Exception

ality
ADHD

Alberta Education Definition

Characteristics &/or
Observable Behaviours

Teaching Strategies & Resources

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.
Code: 52

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 ontask and completing
assignments, poor
organizational skills, difficulty
with short-term memory and
recall, distractibility and
problems with focusing and
maintaining attention.

Give clear, brief directions.

Give written or visual directions in
addition to oral ones
Remind students to stop, think, and
listen before making a choice
Break tasks and assignments into short
steps. Provide each step separately.
Provide checklists, graphic organizers,
examples
Use individual white boards, etc
Teach self-monitoring such as making
daily lists
Teach strategies for what to do while
waiting for help. Write questions down
and keep going.
Provide extra time for tasks or reduce
amount of work
Design math tasks that consider spatial
organization
Provide opportunities for repetition
Explicitly model and teach pre-reading
strategies that activate prior knowledge
(KWL charts)
Reduce distractions. Seat students near
your desk or in an area away from doors,
etc.
Help student to organize belongings and
work

Links &/or Sources

- Alberta Education.
Focusing on Success:
Teaching Students with
Attention Deficit/
Hyperactivity Disorder.
http://education.alberta.ca/
media/511987/focus.pdf
- Centre for ADD/ADHD
Advocacy, Canada.
Information for Educators
on ADHD.
http://www.caddac.ca/cms/p
age.php?50
- TeachADHD.
http://research.aboutkidshe
alth.ca/teachadhd
- U.S. Department of
Education. Teaching
Children with Attention
Deficit Hyperactivity
Disorder: Instructional
Strategies and Practices.
http://www2.ed.gov/rschsta
t/research/
pubs/adhd/adhdteaching.html

ODD

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.
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.
Code: 53

- frequent temper tantrums

- frequent arguing with both
peers and adults
- intentionally annoying others
- blaming others for own
mistakes
- appearing angry and
vindictive.
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.

Anticipate difficulty with anger control.

Be proactive in recognizing triggers and
plan accordingly. Create a behaviour
support plan in collaboration with the
school/jurisdictional team, parents and, if
appropriate, the student.
Be aware that students with ODD tend to
create power struggles. Avoid these
verbal exchanges. Avoid making
comments or talking about situations
that may be a source of argument.
Provide clear, specific expectations for
behaviour that the student can follow.
For example, "I will follow directions."
Use a chart to monitor progress during
the day.
Be clear on what behaviours are not
negotiable and what consequences will
follow. Be consistent with consequences.
Use "start" requests rather than "stop"
requests. "Do" requests are more
desirable than "don't" requests.
Make one request at a time, using a
quiet voice and, when in close proximity,
using eye contact.
When appropriate, offer a choice (e.g.,
"Do you want to work at your desk or at
the table?").
Describe the desired behaviour in clear

Alberta
Education. Supporting
Positive Behaviour in
Alberta
Schools. http://education
.alberta.ca/media/69793
4/behaviour-complete
%20for%20posting.pdf

Minnesota Association
for Children's Mental
Health. "Fact Sheet for
the Classroom:
Oppositional Defiant
Disorder."http://www.ma
cmh.org/publications/fac
t_sheets/ODD.pdf

Center for Mental Health

in Schools at
UCLA. Conduct and
Behavior Problems:
Intervention and
Resources for School
Aged
Youth. http://smhp.psych
.ucla.edu/pdfdocs/condu

Conduct disorder is a condition

CONDUCT characterized by a persistent
DISORDER pattern of behavior 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 behavior: aggressive
conduct; property damage or
theft; lying; and serious
violations of rules. Conduct
disorder may be a result of

