Exceptionalities Toolbox

Arnaud Sparks 001170119

Ed 3602-F Noella Piquette

Exceptionality

Deafness and Hard of Hearing

- Alberta Ed. Codes:

AB Educ.
Definition

Code 55 (Hearing Disability)

Code 45 (Deafness)

-Deafness - Little to no hearing that results in severe problems with auditory language development
- Hard of Hearing - Difficulty in hearing abilities that results in some issues with auditory language development
- A student/ECS student with deafness/hard of hearing is one who has a hearing condition that affects speech and
language development, and interferes with their ability to learn

- Even if deaf students have a hearing aid, hair and hats may cover them, so deaf students look just like everyone else.
Characteristics/O - To those who dont know the child is deaf, they appear to be shy at best and rude at worst.
- Unlike a student in a wheelchair or a student with ODD, the deaf student can easily be forgotten in class, or the
bservable
playground.
Behaviours
- In settings where deaf people are communicating with each other, they will also use techniques such as stamping of
the feet and flicking lights on and off.

Teaching
Strategies/
Resources

Teaching Strategies:
- Technological Aid:
Use closed captions on videos, and try to use fm transmitted hearing aids.
- Total Communication
Either with an interpreter or as an ASL speaker communicate with the student in both ASL and English.
- Visual Focus
Use more visuals when explaining concepts, and make sure the student can see you and others.
- Organization of the Classroom
Put the student away from auditory distractions in a place where they can see things clearly.
- Clarity of Instruction
Use clear vocabulary, repeat other students answers and questions, confirm the student has understood directions and
write new concepts and words down on the board.

Links/Sources

http://www.learnalberta.ca/content/inmdict/html/hearing_loss.html
http://www.edu.gov.mb.ca/k12/docs/support/dhh_resource/toolkit_resources.pdf
http://www.bced.gov.bc.ca/specialed/hearimpair/toc.htm

Exceptionality

Down Syndrome

AB Education Definition

-Alberta Ed. Codes:

 Code 43 (Severe multiple disability)

Code 51 (Mild Cognitive Disability)
Code 52 (Moderate Cognitive Disability)
-Down syndrome is a disorder that results from a chromosomal issue that takes place during a babys
development.
-There can be several medical conditions associated with Down syndrome, which include heart, thyroid, and
bowel issues.
Charecteristics/Observable
Behaviors

-People with Down syndrome usually have a distinct set of facial and physical characteristics.
-Children with Down syndrome can develop reading skills quicker than what most people would expect, it
can assist with vocabulary and language development which may keep pace with other students in class
because of the language delays associated with their disability.
-Motor skills can develop at a slower rate.
-Spoken language learning can be difficult for children with Down syndrome. Specifically in relation to
sentence structures and grammar, as well as in developing clear speech

Teaching
Strategies/Resources

-Attitude is the biggest support you can offer.

-Provide a visual focus both in assessment and explanation, this will help you student recall, and learn
concepts better.
-Use Multi-modal approaches when the student is learning as well as responding.
-Be aware of students sensitivity to stimuli and adjust, such as certain textures or sounds.
-Pre-establish rules and classroom environment. Teach appropriate body language and displays of affection.
-Schedules and routine consistency. Establishing a firm routine will.
-Use group work, collective work, community games, social skills, and cooperative learning.
-Reduce distractions. Create a space for the student if they need to regroup themselves. Eliminate
unnecessary light, sound and outside distractions.

Links/Sources

-http://www.dseinternational.org/en-us/about-down-syndrome/development/
-http://www.ndss.org/Resources/Wellness/Managing-Behavior/#sthash.ZwUrZpEe.dpuf
-http://www.down-syndrome.org/information/development/overview/

Exceptionality

Medically Fragile/ Technological Dependent (mf/td)

AB Education Definition

-Alberta Ed. Codes:

Code 44 (Severe physical or medical disability)
-The Medically Fragile (mf) label applies to students who require complex medical care. Complex medical
care includes any condition that can rapidly deteriorate resulting in permanent injury or death. At times, the
students needs can become so complex that they require technological health intervention to support life
functioning.

