LEARNING STRATEGIES

TOOLBOX

Wordle created from

strategy words used
in this toolbox

Jessica Plant
001163367
Ed 3602
Sue Bengry
February 2016
University of Lethbridge
1

Notes:
Always be sure to use people first language. NEVER define a student by their exceptionality.
It's important to remember that any disability must be diagnosed by a qualified medical
professional. If school staff suspect that a student has a disability (and after they are
diagnosed) they should keep thorough records of the quality, nature, frequency, and severity
of the disability.
This toolbox is a working document, destined to become full of messy notes, personal
experiences, new resources, new data, and more.
Table of Contents

Learning Disabled (LD)........................ ....................................................... 3

Emotional Behavioural Disorder (EBD).. ....................................................... 5
Deaf & Hard of Hearing....................... ..................................................... 10
Selective Mutism................................. ..................................................... 13
Anxiety Disorder.................................. ..................................................... 16
English Language Learner (ELL)........... ..................................................... 19
Down Syndrome................................. ..................................................... 22
Fetal Alcohol Spectrum Disorder (FASD) ..................................................... 25
Depression......................................... ..................................................... 28
Gifted................................................. ..................................................... 32

LEARNING DISABLED (LD) 1

Code: 54
AB Ed definition:

Learning disabilities include various disorders that may affect the 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 (e.g., decoding, comprehension), written language (e.g.,
spelling, written expression), and/or mathematics (e.g., computation, problem solving).

Characteristics/Observable Behaviours:
LD profiles often have immense variability.

Characteristics
-Students might point out others mistakes since they are familiar with having their own mistakes highlighted
-Challenges with...

Listening
Speaking
Concentrating
Reading

Writing
Reasoning
Math
Social Interaction

Social perception
Organization
Information retrieval

Causes

Genetic or other congenital and/or acquired neuro-biological factors

Appear in association with medical conditions such as sensory impairments, communication disorders,
emotional behavioural disorders

Manifestations
Dyslexia
-Severe impairment of the ability to read and spell
Dyscalculia
-Impairment of the ability to pick up appropriate strategies for mathematics
Dysgraphia
-Difficulties in handwriting, spelling, or composition
Dysnomia
-Causes students to have trouble finding and remembering words

LEARNING DISABLED (LD) 2

Teaching Strategies:

Give students TIME to think and/or work.

Pose questions early on so that students can think about them and answer later in class

Warn students before you question them (public or secret signal)

Use direct instruction

Remember that students need help rather than motivation

Get to know your students so that you can understand their needs

Get involved with the student's parents and learning team

Use tiered assignments and other differentiation strategies

Have sponge activities ready so students can have a change of pace or be motivated to complete work

Foster an inclusive classroom that supports diversity

Use buddy systems to help make the student more comfortable-- this will promote engagement

Use pre-assessments to determine student needs and interests

Have options available to help students focus such as noise cancelling headphones and trifolds

Create and stick to a classroom routine

Warn students in advance of changes to your routine and at transition times

Teach in multiple modalities-- incorporate all 5 senses into lessons whenever possible

Allow students to express their learning in a variety of ways

Set clear expectations by using rubrics and checklists

Involve students in setting assignment criteria

Set long and short term goals

Give students opportunities to demonstrate their unique talents. All students have them!

Never stop learning and working to understand your students and their needs. Seek new information on
the web and through workshops

Be aware of seating plans and seat students to best support their learning. Be aware of proximity to
other students, teacher, distractions, lines of sight etc.

Teach students strategies for organization, emotional control, social engagement, studying, note taking

Teach by example, set the standards you want your students to meet

Resources:
Learn Alberta: http://www.learnalberta.ca/content/inmdict/html/learning_disabilities.html
LD Online (resource from Washington): http://www.ldonline.org/educators
BC Ed: http://www.bced.gov.bc.ca/specialed/docs/learning_disabilities_guide.pdf

EMOTIONAL BEHAVIOURAL DISORDERS (EBD) 1

Codes: Mild/Moderate: 53

Severe: 42

ECS: 30

AB Ed definition:
Mild/Moderate

exhibits chronic and pervasive behaviours that interfere with the learning and safety of the student/ECS
child, other students/ECS children and staff.