Aggressive
behavior: These are behaviors
that threaten or cause
physical harm and may
include fighting, bullying,
being cruel to others or
animals, using weapons, and
forcing another into sexual
activity.
Destructive
behavior: This involves
intentional destruction of

and specific terms to reduce

misunderstanding. Avoid entering into a
discussion or argument about the
behaviour.
Ensure that academic expectations are
at the appropriate level (e.g., not too
difficult, not too easy).
Support academic success using
strategies, such as cues, prompting,
coaching, providing positive incentives
and breaking down tasks.
Pace instruction, allowing a preferred
activity when a nonpreferred activity has
been completed.
Allow the student to re-do assignments
to improve the final grade or score.
Create a sharp separation between class
periods but keep the transition time to a
minimum. Minimize "down time" and
plan transitions carefully.
Maintain predictable classroom routines
and rules for all students.
Determine the implications of the
student's academic difficulties related to
conduct disorder. Students with conduct
disorder also may show low cognitive
functioning, low academic achievement
and reading disabilities.
Use "start" requests rather than "stop"
requests.
Make one request at a time, using a
quiet voice and eye contact
Offer choice
Describe the desired behaviour in clear
and specific terms to reduce
misunderstanding.
Recognize that most behaviour has a
function. Use observation and data to

ct/CONDUCT.pdf
-

http://www.learnalberta.
ca/content/inmdict/html/
oppositional_defiant.htm
l

Alberta
Education. Supporting
Positive Behaviour in
Alberta
Schools. http://education
.alberta.ca/media/69793
4/behaviour-complete
%20for%20posting.pdf

Minnesota Association
for Children's Mental
Health. "Fact Sheet for
the Classroom: Conduct
Disorder."http://www.ma
cmh.org/publications/fac

genetics, chaotic home

environments, the child's
temperament, physical causes
or neurological factors. Conduct
disorder is treated through
counselling, usually focused on
developing appropriate
behavior and coping skills, and
sometimes medications.
Code: 53

property such as arson

(deliberate fire-setting) and
vandalism (harming another
person's property).
Deceitful behavior: This
may include repeated lying,
shoplifting, or breaking into
homes or cars in order to
steal.
Violation of rules: This
involves going against
accepted rules of society or
engaging in behavior that is
not appropriate for the
person's age. These behaviors
may include running away,
skipping school, playing
pranks, or being sexually
active at a very young age.
- many children with
conduct disorder are irritable,
have low self-esteem, and
tend to throw frequent temper
tantrums. Some may abuse
drugs and alcohol. Children
with conduct disorder often
are unable to appreciate how
their behavior can hurt others
and generally have little guilt

determine the function of the behaviour

as this will help in determining
appropriate strategies to implement.
Develop a behaviour support plan in
which inappropriate behaviours are
replaced with appropriate ones. When
appropriate, involve the student in the
development of this plan.
Maintain predictable classroom routines
and rules for all students.
Reward appropriate classroom behaviour.
Speak to the student privately about his
or her behaviour instead of in front of
others
Explicitly teach, reinforce and provide
opportunities to practise social and life
skills, including how to:
o understand one's own feelings
o be friendly
o read social cues
o talk to peers
o manage anger
o make good decisions
o solve problems
o succeed in school.
To ensure the safety of other students in
the classroom, explain to students the
importance of walking away from
possible confrontations that may lead to
aggression.
Encourage students to get help as soon
as they feel the situation is getting outof-hand.

t_sheets/Conduct.pdf
Center for Mental Health
in Schools at
UCLA. Conduct and
Behavior Problems:
Intervention and
Resources for School
Aged
Youth. http://smhp.psych
.ucla.edu/pdfdocs/condu
ct/conduct.pdf
http://acposb.on.ca/Lear
nChall/CONDUCT_DIS.ht
ml

or remorse about hurting

others.

