Personal Strategy Toolbox

Exceptionality
Name
Alberta
Education and
Definition
Code

Learning Disabilities
Learning disabilities include various disorders that may affect acquisition, organization, retention, understanding, or use of
verbal or nonverbal information. Learning disabilities range in severity and interfere with the acquisition and use of oral
language (e.g., listening, speaking, understanding), reading (decoding, comprehension), written language (e.g., spelling, written
expression, and/or mathematics (e.g., computation, problem solving). Code 54

Characteristics
and/or
Observable
Behaviours

Individual students with a learning disability can have very different profiles. Learning disabled often encompasses
co-occurring conditions that can include problems in listening, concentrating, speaking, reading, writing, reasoning, math,
or social interaction.
Learning disabilities are due to genetic, other congenital and/or acquired neuro-biological factors and can also
appear in association with such medical conditions as sensory impairments, or other disabilities such as communication
disorders and emotional behavioural disorders.
Dyslexia is a severe impairment of the ability to read and spell.
Dysgraphia is characterized by difficulties in handwriting, spelling, or composition.
Dyscalculia is an impairment of the ability to pick appropriate strategies for mathematics.
Students with learning disabilities can also experience difficulties retrieving academic and everyday information.
Learning disabilities may also cause difficulties with organizational skills, social perception, and social interaction2

Teaching
Strategies and
Resources

Provide explicit instructions, with clear, detailed explanations and demonstrations. (Instructional)
Provide visual organization aids and refer to them regularly (visual agendas, calendars, due dates)
Provide explicit and specific feedback when the student demonstrates positive social skills (immediate, frequent,
enthusiastic, eye contact, describe)
Forewarn students about transition times
Provide daily opportunities to write on a variety of topics and use a variety of genres.
Provide both oral and written instruction
Model things like the writing process, reading process, problem solving, etc. so that students can understand the
how to
Help students become aware of their strengths instead of focusing on their challenges
Assign a peer helper to work with students to show how they do things like organize their work

Links and/or
resources

http://www.learnalberta.ca/content/inmdict/html/learning_
disabilities.html http://fod.infobase.com/p_ViewVideo.aspx?xtid=41096 (Lavoie video)

Exceptionality
Name
Alberta
Education and
Definition
Code

ADHD
Attention deficit/hyperactivity disorder (ADHD) is a neurobiological condition that can cause inattention, hyperactivity and/or
impulsivity, and other learning difficulties. Research suggests that ADHD is most likely caused by abnormalities in certain
neurotransmitters or messengers in the brain, making the brain inefficient or sluggish in the areas that control impulses, screen
sensory input and focus attention.
There are three types of ADHD: predominantly hyperactive-impulsive type, predominantly inattentive type, and combined type.
Signs of hyperactivity may include restlessness, squirming and fidgeting, and excessive talking. Signs of impulsivity may include
acting without planning or thinking first, difficulty following rules and steps, interrupting others, and difficulty managing
frustration, emotions and transitions. Signs of inattention may include losing or forgetting things, frequently "tuning out,"
difficulty following instructions, missing important details, difficulty staying on-task and completing assignments, poor
organizational skills, difficulty with short-term memory and recall, distractibility and problems with focusing and maintaining
attention.
Students with predominantly inattentive type ADHD may not be diagnosed until upper elementary and junior high school when
the demands for organization and independence increase. Combined type ADHD is diagnosed when six or more signs of hyperimpulsive type and inattentive type are present.
No one direct cause of ADHD has been identified. Attention deficit/hyperactivity disorder tends to run in families, and does
occur in both boys and girls but boys are much more likely to be diagnosed.
Code 42

Characteristics
and/or
Observable
Behaviours

Teaching
Strategies and
Resources

Hyperactivity: fidgeting and squirming, problems remaining seated, talking excessively and at inappropriate times,
often running and climbing, stands instead of sitting at the table, unable to settle into a quiet activity, constantly on the go,
frequently handling or touching objects
Impulsivity: butting into conversations, blurting out answers in the classroom, beginning work before instructions
given, disturbing others who are playing, grabbing belongings of other people, touching, grabbing and hitting other people,
problems waiting for turn or standing in line, making impulsive decisions
Inattention: easily distracted from the task at hand by noises or the environment, looking around frequently,
staying focused on one activity, daydreaming, not focusing on speaker when spoken to, unable to remember verbal
instructions, misinterpreting instructions, unable to pay attention to details, inability to complete work without being
reminded, losing things or forgetting them, difficulty organizing belongings and work, difficulty starting things, forgetting
normal routines
(lDDA Website)
Children cant control their behaviour
Underdeveloped part of the brain
Medication activates the underdeveloped part of the brain - allows them to focus.