Charecteristics/Observable
Behaviors

-There is no clear cut definition of what an mf/td student would look like; this varies depending on the
student and his or her exceptionality.
-This could include non visible things like cases of: heart and lung defects, Cystic Fibrosis, Epilepsy, and
but not limited to HIV positive and symptomatic.. It could also include more visible things like ventilator
dependent, oxygen support, external feeding tube, or Cerebral Palsy.

Teaching
Strategies/Resources

-Collaboration between teachers and parents.

-Track the students' progress, keep records.
-Take professional development on the specific form of MF/TD that is present in your classroom.
-Learn the procedures and steps to take if there is a technology failure.
-Discuss the exceptionality with the rest of your class. Normalize such exceptionalities to get students used
to having such people arround.
-Don't be afraid to ask for help, the Alberta teachers association has stated that teachers should be provided
with help, and that it is in both the best interest of the student and the teacher to have the assistance when
needed.

Links/Sources

-http://education.cu-portland.edu/blog/principals-office/teachers-working-with-medically-fragile-students/
-Ryan, T. G. (2006). The technologically dependant student/medically fragile at risk student. International
Journal of Special Education, 21(3).
-Price, A. (2009). Best Practices in teaching students with learning disabilities. Calgary Learning Centre.

Exceptionality

Autism

AB Education Definition

-Alberta Ed. Codes:

Code 44 (Severe physical or medical disability)
-Autism or autism spectrum disorders (ASD) are neurological disorders that affect brain function.
-There exists no medical test in existence which can tell you whether or not someone has ASD. This make
diagnosing difficult and treatment case specific. Individuals with autism have developmental disabilities that
impact how they sense and understand the world around them.

Charecteristics/Observable
Behaviors

-The three main characteristics displayed in children with autism often fall into three categories: differences
in social interactions, communication, and behaviour.
-Social Interactions:
Challenges reading cues
Difficulty with pretend play
Strict adherence to rules
Poor personal space judgement
Trouble understanding the perspective of others
Trouble controlling emotions
Poor eye contact
-Communication:
Delayed expression
Literal understanding of speech
May repeat last word in sentence
-Behavior Differences:
Intense and restricted interests
Unusual repetitive behaviour
Unusual sensitivity to sensations
Difficulty with change
Possible aggressive, disruptive behavior.

Teaching
Strategies/Resources

-Provide separate space for physical breaks outside the classroom. Their work space should also be close
and easily accessible to this separate space so outbursts or reactive needs can be quickly facilitated.
-If available, give student hands on activities rather than paper and pencil.
-Use pictures and illustrations to communicate important classroom information like rules, timetables,
behavior expectations, and locations of materials.
-Provide a schedule of daily and monthly activities specifically for the SEN student to help with

communication and to reduce anxiety.

-Reach out to parents to get insights on how to support their social and emotional well-being.
Links/Sources

-https://archive.education.alberta.ca/teachers/resources/cross/making-a-difference.aspx
-https://archive.education.alberta.ca/media/511995/autism.pdf.
-http://www.researchautism.org/resources/OAR_EducatorsGuide.pdf.

Exceptionality

ESL/ELL

AB Education Definition

-Alberta Ed. Codes:

Code 301 (Foreign Born ESL/ELL student)
Code 303 (Canadian Born ESL/ELL Student)
Code 302 (International ESL/ELL Student)
Code 604 (Refugee ESL/ELL Student)
-English Language Learners (ELL): describes students whose primary or heritage is not English
-English as a Second Language (ESL) Classrooms: where these students learn English.
-English language learner (ELL) is a broad term used in North America to refer to students who are learning
English as a second or additional language. They may be immigrants from a country where English is not
the national language or born in an English-speaking country but raised in a non-English speaking home or
community. In either case, they are learning English in addition to their native or home language. Because
of these circumstances, they are considered ELLs.

Charecteristics/Observable
Behaviors

-Know another language and translate to English from this language.