Autism
Spectrum
Disorder
(ASD)

Autism Spectrum Disorder

(ASD) is a lifelong
neurodevelopmental disorder
that impacts an individuals
cognitive and social abilities.
This disorder influences how an
individual senses and responds
to their environment and can
cause difficulties in verbal
communication, expression and
relationships. ASD affects
individuals to different degrees,
which used to be classified as
multiple disorders including
Aspergers, childhood
disintegrative, and pervasive
developmental disorder
(American Psychiatric
Association, 2013, p. 1).
However, all individuals
diagnosed with one of these
conditions is now covered under
the ASD umbrella.
Alberta Education has
estimated the incidence rate of
ASD to be roughly 1 in 2000
births. However, Alberta
Education uses an older
definition of ASD specified in
the DSM-IV. When a broader
spectrum of disorders is
included, the prevalence rate
may be as high as 1 in 500
births.

Each person with autism

spectrum disorder is a unique
individual. As such, each
individual will experience
unique challenges throughout
their lifetime whether that be
in professional or in social
settings. There are four main
categories of characteristics
that generally seem to be
affected under the autism
spectrum:

communication
characteristics
social interaction
characteristics
unusual/challenging
behaviour
characteristics
learning characteristics

Other characteristics of
individuals with autism
spectrum disorders include:
unusual patterns of
attention
unusual responses to
sensory stimuli

anxiety

1. Provide information in multiple different

visual forms
Daily agenda in the form of words and
pictures

Manipulatives for class work

2.Limit distracting stimuli

Limit wall decorations
Provide earplugs for distracting sounds
Have defined regions in the classroom

Cover up or put away materials that are

not in use

3.Establish a calming area

Tent

Tipi
Cardboard folders

Curtains

4.Provide warnings about upcoming

transitions and changes
Daily agenda
Provide reminders for transitions

Provide warning for any out of the

ordinary activities

5.Allowing for movement/ brain breaks

Provide fidgets

Choice works:
https://itunes.apple.com/
us/app/choiceworks/id48
6210964?mt=8
The Choiceworks app is
an essential learning tool
for helping children
complete daily routines
(morning, day, & night),
understand & control
their feelings and
improve their waiting
skills (taking turns and
not interrupting).
First Then Visual
Schedule:
https://itunes.apple.com/
ca/app/first-then-visualschedule/id355527801?
mt=8
First-Then visual
schedule application is
designed for caregivers
to provide positive
behavior support
Do2Learn:
http://do2learn.com/disa
bilities/CharacteristicsAn
dStrategies/AutismSpect
rumDisorder_Strategies.
html
Do2Learn is a website
offering a list of
strategies that may help

Code: 44

Cerebral
Palsy

Cerebral palsy (CP) refers to a

group of disorders that result
from injury to the developing
brain, and can affect movement
and muscle coordination. CP is
not progressive, but may seem
to change as the child grows.
For most children with CP, the
cause is unknown. However, the
risk is greater in babies born
preterm and with low
birthweight. Furthermore, CP
may occur as a result of
problems associated with
preterm birth or may indicate
an injury has occurred during
the pregnancy that has caused
the baby to be born early.
There are 3 main types of CP:
1. Spastic: stiff and difficult
movement, as muscles are

Do stretches/ incorporate yoga

Schedule relaxation or exercise breaks

Depending on which areas of

the brain are damaged, CP can
cause one or more of the
following: muscle tightness or
spasms, involuntary
movement, difficulty with
gross motor skills such as
walking or running, difficulty
with fine motor skills such as
writing or doing up buttons,
and difficulty with perception
and sensation. Individuals with
CP may have cognitive,
speech and language
disorders, visual and hearing
impairments and/or learning
disabilities. The parts of the
body that are affected and the
severity of impairment can
vary widely.
Further characteristics and
observable behaviors include:

Break tasks into short, easy-to-manage

steps. Provide each step separately and
give feedback along the way.
Teach strategies for self-monitoring, such
as making daily lists and personal checklists
for areas of difficulty.
Use instructional strategies that include
memory prompts.
Consider ways to adapt play activities and
structure opportunities for play with peers.
Teach the entire class modified versions of
common recess games, and/or assign a
recess or break buddy.
Teach peers how interact with the student
using the communication device or book.
Monitor for signs of anxiety or depression,
such as visible tension, withdrawal, changes
in grooming habits, missing or coming late
to class, fatigue or incomplete assignments.
Provide support in transitioning from one
activity or place to another.

students with a variety

of needs, including
students with ASD.