Clear, brief directions provided visually and orally

Remind students to "stop, think and listen" before responding, acting or making a choice
Teach things students can do while waiting so they dont distract others (fidgets, underlining/reviewing, tidying,
2

reading)
Teach organization and planning to students
(Alberta Education)
Tell them what they are going to do before they should do it. Basic reminders because of inattention (even things
like steps to brushing teeth)
Rewards with things they want to do after things they do what they need to do
Education and therapy, the medication fixes the symptoms but it doesnt help the done damage. The relations
between the child and parents
Routines, countdowns, reminders
Full criteria and steps written down so students know what they need to do and they can go back if they get
distracted
(Struggle for Control - video)
Structure classroom activities that require active learning and a high response rate from students.
Teach students organizational skills that will help them to complete assignments.
Use strategies to maximize positive interaction with students and minimize opportunities for disruptive behaviour.
Clearly communicate rules and behavioural expectations and establish classroom routines.
(BC Special Education Website)
Links and/or
resources

Struggle for Control: Child and Youth Behaviour Disorders (https://www.nfb.ca/film/struggle_for_control_child_and_youth/)

LDAA Website- http://www.ldalberta.ca/downloads/definition-of-ld/adhd/
BC Special Education Website- http://www.bced.gov.bc.ca/specialed/adhd/plan.htm
DSM V - http://www.dsm5.org/Documents/ADHD%20Fact%20Sheet.pdf Great resource Sue recommended
Connors checklist (parents) http://ibergmanmd.com/uploads/3/0/9/3/3093942/parent.pdf www.difficultstudents.com
ADD and Loving it www.ADDandLovingIt.com

Exceptionality
Name

ODD

Alberta
Education and
Definition
Code

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. Oppositional defiant
disorder usually shows up in children by eight years of age and sometimes as early as three years. Oppositional defiant disorder
may develop as a way of dealing with depression, inconsistent rules or standards, or a traumatic event or situation, such as
divorce, trauma or conflict.
Treatment for oppositional defiant disorder may include counselling, behaviour therapy, parent education and medication. The
number of symptoms tends to increase with age and, if not recognized early, behaviour patterns can become well-established and
more resistant to treatment. Students with ODD also may have other disorders and difficulties, such as attention
3

deficit/hyperactivity disorder, learning disabilities or depression, and are at risk for developing conduct disorder. Some younger
students exhibiting characteristics of oppositional defiant disorder may develop a more serious conduct disorder later in life.
Code 42
Characteristics
and/or
Observable
Behaviours
Teaching
Strategies and
Resources

Links and/or
resources

Seen as grumpy, unwilling to listen, challenges everything, always saying no

Many ADHD kids will have both. Sometimes treating ADHD treats both, but not always.
Destructive, throwing things pulling apart things
Challenges authority figures constantly
Consistently defiant, argumentative.

Recognize triggers and try to avoid them in the class

DONT argue back, pick your battles.
Therapy and education for the students, what is your disorder and what is it not.
Use start or do requests instead of asking students to stop or to dont less likely to act out against
Make one request a time, not a series of steps to do
Find ways to replace bad behaviours with good behaviours, suggest positive alternatives
Dealing with an individual with ODD can be draining Sharing experiences and concerns with people who are
going through the same thing will help you learn from others and know that you are not alone.
Interact in a positive, supportive manner
Behaviour usually has purpose find what this is so that the need can be met in a healthier fashion

Struggle for Control: Child and Youth Behaviour Disorders http://www.learnalberta.ca/content/inmdict/html/oppositional_defiant.html

http://www.learnalberta.ca/content/inmdict/html/oppositional_defiant.html
Difficult Students www.difficultstudents.com

Exceptionality
Name

Conduct Disorder

Alberta
Education and
Definition
Code

Conduct disorder is a condition characterized by a persistent pattern of behaviour in which the basic rights of others are ignored.
Children and teens with conduct disorder tend to be impulsive and behave in ways that are socially unacceptable and often
dangerous. Children with conduct disorder have four main types of chronic and persistent behaviour: aggressive conduct; property
damage or theft; lying; and serious violations of rules. Conduct disorder may be a result of genetics, chaotic home environments,
the child's temperament, physical causes or neurological factors. Conduct disorder is treated through counselling, usually focused
on developing appropriate behaviour and coping skills, and sometimes medications.
Conduct disorder may occur with other conditions such as attention deficit/hyperactivity disorder or depression; there are
correlations between conduct disorder and oppositional defiant disorder. Students with conduct disorder generally exhibit more
severe forms of chronic behaviour than students with oppositional defiant disorder. Many young children with oppositional
defiant disorder may develop conduct disorder as they get older. Mild forms of conduct disorder tend to improve as the child
grows older; however, without intervention conduct disorder can lead to school failure, injuries, teenage pregnancy, mental health
issues and conflict with the law.
4

