INTELLECTUAL HANDICAP

INTELLECTUAL HANDICAP (CONT)

MODERATE-SEVERE CODE 24
PROFOUND CODE 23 * Support to student must be

MODERATE-SEVERE CODE 24
PROFOUND CODE 23 * Support to student must be

continuous

continuous

1. Ensure that material/task demanded

is at their level

5. Encourage interaction between

students & involve peers as classroom
role models (peer scaffolding from
stronger student, group work/projects)

2. Teach specific strategies & remind

students to apply them (rehearsal,
labeling, chucking, practice, apply, review)
3. Involve students in active learning
process (practice, apply, review, selfmonitoring)
4. Focus on content that is meaningful
to the students (interests and
familiarities of student, scaffolding on
previous knowledge)

6. Emphasize self-reliance (selfmanagement, problem solving, etc.)

7. Create environment that
encourages verbal communication and
interaction with language
8. Provide concrete examples of
instruction in social skills & seek
understanding for inappropriate
behavior (use peer reinforcement)
9. Use technology to support learning
(I-PADS, Computers, etc.)

LEARNING DISABILITIES:
MATHEMATICS
CODE LD (Ex. Dyscalculia)

1. Model correct ways of applying

theories and use a wide range of
examples for students to practice on
2. Give consistent feedback &
establish realistic goals for progress
(providing information about their present
performance and what they need to learn)
3. Monitor progress on weekly basis
(through graphing or visual display so that
student can chart and see how they are
performing)
4. Break tasks down into manageable
parts and provide explicit step-by-step
instructions (problem-solving checklists)

NON-VERBAL LEARNING DISORDER

(NLD)

NON-VERBAL LEARNING DISORDER

(NLD)(CONT)

5. Computer-assistance instruction to
learn arithmetic computation and
problem solving skills (I-PADS ,
Computers, etc.)
LEARNING DISABILITIES: READING
COMPREHENSION

CODE LD

CODE LD

CODE LD (I.e. Dyslexia)

1. Break tasks down into manageable

parts and provide explicit step-by-step
instructions (incremental due dates,
checklists, etc.)

5. Always keep in mind the goal of the

evaluation (do not burden student with
difficulty handwriting when oral response
could be substituted in plan of written
work)

1. Break tasks down into manageable

parts (Use clear objectives, checklists,
incremental due dates)

*These are the students who are likely to follow a

modified program*

2. Teach verbal feedback strategies:

Ask student to repeat directions or

information

Provide structure

Ensure all steps of a task are

understood
3. Capitalize on students strengths to
memorize and absorb
information/material
4. Provide clear outlines that are not
too visually overwhelming

6. Provide student with opportunities

to interact with peers and encourage
leadership roles to instill sense of
responsibility (role-playing, group work)
7. Avoid punitive measures and
replace them with constructive
criticism and clear, consistent
expectations

2. Discuss connections between the

concepts being read and the students
background, interests etc.
3. Inform the students of effective
strategies to use (finding key words,
annotations, self-questioning, summarizing,
story-mapping etc.)

KWL Strategy
Accessing what I Know
Determining what I Want to
know
Recalling what I did Learn
4. Monitor understanding of texts &
performance (gauging questioning using
5 Ws, check homework, communicate with
parents, daily schedule)
5. *IEP includes a reader

INTELLECTUAL HANDICAP

INTELLECTUAL HANDICAP (CONT)

MODERATE-SEVERE CODE 24
PROFOUND CODE 23 * Support to student must be

MODERATE-SEVERE CODE 24
PROFOUND CODE 23 * Support to student must be

continuous

continuous

1. Ensure that material/task demanded

is at their level

5. Encourage interaction between

students & involve peers as classroom
role models (peer scaffolding from
stronger student, group work/projects)

2. Teach specific strategies & remind

students to apply them (rehearsal,
labeling, chucking, practice, apply, review)
3. Involve students in active learning
process (practice, apply, review, selfmonitoring)
4. Focus on content that is meaningful
to the students (interests and
familiarities of student, scaffolding on
previous knowledge)

6. Emphasize self-reliance (selfmanagement, problem solving, etc.)

7. Create environment that
encourages verbal communication and
interaction with language
8. Provide concrete examples of
instruction in social skills & seek
understanding for inappropriate
behavior (use peer reinforcement)
9. Use technology to support learning
(I-PADS, Computers, etc.)

LEARNING DISABILITIES:
MATHEMATICS
CODE LD (Ex. Dyscalculia)

1. Model correct ways of applying

theories and use a wide range of
examples for students to practice on
2. Give consistent feedback &
establish realistic goals for progress
(providing information about their present
performance and what they need to learn)
3. Monitor progress on weekly basis
(through graphing or visual display so that
student can chart and see how they are
performing)
4. Break tasks down into manageable
parts and provide explicit step-by-step
instructions (problem-solving checklists)

PHYSICAL DISABILTIIES GENERAL

STRATEGIES

PHYSICAL DISABILTIIES LEARNING

STRATEGIES

5. Computer-assistance instruction to
learn arithmetic computation and
problem solving skills (I-PADS ,
Computers, etc.)
LEARNING DISABILITIES: WRITTEN
EXPRESSION

SEVERE-MOTOR DEFICIENCY CODE 36

SEVERE-MOTOR DEFICIENCY CODE 36

Code LD (I.e. Dysgraphia)

* Support to student must be continuous

* Support to student must be continuous

*These are the students who are likely to follow a

modified program*

MOTOR OR ORGANIC IMPAIRMENT CODE 33

1. Prepare students for entry/re-entry

of fellow student who has sustained
motor or organic impairment(s)
discuss any changes in physical functioning
or personality
2. Modify classroom to ensure safety
and address specific needs of the
student
3. Minimize visual and auditory
distractions that may interfere with
attention to task
4. Be familiar with specific equipment
that might be needed (communicative
devices, wheelchair, etc.)
5. Be familiar with effects and
administration procedures of
prescribed medications

MOTOR OR ORGANIC IMPAIRMENT CODE 33

1. Use a multimodal approach

(overheads, videos, hands-on activities)
when presenting instructions
2. Teach/allow students to use
different strategies to help with their
physical condition (font size, desk size
checklists, etc.)
3. Emphasize key points in instruction
(repetition, use prompts, cues)
5. Break down tasks into steps
(incremental due dates, checklists etc.)
6. Ensure student is included in all
activities to whatever extent possible
(group work, co-operative learning)

1. Teach students how to plan out and

write down their ideas
(planning/brainstorming sheet, outline,
graphic organizers, sticky notes)
2. Give consistent feedback on written
work
3. Have student revise and edit work
before submitting it (peer-editing
checklist, communicate with parents the
strategy of reading students work before
they submit it)
4. Imitate and model the correct way
of spelling or structuring sentence
(students compare incorrect words with
correct words in order to remember)