Learn Alberta
http://www.learnalberta.ca/
content/inmdict/html/cerebr
al_palsy.html
Quick Guide: Supporting
Children and Youth from
Low-Incidence Populations
https://archive.education.al
berta.ca/media/15045946/l
owincidence_digital_20150429
_high-res.pdf
10 tips for Teachers
http://cerebralpalsy.org/info
rmation/acceptance/tips-forteachers/
Infusing Assistive
Technology for Learning into
the IPP Process
https://archive.education.al
berta.ca/media/525549/ipp
9.pdf

contracted all the time and

limbs feel stiff.
2. Athetoid: involuntary and
uncontrolled movement, as
messages from the brain to the
muscles are not coordinated.
These movements occur all the
time and, in particular, may
interfere with speech.
3. Ataxic: disturbed sense of
balance and depth perception,
resulting in awkward and
unsteady movements of the
hands and feet.
Code: 58 (Mild)
Code: 44 (Severe)

have learning disabilities,

visual impairments, hearing
problems, speech problems,
drooling issues, and behavior
problems

Cerebral Palsy Special

Needs Factsheet
http://kidshealth.org/parent/
classroom/factsheet/cpfactsheet.html
BC Ministry of Education Special Programs:
Awareness of Chronic
Health Conditions.
http://www.bced.gov.bc.ca/s
pecialed/awareness/31.htm

need braces, crutches, or a

wheelchair to get around
need assistive devices for
writing and speaking
have difficulty sitting still
and have uncontrolled
movements
have difficulty with bladder
and bowel control and may
need to use a bathroom
frequently
have seizures
need occupational therapy
(OT), physical therapy (PT),
and speech therapy during the
school day

English
Language
Learner

English Language Learner

students are those whose
primary language or languages
of the home, is different than

Behaviours, in summary:

Modelling - using physical representations - Early Learner ELL

Social : may have difficulty

fitting in with children due to a

to communicate
Interaction/Play - facilitating language and
vocabulary through play and interaction

https://archive.education.al
berta.ca/media/1093791/ea
rlylearning.pdf

(ELL)

English and who may therefore

require additional services in
order to develop their individual
potential within the school
system. Some students speak
variations of English that differ
significantly from the English
used in the broader Canadian
society and in school; they may
also require ELL support.
Students may be immigrants
arriving in Canada,
Students may be Canadian born
but do not speak English at
home
Code: 57

language barrier, unable to

Family and Community Development - it is
contribute to the conversation,
important to provide continual support in
may lack basic interpersonal
both native and second language
communication skills
Rate of Speech and Wait Time - giving the
students time to process a clear
Emotional : may have
enunciated use of the language
separation anxiety or feel
Visual Representations - using physical
uncomfortable due to being in
objects to aid when learning the language
an environment in which they
Tracking Sheets - a rubric-like document
may not be completely
that helps keep track of students
understood.
progression with english language
Visualization - a technique that provides
Learning : may learn at a
slower rate because they may students with images that contain words
from the language helps provide relevance
not understand what words
and relieve frustration
mean in english.