Severe
displays chronic, extreme and pervasive behaviours and requires close and

constant adult supervision, high levels of structure, and other intensive support services in order to
function in an educational setting. The behaviours significantly interfere with both the learning and
safety of the student/ECS child and other students/ECS children. For example, the student/ECS child
could be dangerously aggressive and destructive (to self and/or others), violent, extremely compulsive;
withdrawn, delusional, paranoid

(for Gr 112 students) has a diagnosis such as: conduct disorder, schizophrenia, bi-polar disorder, severe
chronic depressive disorder, obsessive/compulsive disorders, trauma and stressor-related disorders,
feeding and/or eating disorders, and may display self-stimulation or self-injurious behaviour. In the most
extreme and pervasive instances, severe oppositional defiant disorder may be included under this code;

(for ECS children) has either a diagnosis or a statement by a qualified professional indicating that the
child experiences severe behavioural difficulties

Characteristics/Observable Behaviours:
EBDs can take the form of Attention Deficit Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder (ODD),
Conduct Disorder, or others.

General Characteristics

an inability to establish or maintain satisfactory relationships with peers or adults a general mood of
unhappiness, moodiness, irritability, withdrawal, temper

outbursts, fearfulness, avoidance

inappropriate behaviour or feelings under ordinary conditions

continued difficulty in coping with the learning situation in spite of remedial intervention

physical symptoms or fears associated with personal or school problems

difficulties in accepting the realities of personal responsibility and accountability

physical violence toward other persons and/or physical destructiveness toward the environment.

EMOTIONAL BEHAVIOURAL DISORDERS (EBD) 2

Causes
There are no singular, clearcut causes of EBDs. However their development may be impacted by a number of
factors.

physical illness or other disabilities

malnutrition

brain damage

hereditary factors

emotional distress

Manifestations
ADHD
Note that there is a "quiet" manifestation of ADHD. Students with this variation may struggle to focus in ways
that are challenging to observe.
Inattention
Easily distracted from the task at

Hyperactivity
Fidgeting and squirming

Impulsivity
Butting into conversations

hand by noises or the environment

Problems remaining seated

Blurting out answers in the

Looking around frequently

Talking excessively and at

classroom

Staying focused on one activity

inappropriate times

Beginning work before instructions

Daydreaming

Often running and climbing

given

Not focusing on speaker when

Stands instead of sitting at the table Disturbing others who are playing

spoken to

Unable to settle into a quiet activity Grabbing belongings of other

Unable to remember verbal

Constantly on the go

people

instructions

Frequently handling or touching

objects

Touching, grabbing and hitting

Misinterpreting instructions

other people

Unable to pay attention to details

Problems waiting for turn or

Completing work without being

standing in line

reminded

Making impulsive decisions

Losing things
Difficulty organizing belongings and
work
Difficulty starting things
Forgetting normal routines

EMOTIONAL BEHAVIOURAL DISORDERS (EBD) 3

ODD

Conduct Disorder

frequent temper tantrums

ignores the basic rights of others

frequent arguing with both peers and adults

may abuse animals

intentionally annoying others

impulsivity

blaming others for own mistakes

four main types of behaviour

appearing angry and vindictive

Teaching Strategies:

aggressive conduct

property damage/theft

lying

serious violations of rules

Routines

Advance warning

Countdowns

Reminders

Organization

Need consistent supervision/support.

Structure

Encourage parenting classes

Detailed step by step instructions and clear

Support the family, not just the child.

expectations

Communicate regularly with parents

Be consistent with consequences

Collaborate with others that support the

Involve the student in their learning plan

Help students build positive peer relationships

Have a system for sharing information

Ensure students are not left out

Use parental insight

Teach social skills

Learn as much as you can about the disorder,

Engage with parents

Talk to parents this student needs

more than the average parent

students learning

but remember to never define the student by it

Interact in a matter-of-fact, positive way

Give this student to develop their talents its

detrimental to remove them from school

Need positive emotional support

EBD 4
ADHD

Lesson overviews

Interactive lessons visual aids, physical

objects

Provide fidgets

Use colour-coding

Provide student with notes so they can focus on

listening

Vary activity (ie elbow partners)

Use structured note taking

Use recording devices

Have students check in with a peer

Pre-teach concepts

Chunk large assignments, check in frequently

Manipulatives in math

Use checklists and other organizational

techniques

Differentiate reading material

Require fewer examples in drill&practice

Shorter tests/quizzes

Oral tests/quizzes

Use technology & teach technology skills

Teach self-monitoring strategies

Use timers

ODD & Conduct Disorder

Remember that its hard for this child to attend

to info that isnt important to them

Ensure that staff are crisis trained

Be mindful of student placement in the

classroom. Minimize distractions and sources of
distress without isolating the student.