Code 42
Characteristic
s and/or
Observable
Behaviours

Teaching
Strategies and
Resources

Links and/or
resources

Aggression, vandalism, violence, theft, etc. within 12-month period

Displays socially unacceptable behaviour to get attention
Often end up in hospital psych wards or similar environments because their behaviour is not understood
Angry and unhappy but unsure why
refusal to accept rules, often isolated, anti-social
Behaviour more severe than ODD
Often displays instances of animal cruelty

Help them develop a talent, if they are removed from school or other activities
Consistent supervision and support from parents - emotional support
Deal with the issue as soon as possible
Keep a level head when dealing the behaviour, understand they dont necessarily understand why they are doing it or
how to stop or otherwise behave with problems
Promote an active lifestyle - work, gym, etc.
Work systematically and support individual on all levels talk to teachers, friends, etc.
Role-playing: Seeing how the child will act in certain situations and how you will react
Maintaining a relationship with the child as you both go through difficult situations is essential

DSM V http://www.dsm5.org/Documents/Conduct%20Disorder%20Factsheet%20Rev%209%206%2013.pdf
Difficult Students www.difficultstudents.com
Learn Alberta http://www.learnalberta.ca/content/inmdict/html/conduct_disorder.html
Kids Mental Health www.kidsmentalhealth.ca/documents/EBP_conduct_disorder.pdf

Exceptionality
Name

Gifted

Alberta
Education and
Definition
Code

Typically, identification and programming for students who are gifted begins in Grade 4.
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.
Standardized intelligence tests are generally used to assess giftedness. These tests evaluate problem solving abilities in verbal and
performance areas. They also assist in identifying gifted students who do not fit the stereotypical image of high achievement, high
verbal ability, or high motivation. Gifted students may also be underachievers or have low verbal ability, learning disabilities,
autistic spectrum disorders or physical impairments. There is a growing recognition and acceptance of multiple identifiers of
giftedness and greater acceptance of these dual exceptionalities.
Code 80

Characteristic
s and/or
Observable

acquire information quickly and easily recall what they have learned (Teaching,2000, pp. GT.18)

Have large vocabularies, a wide range of general information

Get bored by routine tasks
5

Behaviours

Teaching
Strategies and
Resources

activities

Have heightened sensitivity and empathy, heightened intensity of experience

Display perfectionism, introversion, superior humour
Have moral sensitivity and integrity
Tend to question rather than obey
They complete assignments unusually quickly
Display social self-isolation
Can have potentially odd or specific interests or hobbies which they prefer to pursue above most other regular
Often are rebellious

benefit through opportunities for subject-specific content acceleration and research in their passion areas (Teaching, 2000, pp.
GT.18)
benefit from opportunities for social interactions, such as debates, mock judicial proceedings and model parliaments (Teaching,
2000, pp. GT.18)
benefit from pursuing talent areas (Teaching, 2000, pp. GT.18)
benefit from acceleration, thinking skills enrichment and independent research activities (Teaching, 2000, pp. GT.18)

Have leadership training programs available

Can have acceleration by subject, enrichment of regular curriculum
Grade skipping could be a potential strategy
Develop tiered assignments: more challenging assignments with same objectives
Develop independent study: self-selected topic
Have creative space in the classroom - allows for pursuit of personal interests
Teach DEEP NOT WIDE

Finding a Mentor: This can be an important proactive strategy once a student has been determined to be gifted. This specific website
(teachersfirst.com) says that it is better to find a mentor for a student who is gifted than to make them a tutor or teachers aide. A
mentor could be another teacher, a parent or someone from a local organization. Essentially, someone who can help foster the
students creativity and interests.
Links and/or
resources

http://www.hoagiesgifted.org/
http://www.davidsongifted.org/
http://teachthegifted.weebly.com/
https://education.alberta.ca/diverse-learners/students-who-are-gifted/
http://www.nadc.gov.ab.ca/Docs/clearing/CH99.pdf
http://www.ourkids.net/gifted-kids-schools.php
http://www.brighthubeducation.com/teaching-gifted-students/124536-resources-and-ideas-for-teaching-gifted-learners/
http://www.mensaforkids.org/
http://www.eds-resources.com/edgifted.html
http://www.cbv.ns.ca/giftededucation/modules/mastop_publish/?tac=Ten_Things_to_Know_About_Gifted_Students

Exceptionality
Name

Anxiety

Alberta
Education and
Definition
Code

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.
One report estimates one in seven Canadian children/youth experience mental health disorders that significantly affect their lives
at home, at school, and in the community and one time or another. (136, textbook)
Woolfolk, Anita E. Educational Psychology. Boston, MA [etc.: Pearson, 2013. Print.
Code 42

Characteristics
and/or
Observable
Behaviours

Easily upset, distressed, or anxious

Regularly too sick for school
Sleep issues including trouble falling asleep, nightmares, and anxiety about sleeping alone
Perfectionism, self-critical, nothing is good enough.
aggressive, withdrawn, or depressed and who often have difficulty following rules, paying attention or interacting
with others.
Sweating, palpitations