- English Language Learners

https://archive.education.al
berta.ca/media/1234005/12
_ch9%20esl.pdf
- Supporting English as a
Second Language
https://archive.education.al
berta.ca/media/1076318/su
pport_esl.pdf
- Alberta Education: English
as a Second Language
https://archive.education.al
berta.ca/teachers/program/
esl/
- Benchmark Summary
http://www.learnalberta.ca/
content/eslapb/documents/
ESL%20Benchmarks
%20Division%20Levels
%20Summary%20Gr%2046.pdf
- Assessment Tips for the
ELL
http://www.learnalberta.ca/
content/eslapb/assessment
_tips.html

Fetal
Alcohol
Spectrum
Disorder
(FASD)

Fetal Alcohol Spectrum Disorder

or FASD is a birth defect that is
caused by mothers consuming
alcohol when pregnant.
Individuals who are born with
FASD often have learning and
behavioural deficits that can
affect their developmental
skills. They may also exhibit

physical characteristics that

include smaller head size, a

smooth ridge just under the

nose, and below average
height and weight.
Many children have difficulties
with school and daily life
because of the symptoms they
experience from the disorder,
including extreme
impulsivity, poor judgement,
poor memory, difficulty
learning basic skills,
organizational difficulties,
language and speech delays,
and gross and fine motor
delays. In many cases, those
who have FASD also have
other exceptionalities, such as
ADHD, or health factors, such
as seizures or difficulty
hearing and seeing, that
contributes to their difficulty in
school.
There are four main indicators
of FASD: alcohol exposure,
growth deficiency, facial

Provide the student with the lesson notes

Children with FASD often
while you teach so that the student can
experience
follow along rather than struggle to take
Trouble with learning basic
notes. If possible, have fill in the blank
facts (such as multiplication)
spots to keep them on task.
Difficulty with memory and
o
If parents are receptive, send the student
organizational skills
home with extra or the next days lesson
Strengths in visual arts and
material so that they have time to go
music
over it and try to understand it ahead of
Success with repetitive work
time. Then, when the lesson is presented,
and structured situations
the student will have already been
Enjoyment in physical
introduced to the material and may not
activities
have as many struggles or questions.
More responsiveness to
Colour code each subject a specific colour
smaller teaching groups
so that the student can easily organize
and manage their materials. Also have a
separate area of the room where they can
keep their personal belongings if the desk
is too disorganized for them.
Give the student extra time to complete
tests or assignments (only if needed).
When giving assignments, break down the
steps more clearly and into smaller,
manageable pieces.
Use assistive technology.
Teach the student self-regulation strategies.
Have set routines and schedules that are
followed and repeated as often as
possible.

http://www.cdc.gov/Feature
s/FASD/
https://archive.education.al
berta.ca/media/414085/fas
d1f.pdf
http://www.learnalberta.ca/
content/inmdict/html/fasd.h
tml
https://education.alberta.ca
/diverse-learners/specialeducation-statistics/
http://www.ave.ee/downloa
d/Alcohol_and_Pregnancy_p
revention_and_legal_issues
_of_FASD.pdf
http://bccewh.bc.ca/wpcontent/uploads/2014/09/C
anadian.Policy-on.SubstUse-+-Preg.Sept-22014web.pdf
http://canadiancrc.com/new
spaper_articles/Issue_Fet
al_Rights_Canada_Winter
mans_25NOV05.aspx
http://fasd.alberta.ca/assess
ment-and-diagnosis.aspx
http://www.usd.edu/~/medi
a/files/medicine/center-fordisabilities/fasdeducational-strategieshandbook.ashx?la=en
http://www.interprofessional
.ubc.ca/AdultsWithFASD201
4/G4Whitford.pdf
Edmonds ,K., & Crichton, S.
(2008). Finding ways to

features, and brain damage.

FASD is labelled as a spectrum
disorder because of the
diversity of possible effects on
the child, which reside along a
continuum, as well as the
effects from different levels of
prenatal alcohol exposure.
Only a small percentage of
individuals display the full
pattern of FAS. Those who
have FASD are considered to
be on a spectrum which
ranges from those who have
the full syndrome to those who
have only a few issues with
learning and behaviour, and
no facial or growth issues.
Code: 44
Mild/Moderate (53)
Emotional Severe (42)
Disability
Selective mutism is a medically
(Selective diagnosed disability in which a
Mutism)
person who is capable of normal
speech becomes incapable of
speaking in specific social
settings, usually due to
underlying chronic anxiety
patterns

teach to students with

FASD: A research study.
International Journal of
Special Education, 23(1),
54-73.
http://fasd.alberta.ca/
http://fasd.alberta.ca/docu
ments/Strategies_Not_Soluti
ons_Handbook.pdf
http://www.lfsfamily.ca/daca
po_disability/fasd_clinic.php