Keep pathways clear and accessible

Be proactive about recognizing triggers

Avoid power struggles

Avoid making comments that could trigger an

argument

Learning contracts

Positive request (ie. start rather than stop, do

rather than dont)

One request at a time, using a quiet voice and

eye contact

Offer choices

Offer a preferred activity for the completion of a

non-preferred one (not so much as an
incentive, but as part of positive routine)

Use cues, prompting, positive incentives, break

down tasks

Minimize downtime, plan transitions

Use a buddy system

Teach student skills to cope with frustration and

calm down

Speak to the student privately about their

behaviour

Discuss the importance of walking away with

the class

EBD 5

safety of all students

Encourage students to get help if they feel

Watch out for drug/alcohol abuse

threatened

Be cognizant of student seating placement

(nearby peers, distractions, space to move,

ODD/Conduct Disorder Contd.

Identify ways to reduce stress in stressful

environments (ear plugs, assigned seating)

student.

Dont put this student with other troubled peers

problems will snowball

proximity to teacher). Do not isolate this

Provide supervision as needed to ensure the

Try to determine the functions of different

behaviours

Teach how to be friendly, read social cues, talk

to peers, manage anger, make good decisions,
solve problems, and succeed.

Resources:
Learn Alberta:
http://www.learnalberta.ca/content/insp/html/managing_anxiety.html
http://www.learnalberta.ca/content/inmdict/html/adhd.html
http://www.learnalberta.ca/content/inmdict/html/oppositional_defiant.html
http://www.learnalberta.ca/content/inmdict/html/oppositional_defiant.html
Special Education Support Service (SESS)
http://www.sess.ie/categories/emotional-disturbance-andor-behavioural-problems/conduct-disorder/tipslearning-and-teach
The Organized Teacher
http://organizedteaching.com/the_organized_sp_ed_teacher/disabilities/conduct_disorders.html
BC Ed- How to teach skills, additional strategies, tips for teaching specific subjects
http://www.bced.gov.bc.ca/specialed/landbdif/toc.htm

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DEAF/HARD OF HEARING 1
Code: Hard of hearing: 55

ECS: 30

Deaf: Severe 45

AB Ed definition:
Hard of Hearing
Has a hearing condition that affects speech and language development, and interferes with the ability to learn
According to one of the more commonly used classification systems, has a mild hearing loss of 26 to 40
decibels, or a moderate hearing loss of 41 to 70 dB unaided in the better ear over the normal speech range of
500 to 4000 Hz.5
Legally Deaf

according to one of the more commonly used classification systems, has a hearing loss of 71 decibels
(dB) or more unaided in the better ear that interferes with the use of oral language as the primary form
of communication, or has a cochlear implant preceded by a 71 dB hearing loss unaided in the better ear

requires extensive modifications and specialized educational supports; and

has a diagnosis by a clinical or educational audiologist.

Characteristics/Observable Behaviours:
LD profiles often have immense variability.

Characteristics
- speaking louder than necessary

- thinking that people always mumble

- constantly asking for words to be repeated

- withdrawing from social contact

- straining to hear

- ringing or buzzing in one or both ears

- misunderstanding conversations, especially in

- appearing dull and disinterested, slow to

noisy situations

respond, or just not quite with it

- favouring one ear

- recurring symptoms are important

Causes

Currently, exposure to excessive noise is the number one cause of hearing loss, followed by the effects
of aging. Other causes include genetics, illness, infections, tumours, head injuries and medications.

How we hear is a complex process. Sound enters the ear as sound waves and changes in form several
times as it travels from the outer ear to the brain. Problems anywhere along this complex pathway can
cause hearing difficulties

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DEAF/HARD OF HEARING 2
Teaching Strategies:
Learning Team
- Involves parents, support staff, hearing specialist, student and teacher
- Discuss and determine exceptionality, strengths and weaknesses in the classroom
- Decide if the student's exceptionality will be public classroom knowledge
- Can involve other teachers if it will assist the students
Amplification Technology
- Specialist determines what and how various ATs can support learning
- FM system is where the teacher can wear amplification technology and their voice is carried directly into
students cochlear implant, it is relatively discreet and can reduce issues with background noise
- CART instantly translates spoken word into text on a computer screen that the D of HH student can read off of
- TypeWell transcribes everything that is said in real time and allows student to read the transcript, write
questions, comments and own notes at the same time, unfortunately there can be issues with false starts and
immediate repetitions
- Sound Field System amplifies teachers voice through a microphone into small speakers around the classroom
for all students, very discreet and can help with listening in classrooms
- Closed Captioning can be available for Powerpoints, DVD and many other programs that are presented on the
television
- Video Conferencing used for two individuals who communicate visually
IPP
- Necessary because the exceptionality is coded
- Use it as a working document that can be altered and changed as needed
-Links well with Learning Team; they are dependant and are foundational
-Personalized; it has the students needs first
Classroom Set-Up
- Place students desk closer to front of class
-Avoid walking around the class as much while talking, makes it more challenging for students to hear of follow
the conversation
- Make eye contact when speaking to student
- Check in with student regularly to make sure they are understanding you