Teaching
Strategies and
Resources

Behaviour therapy
Teach coping strategies and how to manage own behaviour in a positive way
Doing relaxation exercises, doing visualization exercises (e.g., imagining both the anxiety-producing situation and a
solution)
Focusing on a sensory input like a squeeze ball
Using visual reminders, cues and/or prompts
Debriefing with a teacher or other person the student trusts
Using humour or other distractions
Dont surprise - give a heads up, agenda, build a routine
Establish a quiet place within the classroom
Use competition carefully: (Monitor activities to make sure no students are being put under undue pressure, during
competitive games make sure all students involved have reasonable chance of succeeding, experiment with cooperative
learning activities)
Teach test taking skills and how to manage the stress of them (map out what questions can be done during what
period of time based on worth, coming back to questions they dont know, avoid timing completely)
Provide alternative tests or assignments

Links and/or
resources

Learn Alberta
Things to use in the class room

http://onetimethrough.com/tips-to-support-kids-experiencing-anxiety/
http://mosswoodconnections.com/activities/new-socialemotional-page/feel-your-feelings/

 Worry meter: http://mosswoodconnections.com/tips-soothing-anxious-child/

Post it Note Counsellor: http://www.themiddleschoolcounselor.com/2013/03/talking-about-anxiety-using-post-it.html
Stress Box: http://oneextradegree.blogspot.ca/2011/10/wow.html
Self-Coping Sentences: http://www.rundesroom.com/2014/08/whats-under-your-cape-book-study-blog.html
Calm Bottle: http://www.instructables.com/id/Calm-Bottle-aka-Glitter-Jar/
Coping/ Relaxation Strategies: https://www.teacherspayteachers.com/Product/RELAX-with-Coping-Skills-Posters-During-Times-ofFrustration-1416184
Worry Box: http://schoolcounselorscrapbook.blogspot.ca/2012/03/worry-box.html

Resources to learn (teacher education)

http://www.education.com/reference/article/anxiety-classroom/http://www.education.com/reference/article/anxiety-classroom/
http://www.anxietycanada.ca/english/index.php
http://www.worrywisekids.org/node/43

Exceptionality
Name
Alberta
Education and
Definition Code

Depression
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. Depression may be caused by a loss, by genetic or biochemical factors, or by past or
ongoing trauma. Students with disabilities are as vulnerable to depression as the general population. Depression is usually treated
with counselling and/or medication.
Code 30, 53, 42

Characteristics
and/or
Observable
Behaviours

Weight loss or gain

Withdrawal from activities and people
overwhelmed by small things
Poor concentration, lack of energy, Anxiety, irritability or agitation
Inability to sleep
Potential effects: reckless behaviour, substance abuse, internet addiction, running away, slipping grades, violence,
Self- harm
Potential warning signs for suicide: Talking or joking about suicide, writing about it in a journal (romanticizing
death or suicide), giving away possessions (especially prized possessions), saying goodbye as if its the last time, seeking
weapons, pills or anything that may aid them in their attempt
JUST BECAUSE A STUDENT DOESNT SHOW CHARACTERISTICS OR OBSERVABLE BEHAVIOURS DOES NOT
MEAN THEY ARENT STRUGGLING WITH DEPRESSION OR ANOTHER EMOTIONAL DISABILITY

Teaching
Strategies and
Resources

Create a mindful classroom (meditation, yoga, discussing mental health, using texts with mental health, ted talks,
daily check ins (sticky notes, surveys), reduce stigma to have more open lines of communication
Establishing a touchstone teacher to set goals for academic life, social life in terms of
Make up a suicide contract - drafted by the student.
Invite child and youth workers, social workers, guidance counselors and psychologists into the classroom

Links and/or
resources

Integrate activities that promote building self-esteem and self-worth within lesson plans
Ask the student where he/she would like to sit, to feel the most comfortable and supported in learning.
Ask the student ahead of group work to find a student grouping that theyd be comfortable and productive in.
Give the student advance notice of tests.
Allow extra time for tests and assignments.
Offer a different testing location to support anxiety management.

http://apt.rcpsych.org/content/15/6/434
http://www.helpguide.org/articles/depression/teen-depression-signs-help.htm
http://www.edudemic.com/classroom-strategies-for-helping-depressed-teen-students/
http://www.ascd.org/publications/educational-leadership/oct10/vol68/num02/Responding-to-a-Student's-Depression.aspx
Alberta Education. Special Education Coding Criteria 2015-2016. (2015). Retrieved January 15, 2016 from https://open.alberta.ca/dataset/ee2ccea8-97fe-41a1aa11-ed9f21421364/resource/22551585-a8d1-4b54-bdc3-7b21067cdaa7/download/3656041-2015-Special-Education-Coding-Criteria-2015-2016.pdf

Exceptionality
Name

Selective Mutism

Alberta
Education and
Definition
Code

Selective mutism is often linked to an underlying anxiety disorder. Children with selective mutism can speak normally in certain
situations, such as at home or when alone with their parents. However, they may be unable to speak in other social situations,
such as at school or at places outside their home. Other symptoms associated with selective mutism can include excessive
shyness, withdrawal, dependency upon parents and oppositional behaviour. Most incidents of selective mutism are not the result
of a single traumatic event, but rather are the manifestation of a chronic pattern of anxiety. Selective mutism may be treated
through various approaches, including behavioural, group and family therapy and speech-language therapy.