Selective mutism
characteristics include
excessive shyness,
withdrawal, dependence upon
parents and students may
display oppositional behaviour
such as refusing to do tasks or
freezing.
Often individuals with
selective mutism are able to
speak in controlled social
settings like their home, but
may be physically unable to
speak in public, at school or
within the community.

Work with the child, parent and other

teachers to implement appropriate
communication behaviours in other
speaking situations

http://www.learnalberta.ca/
content/ieptLibrary/docume
nts/en/is/developmental_co
nsiderations.pdf

Set up an IEP designed to reduce anxiety

http://www.selectivemutism
.org/resources/library/Schoo
l%20Issues/Classroom
%20Strategies%20for
%20Teachers%20of%20SM
%20Children.pdf

Seek guidance from their therapist to

develop essential tools if they are able to
treat Selective Mutism
Develop strategies for non-verbal
communication with their peers
Treat the student with selective mutism like
everyone else, but do not over praise or ask
them direct questions with the expectation
that they will speak

http://www.selectivemutism
.org/resources/newmemberpacket/20_Tips_for_Parents_
of_Children_with_Selective_
Mutism.pdf

Use small groups to reduce anxiety

http://www.acposb.on.ca/Le
arnChall/MUTISM.html

Reduce unknowns through clear explanation

and allow time to process
http://www.ohioslha.org/pdf/
Covention/2013%20Handou
Familiarize the student with the classroom
ts/SpeechDMS16F.pdf
before the school year begins, make home
visits if appropriate to get to know the
http://www.asha.org/public/
student so they can feel more comfortable
speech/disorder/SectiveMuti
around you
sm/
Teach and practice soothing coping
strategies

http://www.anxietybc.com/p
arenting/selective-mutism

Educate all staff members on appropriate

http://www.learnalberta.ca/
protocols and expectations when interacting content/inmdict/html/selecti
with the student
ve_mutism.html

Gifted

Gifted students vary in

type and severity
The Special Education
Coding Criteria defines
giftedness as:
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,

General Characteristics
Remember things very
quickly
Work independently and
quickly
Show a high level of
interest and curiosity
Are able to see abstract
relationships and
patterns, and can
provide ideas, theories,
solutions and
explanations
Give surprising and
unusual responses

Have patience and be supportive

Woolfolk, A., Winnie, P., &

Perry, N. (2013).
Educational Psychology:
Sixth Canadian Edition. New
Jersey: Pearson Education.

1. Tiered Assessments: parallel tasks that

have varied levels of complexity, depth,
abstractness and support. Students in the
class all focus on the same learning
outcome but work on different levels of
activities related to the outcome.
2. Flexible Pacing: allows students to move
through the graded curriculum at a different
rate. Flexible pacing can take a variety of
forms. You can allow students to complete
tasks more quickly or to spend additional
time on things. You can also allow students
to move up a grade in one or more subject
areas.
3. Differentiated Instruction: Manipulate

Journey Through School

Chapter 4 : Information for
parents, teachers and
administrators of children
who are gifted.
https://archive.education.al
berta.ca
/media/448801/journey4.pd
f
Info on Code 80
http://www.lss.ecsd.net
/gifted/code80.html

Low
Vision/Bli
nd

kinesthetic.
This document separates
coding into two
categories: severe or
mild/moderate. Gifted
students are included in
the mild/moderate
category
Code: 80

Inclusive term that covers

people who are blind or partially
sighted, including people who
have no sight from birth, people
who are legally blind, as well as
people with vision loss below 20
degrees in the better eye

Traits
1.
2.