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DEAF/HARD OF HEARING 3
- Avoid using fans and other devices that create further noise in the classroom
ASL or English
- Often determined by parents prior to child beginning school
- Dual language can also be used in the classroom, often based on primary ASL (visual language) and English as
a secondary language
- This may change over childs school career
- Do assessment to address where delays or gaps may occur in English language (semantics, syntax, pragmatics
and/or literacy)
Differentiation
-Pre-teach information. Have scheduled times outside of instruction time to set up vocabulary, terms, or core
concepts from an aide or parent
-Ample Review Time. During lesson plans allow reflection and review time to have a large portion within your
instruction time. Assessment principles here will take high importance (Private cues to indicate understanding or
not understanding).
-Class Based Discussion. Use paraphrasing, oral instruction, written instruction, partner the deaf or hard of
hearing student, assess privately for understanding, and allow ample time for student to identify who is speaking
and what they are saying.

Resources:
Learn Alberta
http://www.learnalberta.ca/content/inmdict/html/hearing_loss.html

BC Ed- Sample questions for team meetings and other great resources:
http://www.bced.gov.bc.ca/specialed/hearimpair/toc.htm
Kimberly's weebly
http://kimberlymacdonald.weebly.com/deaf-and-hard-of-hearing.html
Deaf & Hear Alberta- Great for learning about the Deaf and Hard of Hearing Communit
http://deafandhearalberta.ca

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SELECTIVE MUTISM 1
Code: 44
AB Ed definition:

Selective mutism is considered a sever physical or medical disability by Alberta Ed

The student or child can speak normally in certain situations. For example: at home or when alone with
their parents.

The student or child is unable to speak in other social situations. For example: at school or at places
outside their home

Often coupled with social anxiety

Conditions for diagnosis:

Non-verbal for at least 1 month (continuous)

Being non-verbal interferes with work achievement, social communication and/or school achievement

Lack of knowledge is not the cause for being non-verbal

Being non-verbal cannot be better accounted for by another disorder or exceptionality

Misconceptions:

Sometimes children do not get diagnosed because they are assumed to be severely shy

Selective mutism is most common during the first two years of school - new school included

The student usually has a phobia of speaking and a fear of people It is not: autism nor a speech
disorder

Characteristics/Observable Behaviours:
Characteristics

difficulty responding or initiating communication in a nonverbal manner

often have severely inhibited temperaments

Severe behavioural inhibition and inability to speak and communicate comfortably in most social
settings.

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

14

SELECTIVE MUTISM 2
the group seemingly more interested in playing alone.
Others are more uncomfortable. They may play with one or a few children and be very participatory in

groups. These children will still be mute or barely communicate with most classmates and teachers.

Causes

Selective mutism is not the result of a single traumatic event but rather is a manifestation of a chronic
pattern of anxiety

Possible genetic predisposition to anxiety

Manifestations

ranges in ability to communicate; completely non-verbal to talking freely within certain contexts

Some children have difficulty modulating sensory input which may affect their emotional responses

Some children (20-30%) with Selective Mutism have subtle speech and/or language abnormalities such
as receptive and/or expressive language abnormalities and language delays.

May have subtle learning disabilities including auditory processing disorder

Children speak in at least one setting and are rarely mute in all settings. Children with traumatic mutism
usually develop mutism suddenly in all situations.

Teaching Strategies:

Give students TIME to adjust to new situations

Create and stick to classroom routines-- post a daily schedule and review it at the beginning of the day

Explain directions clearly

Give students advance warning before changing activities

Gradually transition from allowing non-verbal communication (yes/no, pointing, gesturing, writing) to
some verbal communication (forced-choice answers: green paper or yellow paper?)

When this student answers your question, repeat it back to them as a statement to acknowledge their
contribution and encourage them to do so again.

Ensure that the student has opportunities to work with peers, within a differentiated framework. For
example, this student may be the recorder in a pair or small group

Teach social skills

Use seating plans to ensure the student is near someone they are comfortable with, yet off to the side
where they don't feel like the centre of attention

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SELECTIVE MUTISM 3

Be aware of this student's placement outside the classroom (assemblies, field trips)

Allow the student to be in the classroom and interact with you when there are fewer people around (let
them come in early/leave late)

Tape an anxiety scale to the student's desk.