Characteristics
and/or
Observable
Behaviours

Talking at home or with family but not in larger social situations

Often have a blank facial expression and never seem to smile
stiff or awkward body language when in a social setting and seem very uncomfortable or unhappy
Turn their heads, chew or twirl their hair, avoid eye contact, or withdraw into a corner or away from the group
seemingly more interested in playing alone.

Teaching
Strategies and
Resources

Build a supportive and well rounded team, including developing a strong relationship with the student
Develop a clear classroom routine to reduce surprises
Create gentle expectations and goals
Set up sessions with a counsellor on a regular basis
Use anxiety scale/sticky notes
Create a safe space within the school and classroom- a place to go to when student is feeling overwhelmed
Accept nonverbal means of communication initially then once the students verbally responds to you restate their
answer in a sentence to acknowledge their contribution and encourage future conversations
Pair the student with peers in activities (give them a special task, such as being the group recorder)
Seat the child to the side of the classroom. This will alleviate the sense that he/she is constantly being looked at by
his/her peers.

Links and/or
resources

http://www.learnalberta.ca/content/inmdict/html/selective_mutism.html
http://www.selectivemutismfoundation.org/
http://www.selectivemutismcenter.org/aboutus/whatisselectivemutism
http://www.selectivemutism.org/resources/library/School%20Issues/Classroom%20Strategies%20for%20Teachers%20of%20SM%20Children.pdf
http://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0ahUKEwiL_PehpLXKAhVNz2MKHY1aD9kQFgggMAA&url=http%3A%2F
%2Fwww.selectivemutism.org%2Fresources%2Flibrary%2FSchool%2520Issues%2FClassroom%2520Strategies%2520for%2520Teachers%2520of%2520SM
%2520Children.pdf&usg=AFQjCNE1-ac8l2m6PD6PBuDo6e4TX-5QYAhttp://www.google.ca/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=5&sqi=2&ved=0ahUKEwjfm4zcqbXKAhVE9WMKHe_pAXMQFgg4MAQ&url=http%3A%2F%2Fwww.anxietybc.com%2Fsites
%2Fdefault%2Ffiles%2Fresources%2Fdocuments%2FSchool%2520Tips%2520for%2520Teachers%2520of%2520Children%2520with%2520Selective
%2520Mutism.pdf&usg=AFQjCNElIfRXbuxcURGKRtskJQPAgzO7Q&bvm=bv.112064104,d.cGc
http://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source=web&cd=8&ved=0ahUKEwjfm4zcqbXKAhVE9WMKHe_pAXMQFghIMAc&url=http%3A%2F%2Fwww.education.udel.edu
%2Fwpcontent%2Fuploads%2F2013%2F01%2FSelectiveMutism.
pdf&usg=AFQjCNFQ3-l4ZI0Vlf_vV_jUTF1xQls38w

Exceptionality
Name
Alberta
Education and
Definition Code

Characteristics
and/or
Observable
Behaviours

Teaching
Strategies and
Resources

Links and/or
resources

Autism
Autism or autism spectrum disorders (ASD) are complex, lifelong neurological disorders that affect the functioning of the brain.
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 and may be accompanied by other disorders, such as learning disabilities, anxiety, attention difficulties or
unusual responses to sensory stimuli.
Code 44
Struggle to communicate/talk and handle social interactions
Limited range of interests and activities
Sometimes self-injurious behaviour
Requires ongoing involvement of family and community services
Reduced flexibility in behaviour
In relation to behaviour: has obsessions with objects or themes, likes order, engages in unusual behaviors such as
rocking or spinning, gets upset with sudden changes, has an unusual response to loud noises or other sensory stimuli

Use visual prompts and cues in instruction

Create a comprehensive plan for the best interest of the students learning experience
Understand potential triggers
Integrate a Applied Behaviour Analysis of student
Integrate students interests in instruction
Have daily schedules/routines

https://archive.education.alberta.ca/media/511684/ecep_autism_spectrum_disorder.pdf
http://www.autismalberta.ca/about-autism
http://www.researchautism.org/resources/OAR_EducatorsGuide.pdf
https://myhealth.alberta.ca/Health/pages/conditions.aspx?hwid=zq1008