-Can use wrong verbs, or pronouns.
-Can be ear learners, learning English from tv, music etc...

Teaching
Strategies/Resources

-Provide differentiated assessment, providing various ways in which these students can show their
knowledge will allow them to step past the language gap.
-Keep the assessment ongoing, and provide frequent feedback.
-Use flexible grouping, match your students in groups according to the activity.
-Make content accessible for all. If need be provide varying levels of text, and even provide the text in your
ELL/ESL students first language.
-Create a classroom environment that promotes respect for cultural diversity.
-Find out how your student firt learned English.

Links/Sources

-http://www.learnalberta.ca/content/eslapb/documents/language_proficiency_assessment.pdf
-https://archive.education.alberta.ca/media/1076318/support_esl.pdf
-http://search.proquest.com/docview/1657548167?accountid=12063

Exceptionality

Giftedness

AB Education Definition

-Alberta Ed. Codes:

Code 80 (Gifted or Talented)
-Giftedness has often been defined as having an IQ over 130 (Delisle 38). However, in different
jurisdictions, this definition has broadened in recent years to include such gifts as high aptitude in musical,
kinesthetic and artistic fields (NAGC-Definitions of Giftedness). As there are a multitude of definitions, we
have chosen to highlight the one below, which was in use by Alberta Learning until a few years ago, and
which portrays a broad concept of giftedness.

Charecteristics/Observable
Behaviors

-Advanced Intelectual achievement.

-High motivation and Interest
-High logical thinking and problem solving skills.
-Strong verbal profficiency..
-May show impatience towards peers, parents, and teachers.
-May be extra sensitive to criticism, and teasing.
-May be considered stubborn due to goal orrientation and focus.
-May cover up abilities to become popular.
-Huge differences between gifted students.

Teaching
Strategies/Resources

- Provide alternate subject-appropriate study materials. Allow the student to study something at their own
level.
-Compact units according to what the student does not know, and provide enrichment activities.
-Allow opportunities for independent projects within students area of interest.
-Allow the student to work with teachers, parents, community members, or a specialist to develop a project.
-Group students in a flexible manor according to skill level.

Links/Sources

-Delisle, J., & Lewis, B. (2003). The Survival Guide for Teachers of Gifted Kids: How To Plan, Manage,
and Evaluate Programs for Gifted Youth K-12., 2002-Sep.
-https://education.alberta.ca/diverse-learners/students-who-are-gifted/
-Teaching students who are gifted and talented. (2000). Edmonton: Alberta Learning, Special Education
Branch.

Exceptionality

AD/HD

AB Education Definition

-Alberta Ed. Codes:

Code 42 (severe emotional/behavioural disability)
Code 53 (moderate emotional/ behavioural disability)
-AD/HD is a neurobiological condition
-AD/HD can affect a students behavior and thought in 3 forms of symptoms, Inattention, hyperactivity, and
impulsivity.

Charecteristics/Observable
Behaviors

Students with AD/HD often struggle with:

Keeping track of belongings
Getting started on tasks
Sitting still
Focusing on the task at hand
Regulating Attention
Dealing with changes/transitions
Time Management
Planning And completing written assessments
Working Independently
Maintaining Consistency
Participating in discussions
Organizing and following through with directions and assingments.
These students can often be seen as:
Annoying
Unwilling
Lazy
Trying to get attention
Inappropriate
Refusing to sit still
Showboating

Teaching
Strategies/Resources

-Provide or allow fidget toys.

-Provide outlets for movement.

-Provide extra time.

-Set student apart from rowdy students.
-Structure transitions
-Break assignments down into smaller steps
Links/Sources

-https://archive.education.alberta.ca/media/511987/focus.pdf
-http://canlearnsociety.ca/resources/take-ten-series/
-http://www.helpguide.org/articles/add-adhd/teaching-students-with-adhd-attention-deficit-disorder.htm

Exceptionality

ODD

AB Education Definition

-Alberta Ed. Codes:

Code 42 (severe emotional/behavioural disability)
Code 53 (moderate emotional/ behavioural disability)
- 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.
-Classified as an extremely severe emotional/behavioural disability (Code 42) according to Alberta
Education.