Teach the student strategies for handling their anxiety when it starts to climb

Be aware of this student's disposition, check in periodically

Resources:
Learn Alberta: http://www.learnalberta.ca/content/inmdict/html/selective_mutism.html
Anxiety BC: http://www.anxietybc.com/parenting/selective-mutism
Selective mutism: http://www.selectivemutismfoundation.org/
Documentary: https://www.youtube.com/watch?v=gn3CIGSsyK0

16

ANXIETY DISORDER 1
Code: 42
AB Ed definition:

Anxiety disorders are considered a severe physical/medical disability by Alberta Ed

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.

Characteristics/Observable Behaviours:
Characteristics
Students with anxiety disorder are often difficult to notice because they often do not interrupt the class or act
out in any way. Characteristics such as shyness and a tendency to be avoidant are typically found in students
with an anxiety disorder.
Four categories of characteristics
Fearful/nervous thoughts

Examples

Snapping at others (inability to make

friendships due to fears)

What if something bad happens to mom

Difficulty concentrating

or dad?

Difficulty sleeping

What if I get cancer?

Excessive list making

Procrastinating

School refusal (absenteeism, refusal to go on

Physical Feelings

Fidgety

Irritable

Tired

Less involved in activities/limited interests

Back/shoulder muscle pain

Focus on areas of worry

Headaches

Frequent checking on current affairs, identifying

Stomach aches

Emotions

field trips)

diseases, etc

General decline in quality of life

Tantrums

17

ANXIETY DISORDER 2
Causes

Genetic predisposition to anxiety

Traumatic events

Overprotective parents

Manifestations

Body focused repetitive behaviours

Post traumatic stress disorder

Generalized anxiety disorder

Social anxiety disorder

Health anxiety

Selective mutism

Hoarding disorder

Separation anxiety disorder

Obsessive compulsive disorder

Specific phobias

Panic disorder & agoraphobia

Teaching Strategies:

Help student set and meet realistic goals

Teach the student coping skills and strategies

Work with the student's parents and other members of their learning team.

Differentiate lessons to create a positive learning environment

Help keep this student in their comfort zone by giving them extra time (assignments, tests, work time)

Chunk assignments

Create and stick to a classroom routine. Warn students before changing activities and about times when
you will be unable to stick to the schedule

Provide/encourage the use of fidgets

Actively work to build trust with the student

Be aware of behavioural cues

Teach behaviour management strategies such as

move to a quiet place

do relaxation exercises

focus on a sensory input (squeeze ball)

Grounding (5 things you can see, 4 things you can touch, 3 things you can hear, 2 things you
can smell, 1 thing you can taste)

Use visual reminders, cues, prompts

Get up and move (to reduce feeling confined)

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ANXIETY DISORDER 3
Resources:
Learn Alberta: http://www.learnalberta.ca/content/inmdict/html/anxiety_disorders.html
Crash Course on Anxiety and OCD: https://www.youtube.com/watch?v=aX7jnVXXG5o
Anxiety BC: http://www.anxietybc.com/parenting/childhood-anxiety
Strategies handbook: http://www.kidsmentalhealth.ca/documents/res-cprf-teachers-2007.pdf

19

ENGLISH LANGUAGE LEARNER 1

AB Ed definition:

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 both the English language and in their academic courses

ELL students are often either over or under represented due to misunderstandings about their
educational background-- can lead to misdiagnosis

Characteristics/Observable Behaviours:
Characteristics

may appear self-conscious and confused. Smile hesitantly

observe surroundings carefully

may experience a silent period

one or two word responses

use memorized expressions

may copy and repeat oral instructions, questions, modelled responses

may observe others before they attempt a task

rely on visuals, drawing pictures, known phrases

Misunderstandings

ELL students are often either over or under represented due to misunderstandings about their
educational background-- can lead to misdiagnosis

Students may be diagnosed as having a learning disability when they don't

ELL students may have a learning disability diagnosis from their home country that does not align with
Alberta understandings

Students should not be assessed using standard/traditional testing (such as IQ) because they do not
account for cultural differences. Assessment should occur in the student's native language whenever
possible.

Teachers should be aware of potential biases they may hold

20

ENGLISH LANGUAGE LEARNER (ELL) 2

Teaching Strategies:

Be aware of and follow the AB Ed proficiency benchmarks

http://www.learnalberta.ca/content/eslapb/index.html

Create a supportive learning environment

Use visual materials to keep lessons engaging and aid communication in assignments

Do language mini-lessons with the student using clear objectives related to content and
opportunities for guided practice

Create and stick to a classroom routine, including clear lesson formats across subjects

Meet with this student's parents-- be aware of cultural customs and ensure the meeting takes place in a
format that is comfortable for everyone (for example, you may wish to eat together)

Support the parents in integrating into the community

Be engaged with the students learning team

Make an effort to learn about the student and where they came from

Promote a culturally diverse classroom environment through the use of posters, books, movies, current
events content

Encourage the student to bring or share something that may make them more relatable to other
students

Use positive and realistic resources

Let the student know that their first language is valued and encouraged. Have them teach YOU a few
things!