10

Exceptionality
Name
Alberta
Education and
Definition Code

Deaf/ Hard of Hearing

Students who are deaf (D) or hard of hearing (HH) have a diagnosis from an audiologist which identifies the presence and degree
of hearing loss. The Canadian Academy of Audiology defines hearing loss as mild (2640 decibels), moderate (4155 decibels),
moderate to severe (56-70 decibels), severe (7190 decibels), or profound (90+ decibels), or a combination of these levels.
Code 45

Characteristics
and/or
Observable
Behaviours

Speech Delays: Inability to hear translates directly to speech delay; children who do not say single words by age 1 or
two-word phrases by age 2 might suffer from hearing loss.
Communication Difficulties: Children who are preschool-aged and older might manifest language-related symptoms
of hearing loss such as responding inappropriately to questions or having trouble articulating themselves. The child might
also have a peculiar voice, intonation, pattern of speech or challenges with pronunciation.
Selective Hearing: Children may be unable to hear certain pitches, which means they may not hear their name being
called.
Behavioral Characteristics: Turning up volume unusually loud on devices and trying to mimic body language of
peers are two characteristics that are common. Depending on the cause of the deafness (if it affects the inner ear) they may
also be dizzy or disoriented.

Teaching
Strategies and
Resources

Assistive technologies, classroom environment, continuous parent-teacher communication, availability of

communication methods, language instruction, and language development.
May require interpreters
IPPs developed in consultation with those involved
Having timers/bells/other aural cues
Audiologist consultation.
Provide information in multiple ways. Directions that may be given orally should also be written for students who
are deaf.
If you have a student who lip reads it is very important that you face them and speak slowly and clearly. Do not
continue talking if you turn towards the board to write or are moving around to do something
Ensure there is optimal lighting to help the student with as many visual aids as possible including lip reading, sign
language and written words.
If the student has a hearing aid, teachers should frequently check to see that the listening devices are working
properly. Learn to read the childs facial expressions.
Keep the volume of the classroom to a minimum as background noise is distracting to a hearing-impaired student
and difficult to filter out.

11

 Having advanced lesson notes that the student can follow along with allows the student to focus on what is being
taught instead of trying to both focus on your words and on writing notes.
Allowing students to talk/communicate with each other will help deaf students to develop a deeper understanding of
the content and help them clarify things that they may not be used to (new words and terms, etc.).
Giving them extra time, writing, speaking, discussing with peers, finger spelling, and allowing them to create a sign
for the word will all benefit the student.
Giving d/D/HH students plenty of time to complete their work and process information is necessary.
You may want to record lessons or provide video based review because it is likely that students who are deaf will not
be able to both record notes and pay attention to the lesson at the same time.
Provide students with an optimal learning environment within the classroom: soft materials, glare-free class, reduce
ambient noise, seating without distractions, use subtitles during videos
assistive technologies:
Frequency Modulated System- this is an assistive listening device that can be used in a classroom or
other large area. The speaker wears a microphone type device, which wirelessly transmits their words to a cochlear
implant, hearing aid or headphones.
Webcam/Video Chat Technology- This allows lip reading and sign language.
TDD/TTY- (telecommunications device for the deaf) (teletypewriter) this is a lesser used technology
in the modern day; it allows deaf people to communicate with someone by having their words appear on a screen.
They can be replied to with a keyboard. (Accredited School)
TypeWell - is a transcription system used by a transcriber or aid within the classroom/environment
which allows students to read a real-time rendition of what is being said by the teacher in lectures. The scribe
usually types in a condensed form of the lecture and discussion occurring, which the student is able to read and
process. The student may also type back questions for clarification, as well as comments or take notes.
Auditory Training - a structured process used to train HH individuals to use their residual hearing
and amplification technology for comprehending environmental sounds and spoken language. The process includes
four levels: detection, discrimination, identification, and comprehension.

Links and/or
resources

http://deafalberta.ca/
http://hearalberta.ca/
http://cad.ca/
http://www.chs.ca/
http://www.learnalberta.ca/content/ inmdict/html/hearing_loss.html
Alberta School for the Deaf: School in Edmonton for deaf and hard of hearing students. The school serves students from grade one to grade twelve. The school is
considered bilingual because they have both English and ASL options for all students. The total communication program aims to help all students become fluent
in both. http://asd.epsb.ca/
Books:
Individualized Program Planning: ECS to Grade 12 (2006), Book 3 of the Programming for Students with Special Needs series
The Learning Team: A Handbook for Parents of Children with Special Needs (2003)
Make School Work for You (2001)
Teaching Students who are Deaf or Hard of Hearing (1995), Book 4 of the Programming for Students with Special Needs series
Humphries, Tom et al. A Basic Course in American Sign Language, Second Edition. (1994)