Charecteristics/Observable
Behaviors

Students with ODD will show at least four of the following characteristics in for at least 6 months:
-Often loses temper.
-Often argues with adults.
-Deliberately defies and refuses to comply with directions.
-Deliberately annoys people.
-Blames others for misbehaviour
-Easily annoyed by others
-Often angry, and resentful
-Is often spiteful and vindictive.

Teaching
Strategies/Resources

-Give frequent and genuine praise.

-Set behaviour goals and self management strategies with the student.
-Reinforce positive behaviours
-Have consistent and appropriate consequences for bad behaviour.
-Minimize wait time to not allow student to get bored or irritated.
-Provide structure and consistency in lesson times.
-Provide choices to lessen power struggles.

Links/Sources

-https://education.alberta.ca/media/1626505/choosing-social-emotional-learning-resources-fact-sheet.pdf
https://www.cde.state.co.us/sites/default/files/documents/cdesped/download/pdf/bbunderstandingodd_inthes
choolsetting.pdf
-http://mdestream.mde.k12.ms.us/sped/ToolKit/Articles/Behavior_Discipline/Salend.pdf

Exceptionality

Depression

AB Education Definition

-Alberta Ed. Codes:

Code 42 (severe emotional/behavioural disability)
Code 53 (moderate emotional/ behavioural disability)
-A total body illness which affects an individuals feelings, thoughts, behaviours, physical health, and
appearance.
-Can be an independent disorder (hormonal or genetic) or coupled with other mental or physical disabilities

Charecteristics/Observable
Behaviors

-Negative self-concept
-Loss of interest of activities that were once enjoyed
-Tired/low energy
-Avoiding people
-Inability to make decisions
-Overwhelmed by small things
-Unexplained anger
-Headaches or stomach aches
-Change in attendance patterns
-Change in performance
-Fighting and rejection of peers
-poor concentration
-Lack of focus or motivation
-Forgetfulness

Teaching
Strategies/Resources

-Validate students feelings and experiences. Listen to your students.

-Teach student to identify their mood patterns and different ways in which to communicate emotions.
-Encourage positive talk.
-Include physical activity within the classroom.
-Include structured goal setting.

Links/Sources

-. https://archive.education.alberta.ca/media/6847618/jrchoose1.pdf
- https://www.jack.org/resources/everythingyouneedknowaboutdepression
- Ksters, M. P., Chinapaw, M. M., Zwaanswijk, M., van der Wal, M. F., & Koot, H. M. (2015). Indicated
prevention of childhood anxiety and depression: results from a practicebased study up to 12 months after
intervention. American Journal Of Public Health, 105(10)

Exceptionality

Anxiety Disorder

AB Education Definition

-Alberta Ed. Codes:

Code 53 (moderate emotional/ behavioural disability)
Code 42 (severe emotional/behavioural disability)
-There are 11 types of anxiety disorders but these can be classified as feelings of nervousness or fear about
future and current events which can lead to physical symptoms like nausea, racing heart, and shakiness.

Charecteristics/Observable
Behaviors

-Observable symptoms of anxiety disorder include:

Sweating
Dizziness
Rapid Heartbeat
Nausea
Shaking or Trembling
Inability to concentrate
Restlessness
-These symptoms must be present consistently and must inhibit daily function for it to be an anxiety
disorder.

Teaching
Strategies/Resources

-Meet with parents to discuss support.

-Discuss with class to create understanding of anxiety.
-Teach anxiety management to all students.
-Teach problem solving startegies.
-Use descriptive feedback.

Links/Sources

-Merrell, K. W. (2001). Helping students overcome depression and anxiety: A practical guide. New York:
Guilford Press.
-Kauffman, J. M. (2005). Characteristics of emotional and behavioral disorders of children and youth.
Upper Saddle River, NJ: Merrill Prentice-Hall.
-http://www.learnalberta.ca/content/inmdict/html/medicaldisabilityinformation.pdf