.ca/Al
berta/Obsessive-CompulsiveDisorder-OCD-in-Children-andYouth-Information-for-Parentsand-Caregivers/index.php?
m=article&ID=8876
https://myhealth.alberta.ca/Healt
h/Pages/conditions.aspx?
hwid=hw169097
http://www.macanxiety.com/spe
cialist-treatment-services-incanada/alberta/
http://www.learnalberta.ca/conte
nt/inmdict/html/obsessive_comp
ulsive.html
https://lethbridge.cmha.ca/menta
l_health/obsessive-compulsivedisorder-ocd/
Other sites:
International OCD
Foundation https://iocdf.org/expertopinions/
Exceptionality
Defintion/Code
Characteristics/ Behaviours
Teaching Strategies
Oppositional
defiant
disorder
(ODD)
Code: 42
Definition: Oppositional
defiant disorder (ODD) is a
condition characterized by a
persistent pattern
of aggressive and defiant
behaviour and a need to
annoy or irritate others.
Common
behaviours include frequent
temper tantrums, frequent
arguing with both peers and
adults, intentionally
annoying others, blaming
others for own mistakes, and
appearing
angry and vindictive.
Exceptionality
Defintion/Code
Sensory
Processing
Disorder
Code:
Definition:
Characteristics/ Behaviours
Teaching Strategies
-