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Exceptionality
Name

Cognitive Disability
(Down Syndrome)

Alberta
Education and
Definition
Code

The term cognitive disability is often used interchangeably with intellectual or developmental disabilities. A cognitive disability
may be deemed to be mild, moderate or severe depending on the student's IQ. A severe cognitive disability is intellectual
functioning that is much below average and that exists concurrently with significant deficits in adaptive behaviour (how
individuals adapt to environmental demands compared to others of the same age). Students with a severe cognitive disability will
need supports for most activities in the classroom, but they can learn basic skills.
Mild (Intellectual) Disability (ECS: Code 30; Grades 1-12: Code 51)
Moderate Cognitive (Intellectual) Disability (ECS: Code 30; Grades 1-12: Code 52)
Severe Cognitive (Intellectual) Disability (Code 41)
Severe Multiple Disability (Code 43)
Note: ECS children diagnosed with Down syndrome in the most severe cases should be reported under Severe Multiple Disability
(Code 43).*

Characteristics
and/or
Observable
Behaviours

Teaching

Impacts intellectual functioning

Delayed language and speech development
Sensory issues
Smaller eyes, flat bridge on nose, taller or wider forehead, small stature, smaller hands, low muscle tone
Impulsive behaviour and short attention span
Aggression, refusal to comply, self-abuse
Slow development in mobility
Metabolic imbalances
Almost half of children are born with a heart defect that can be progressive and lead to heart surgery (40%)
Depressed immune system, and high risk of upper respiratory infection
Some degree of hearing loss, mostly due to a high frequency of ear infections
Instability in the ligaments holding the neck vertebrae together
Establish routines and teach the student how to follow the routine; allow practice time and review often.
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Strategies and
Resources

Links and/or
resources

Be positive and reinforce students for specific tasks; many students will work for positive recognition and affirmation
from you.

Use verbal cues: songs, rhymes, mantras, key words, and repetitive phrases and use visual supports: visual schedules,
photos, organizational charts, mnemonics, personal spellers, colour codes, manipulatives, subject tabs, diagrams

Use concrete materials based on life experiences as bridges to more abstract learning activities

Teach peers how to use whatever communication system the student is using

Focus on using one sense at a time or completing one task at a time. I.e. listening and taking notes at the same time.

If a student reacts to some textures, acknowledge the sensitivity. Take a break, try again or find an alternative.

Teach calming or alerting strategies based on the students needs.

Ensure the student is seated in a desk that is the right size; feet should be supported, elbows at a 45-degree angle from
the desktop and the back supported.

Encourage the student to sit with legs in front. Sitting in the V position or sitting with legs crossed on the thighs
loosens the hips joints.

Provide seating and quiet spaces that any student may use

Kumin, L. (2001). Classroom Language Skills for Children with Down syndrome. Bethesda, MD: Woodbine House. *Available in UofL Curr. Lab.*

Horstmeier, D. (2004). Teaching Math to People with Down syndrome and Other Hands-On Learners. Bethesda, MD: Woodbine House. - for outside our major.
*Available in the UofL Curr. Lab.*

Oelwein, P.L. (1995). Teaching Reading to Children with Down syndrome: A Guide for Parents and Teachers. Bethesda, MD: Woodbine House.

Tien, B., Armour, H., & PREP Program. (1999). Effective Teaching Strategies for Successful Inclusion: A Focus on Down syndrome. Calgary, AB: PREP Program.
*Available in the UofL Curr. Lab.*

http://www.cdss.ca/images/pdf/parent_information/teaching_students_with_down_syndrome.pdf - Canadian Down Syndrome Society

http://www.ndss.org/Down-Syndrome/Down-Syndrome-Facts/ - National Down Syndrome Society

http://www.dsrf.org/information/educational-development/ - Down syndrome Research Foundation https://www.youtube.com/watch?v= d2aqG9PzXB0 Successful Strategies for Beginning Readers with Down syndrome

http://www.prepprog.org/ - The PREP Program (PREP) is based in Calgary, Alberta. Offers programs for children with Down syndrome from 14 months to 18
years old and their parents.

https://education.alberta.ca/media/385144/unlocking-potential-programming-for-students-learning-disabilities-2002.pdf - Unlocking Potential Program for

Students with Learning Disabilities (general information for learning disabilities)

Exceptionality
Name

Fetal Alcohol Spectrum Disorder (FASD)

Alberta
Education and
Definition
Code

Fetal alcohol spectrum disorder (FASD) is a pattern of birth defects, learning and behavioural problems affecting individuals
whose mothers consumed alcohol during pregnancy. FASD causes a variety of symptoms, including extreme impulsivity, poor
judgement, poor memory, difficulty learning basic skills, organizational difficulties, language and speech delays, and gross and fine
motor delays. There are some physical facial characteristics that may indicate FASD,
but many individuals who are affected do not have these characteristics. Other physical and psychological disorders are common
with FASD, including seizures, hearing or vision problems, attention deficit disorder, anxiety and depression.
Code 44