"What is not included in the environment can be as powerful a contributor to attitudes as what is
included in the environment

Differentiate content, process, and products

Modify language level and adjust how content is delivered

Provide multiple modes for students to work through content (scaffolding, learning tasks,
models, templates, demonstration)

Provide students with options to deliver their knowledge in various formats (posters, media,
written work)

Maintain a positive classroom environment where students can safely explore cultural differences

Ensure the student has opportunities to answer questions and build their confidence

Use what you learned about embracing diversity in Anthropology and Exceptional Learners class

Use principles of fair assessment

21

ENGLISH LANGUAGE LEARNER (ELL) 3

Provide examples of good work

Set clear expectations and use rubrics or checklists

Provide opportunities for self-assessment and formative feedback check-ins

Assess a variety of products

Provide extra time

Construct tasks appropriate to language proficiency

Resources:
Learn Alberta: http://www.learnalberta.ca/content/eslapb/index.html
Alberta Government: http://www.asba.ab.ca/wp-content/uploads/2014/07/fgm14sl_admin.pdf
CBC resource that supports teachers of ESL/ELL: http://www.cbc.ca/calgary/learning-english/teachers.html
Explicit Language Instruction Strategies for ELL http://www.engagingalllearners.ca/ip/supportingell/explicit_language_instruction.php
Alberta Education Programs of study and supports for ESL K-12
http://education.alberta.ca/teachers/program/esl/resources.aspx

22

DOWN SYNDROME 1
Code: Depends on the severity of the case
Moderate cognitive intellectual

Severe mental disability: 43

disability: 52

Hearing Disability: 55

Multiple disability: 59

Communication Disability: 57

AB Ed definition:

Down syndrome is a chromosomal disorder that causes delays in physical and mental development.
Students with Down syndrome have a particular set of facial and other physical characteristics. 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 vertebrae together.

Characteristics/Observable Behaviours:
Characteristics

Distinct facial features (example: slanting eyes, small mouth)

Short neck, arms, and legs

Low muscle tone

Below-average intelligence

Trouble verbalizing-- oral tasks more difficult than visual ones

Poor attention span-- need physically/visually stimulating activities

Superior visual processing skills

Causes

Down syndrome is caused by a problem with a baby's chromosomes. Normally, a person has 46
chromosomes but people with Down syndrome have 47 chromosomes. Down syndrome is also
sometimes called trisomy 21.

The risk of having a baby with Down syndrome is higher if the mother is older when she gets get
pregnant. Many doctors believe that the risk increases for women age 35 and older. Parents, who have a
sibling who has Down syndrome, and/or had another baby with Down syndrome, are also at higher risk.

23

DOWN SYNDROME 2
Teaching Strategies:

Use people-first language

Meet with parents to discuss strategies

Be involved in the student's learning team

Computer and Multimedia integration (iPads, computers)

Can help with math skills

Breaks things up, simplifies and sequentializes format

App: http://www.seeandlearn.org/en-us/

Feelings Chart

Helps with communication challenges

Student can have chart on their desk or with them. Can use colour-coded meanings to identify
things they are having trouble verbalizing

Seating arrangement

Seat student to ensure that their visual and auditory needs are met (typically closer to the
teacher)

Use seating to minimize distractions and make the learning environment more comfortable

Use chair supports if sitting on the floor

Reduce distractions

Use trifolds to help students concentrate

Provide noise-cancelling headphones

Buddy System

Help students build and maintain social relationships

Build a relationship with this (and all students). Work to understand their needs and their personailty.

Differentiation

Chunking

Provide extra time

Create and stick to a classroom routine

Use tactile and visual cues

24

DOWN SYNDROME 3
Resources:
Learn Alberta: http://www.learnalberta.ca/content/inmdict/html/down_syndrome.html
Teaching students with down syndrome:
http://www.cdss.ca/images/pdf/parent_information/teaching_students_with_down_syndrome.pdf
Down Syndrome Research Foundation: http://www.dsrf.org
Educator Manual: https://dsawm.org/wp-content/uploads/2014/05/2014-Educator-Manual.pdf

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FETAL ALCOHOL SPECTRUM DISORDER (FASD) 1

Code: Severe mental/physical disability: 44
AB Ed definition:

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. Other physical
and psychological disorders are common with FASD, including seizures, hearing or vision problems,
attention deficit disorder, anxiety and depression

Characteristics/Observable Behaviours:
LD profiles often have immense variability.