Characteristics
and/or
Observable

Difficulty with abstract thought

Impulsivity, distractibility, disorganization
Ability to repeat instructions, but inability to put them into action (memory dysfunction)
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Behaviours

Teaching
Strategies and
Resources

Links and/or
resources

Exceptionality
Name
Alberta
Education and

Slower cognitive processing, auditory pace

May act younger than chronological age
Inability to predict outcomes
Difficulty learning from consequences
Lack of control over emotions
fatigue
tantrums, destructive behaviour
trouble at home (possible legal problems)

Direct Instruction, visual aids and cues in both instruction and assigned work
Avoid vague or abstract instructions: use concrete and concise direction instead
Reduce amount of required work, increasing as per ability
Model and practice behaviour expectations, giving concrete instruction (as opposed to abstract instructions, e.g.
behave yourself)
Incorporate charts, manipulatives, diagrams, pictures, music, videos etc. for a more hands on experience help
them see and feel the information
Create opportunities for student interaction with similar developmental levels either through peer activities or free
time activities FASD support groups
Teach and talk about personal space issues
Help with organization skills provide colour coded bins, binders, boxes, cubbies, furniture, or even a taped off
space to give them the needed structure for learning.
Provide tools for areas of struggle: e.g., tape recorder or computer if they struggle in writing
Provide daily and weekly schedule to student building routines can help reduce stress
Form friendship building groups with the primary goal of social communication as well as creating a stronger
classroom community through friendship and understanding.
Decrease competitive groupings and increase cooperative groupings to reduce conflicts
Repetition and reward when breaking tasks down into steps
Have Patience!
Have structure in the class (have a schedule, show on calendar for example)

https://archive.education.alberta.ca/admin/supportingstudent/diverselearning/fasd.aspx
http://www.learnalberta.ca/content/inmdict/html/fasd.html
http://www.jstor.org/stable/24011646
http://www.phac-aspc.gc.ca/hp-ps/dca-dea/prog-ini/fasd-etcaf/publications/fs-fi_01-eng.php

English Language Learners

English-language learners, or ELLs, are students who are unable to communicate fluently or learn effectively in English, who
often come from non-English-speaking homes and backgrounds, and who typically require specialized or modified instruction in
15

Definition
Code

both the English language and in their academic courses.

Characteristics
and/or
Observable
Behaviours

Students may appear self-conscious and confused; smile hesitantly

May experience a silent period or respond with one or two words/ memorized expressions
They may copy and repeat oral instructions, questions and modeled responses
May observe others before they attempt a task or rely on visuals, drawing pictures, and known phrases to understand and
communicate
Students may not appreciate the value or engage in written work, and prefer oral representations of their knowledge.
Are more susceptible to peer victimization

Teaching
Strategies and
Resources

Schools often have policies which handicap culturally and linguistically diverse students rather than giving them the tools to
succeed. Because of this, teachers and faculty need to make themselves aware of potential biases and underlying assumptions which
they might hold
Involving parent volunteers has a positive effect on the student's education, and could provide cultural perspective in more diverse
classrooms
Create a Supportive Language Learning Environment: Use lots of visuals, have language mini-lessons with clear objectives directly
related to content, with guided practice opportunities, have regularly scheduled routines and events, marked by changes in location
and visuals, have clear lesson formats across subjects, from day to day.
Have a classroom environment that values cultural diversity
Modify language level, and adjust the ways in which you deliver content.
Provide several different options for students in terms of the ways in which they work through the content. Ex: scaffolding learning
tasks, providing models or templates, or demonstrating collaborative strategies for English language learners working with a partner
or in a small group.
Provide options to the students in terms of how they represent their knowledge of the content. Ex: Produce a poster, multimedia
presentation or a piece of written work.

Links and/or
resources

What School Administrators Need to Know about English Language Learners and ESL Programming Alberta Government document:
http://www.asba.ab.ca/wp-content/uploads/2014/07/fgm14sl_admin.pdf

Ernst-Slavit, G., Moore, M., & Maloney, C. (2002). Changing Lives: Teaching English and Literature to ESL Students 46(2), 116128. Retrieved from
http://www.jstor.org/stable/40015434

Effective Teaching Strategies for English Language Learners: http://www.supportrealteachers.org/strategies-for-english-language-learners.html

Facella, M., Rampino, K., Shea, E. (2010). Effective Teaching Strategies for English Language Learners 29(1), 209-221. Retrieved from
http://www.tandfonline.com/doi/pdf/10.1080/15235882.2005.10162832

Understanding ESL Learners: Differentiating Instruction http://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Specialist-Councils/ESL-35%20Differentiating%20Instruction.pdf#page=1&zoom=auto,-18,800

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