Characteristics

Facial characteristics

Growth deficiency

small eye slit openings

short height

flattened vertical columns in the upper

low body weight

lip (philtrum)

Low IQ scores

thin upper lip

Verbal delays (expressive language less

Central nervous system damage

complex/vague)

poor comprehension

Challenges with metaphorical language

difficulty planning/organizing

Difficulty with attention and focus

poor reasoning skills

Mood swings

poor judgement

Hyperactivity

slow processing

Difficulty understanding social cues

poor memory

Think in "black and white" terms

Motor skill and body awareness challenges

Causes

Mother consumed alcohol during pregnancy

Manifestations
Sensory Processing Disorder (SPD)

May feel bombarded by sensory information or seek intense sensory experiences

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FETAL ALCOHOL SPECTRUM DISORDER (FASD) 2

Fetal Alcohol Syndrome (FAS)
Alcohol-related neurodevelopmental disorder (ARND)

Teaching Strategies:

Collect information-- determine strengths and needs

Work with the student, their parents, and the learning team. Maintain frequent communication

IPP

Observe the student in the classroom. Questions to answer:

What part of the day appears to be most/least productive for this student?

Does the student follow classroom routines independently?

How can we best work towards the outcomes of the Program of Studies?

Seek additional resources

Consult with professionals

Make a plan that prioritizes the students needs

FASD students often have strengths in the arts-- incorporate art projects

Teach in smaller groups (such as centres) to reduce overwhelming the student with larger/loud settings

Create a routine and stick to it. Ensure that there is structure in the classroom

Warn students prior to transitions

Help the student develop organizational strategies.

Use external structures to help students with memory

Give the student responsibilities

Create a safe and positive learning environment

Have a place where students can go if they feel over stimulated

Have noise cancelling headphones and trifold available

Use hands on learning to help hold their attention-- physical objects can help cue students memory

Model activities and expected responses.

Have clear expectations, rubrics, checklists, personal schedules, colour coding

Keep language and instruction simple and specific

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FETAL ALCOHOL SPECTRUM DISORDER (FASD) 3

Resources:
Learn Alberta: http://www.learnalberta.ca/content/inmdict/html/fasd.html
BC Ed: http://www.bced.gov.bc.ca/specialed/fas/
Curriculum resources: https://www.fasdoutreach.ca/resources/print/for-educators-curriculum-resources
FASD Alberta: http://fasd.alberta.ca/
Edmonton Fetal Alcohol Network: http://www.faslink.org/strategies_not_solutions.pdf

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DEPRESSION 1
Code: Severe emotional/behavioural disorder: 42
AB Ed definition:

Described under Code 42 as having severe self-injurious behaviour

Characteristics/Observable Behaviours:
LD profiles often have immense variability.

Characteristics

persistent feelings of sadness, hopelessness,

inability to sleep

dejection and guilt

weight loss or gain

withdrawal from activities and people; poor

anxiety, irritability or agitation

concentration

thoughts of death or suicide

lack of energy

Causes

family history

hormonal changes

personality

medications

life events

physical illnesses

Teaching Strategies:

Scheme diary. See link for details: http://counselingyouthwithdepression.weebly.com/secondaryprevention.html

To address depressed or irritable moods

Designate a support person

Provide opportunities for student to talk with this person

Validate the student's experiences/feelings

Teach the student to identify their mood patterns and ways to communicate those emotions

Encourage positive self talk

Help student identify automatic negative thought and strategies for reframing these thoughts

Demonstrate unconditional acceptance of student (but not necessarily their behaviour)

Be a good listener

Avoid singling out the student with depression from the rest of the class

Keep a positive tone; humor is great but sarcasm is hurtful. Lead by example

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DEPRESSION 2

Carefully monitor the classroom for signs of bullying and take an active role in reducing and
preventing bullying

Promote inclusion

Watch for and work to prevent bullying

Restlessness

Design lessons and activities that require active participation

Involve physical activity throughout the day (promotes dopamine flow)

Provide fidgets

Have student write on the board

Allow student to go for a walk, move around, stand to work on assignments

Slowed psycho-motor responses

Provide written copies of notes/assignments

Give this student extra time (work on assignments, respond to questions)

Have clear expectations. Use examples, checklists, rubrics, and personal communication

Feelings of worthlessness/guilt

Model that it's okay to make mistakes-- highlight your own

Use humour

Use reframing

Give the student responsibilities

Discourage participation in activities that may make them feel negative about themselves

Selective grouping (positive students, a close friend)

Separate student from negative peers

Appetite changes

Collaborate with others (nurse)

Monitor student's eating

Allow student to eat (healthy) snacks throughout the day

Teach healthy eating

Fatigue/Low Energy

Discuss healthy eating

Place student in bright lighting, close to instructor

Incorporate physical activity

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DEPRESSION 3

Allow a 20 min nap if badly needed

Provide student with a recording of the lecture

Extend deadlines so that student isn't working all night

Collaborate with parents

Teach relaxation strategies

Modify assessment to ensure that it reflects effort rather than completion

Plan testing at times of day when student will be alert

Diminished interest in activities

Integrate interests into teaching

Encourage students to work together (but not share info specifically)

Make the student an "expert" who can help their peers

Make conversation, greet students each day

Indecisiveness/difficulty concentrating

Use written assignments

Teach organizational strategies, such as keeping a planner

Provide extra materials that student can keep at home

Chunking

Put relevant info on handouts (instructions, due dates)

Develop goals

Strategic seating plan

Suicidal Ideation

Watch for

sudden improvement/withdrawl after a period of sadness

threats to hurt/kill self

making final arrangements (will, farewell letter)

obsession with suicide/dying (expressed through assignments, music, art, etc)

Approach the principal, nurse, or mental health crisis team. Call 911. Act immediately

Resources:
Learn Alberta: http://www.learnalberta.ca/content/inmdict/html/pdf/Depression_E.pdf
Here to Help: http://www.heretohelp.bc.ca/visions/schools-vol5/student-mental-health

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DEPRESSION 4
BC Ed: https://www.bced.gov.bc.ca/specialed/docs/depression_resource.pdf
Counselling with Depression: http://counselingyouthwithdepression.weebly.com/secondary-prevention.html
Dealing with Depression: http://www.helpguide.org/articles/depression/dealing-with-depression.htm#negative
Responding to Depression: http://www.ascd.org/publications/educationalleadership/oct10/vol68/num02/Responding-to-a-Student's-Depression.aspx

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GIFTED 1
Code: 80
AB Ed definition:

Giftedness is exceptional potential and/or performance across a wide range of abilities in one or more of
the following areas: General intellectual, Specific academic, Creative thinking, Social, Musical, Artistic,
Kinaesthetic.

There is no particular theory to follow with a gifted student, however, measures need to be taken in
order for them to achieve their full potential.

The difficulties of having a gifted student in your classroom is keeping them occupied and challenged or
they will get bored and potentially act out.

Characteristics/Observable Behaviours:
Characteristics

Advanced intellectual achievement

High motivation and interest verbal proficiency

Problem-solving ability

Logical thinking and/or creativity

Perfectionism

Feelings of frustration and social isolation

Boredom and acting out

Manifestations
Asynchrony
An uneven development in the rates of intellectual, emotional and physical development. Asynchronous
development can be a characteristic of students who are gifted. This means students may:

Be more complex and intense than peers

Feel out of sync with same-age peers and age-appropriate learning activities and topics

Demonstrate different maturity levels in various situations, which could result in difficulties adjusting
emotionally and socially

Can lead to feelings of isolation and frustration

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GIFTED 2
Teaching Strategies:

Assign side projects that allow students to explore topics to a deeper level

Sponge activities to prevent boredom

Learning logs and portfolios

Multiple modalities to demonstrate learning

Acceleration

Higher than normal levels of instruction to meet student needs

May involve advanced curriculum, skipping a grade, or higher level courses

Compacting

Determine areas of curriculum that student understands

Focus on areas where student needs more instruction

Frees student to work on other projects

Telescoping

Independent study

Student covers overlapping content between grades

Student pursues their interests as tied to course content

Tiered assignments

Assignment questions tailored to challenge each level of student ability

Centres

Encourage student to answer questions, but to write down the answers so that others can participate too

Resources:
Learn Alberta:
http://www.learnalberta.ca/content/ieptLibrary/documents/en/is/developmental_considerations.pdf
http://www.learnalberta.ca/content/ieptLibrary/documents/en/is/instructional_considerations.pdf
http://www.learnalberta.ca/content/ieptLibrary/documents/en/is/transition_considerations.pdf
BC Ed: https://www.bced.gov.bc.ca/specialed/gifted/strategies.htm
Sponge activities Pinterest: https://www.pinterest.com/rachelmharden/discipline-in-the-classroom-spongeactivities/

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