Relate more to adults

than to children of their
own age
Can be perfectionists
Highly perceptive to
others feelings and
emotions

of Gifted Children:
Perfectionism
Underachievement:
Underachievement
describes gifted
students whose
achievement level is far
below their cognitive
ability
3. Asynchronous
Development
Uneven development in
the rates of intellectual,
emotional, and physical
development.
4. Learning Difficulties
some students who are
gifted also have learning
difficulties such as:
o ADHD
o Aspergers
Syndrome
The degree and cause of
visual impairment in a student
will result in different
characteristics and observable
behaviours in students with
low vision or blindness.
Students with low

the content through differentiated

instruction in order to develop content that
meets the learning needs of gifted students.
Consider how abstract complex, interrelated
and constrained the material is, and adjust
accordingly for the gifted student so that
they are challenged.
4. Adjust the Environment : gifted students
tend to benefit from learning environments
where they have opportunities to gain
understanding of self and others, explore
their own learning strengths and needs,
learn and practice coping skills that assist in
their growth and development, and take
risks and see mistakes as learning
opportunities.
5. Curriculum Compacting: This strategy
either eliminates learning activities for skills
and information that has been previously
mastered or streamlines work to match the
students ability. The advantage of this
strategy is that students can use the class
time freed up by compacting to pursue
enrichment activities that align with their
individual learning needs and interests.

Differentiation Strategies:

1.
Having students be able to have
software that increases the letter for class
notes, so that they can follow along with the
class
2.
Verbalizing what is on the board for

Special Education Coding

Criteria
https://open.alberta.ca/data
set/ee2ccea8-97fe-41a1aa11ed9f21421364/resource/99
dcf34f-9800-43c3-9138a0dcb23f5e51/download/36
56041-2014-SpecialEducation-Coding-Criteria2014-2015.pdf
Planning For Students Who
are Gifted
https://archive.education.al
berta.ca/media/525558/ipp
92.pdf

(20/70) - CNIB
Visual impairments including
blindness means an impairment
in vision that, even with
correction, adversely affects a
childs educational
performance. The term includes
both partial sight and
blindness. - Council of
Exceptional Children
Code: 55

vision/blindness may have less

interactions with their
environments with their peers.
It may be more difficult for a
low vision student to move
about their environment, and
they may bump into objects or
people. They may have less
reason to explore interesting
objects around them, and as a
result miss opportunities to
learn.
Because social behaviours are
largely learned by observing
others, some students with
visual impairment may not
understand nonverbal cues
and nuances of social
behaviour. This may lead to
displays of social immaturity,
isolation, and lesser
assertiveness than their peers.
Reading and writing may pose
a challenge to students with
low vision/blindness. This
might result in low reading
levels, messy writing, and
difficulty in performing reading
and writing tasks.
Because of the difficulties that
students with low
vision/blindness are facing,
they may have difficulties
being
independent.Theirstruggle
with navigating their world
(both physical and social) as
well as difficulty using school

notes, calendar, agenda, and any upcoming

events
3.
Having students participate to the
best of their abilities with mobility tasks;
incorporating games that they can
participate not alienating the child due to
their disability (i.e., gymnastics rolls and
tumbles, stationary cardio, yoga, punching
bag boxing, walk with partner, dumbbell
weights)
4.
More collaborative work in the
classroom, having part of the lesson be
either a classroom discussions or group
discussions in the class so that the student
can partake in the discussion in a
meaningful way and they can learn their
peers voices
5.
Ensure where they are sitting they are
able to see and have appropriate lighting
6.
Allowing low-vision students to do oral
assessment and giving the student oral
feedback
Specific Strategies:

1.
Providing a lamp for when they read
2.
Having resources that are clear and
with large font planning ahead the
resources that will be needed for both lowvision and vision students
3.
Contrasting colors and textiles to
identify different things (i.e., color-coded
map or place for assignments and
resources)
4.
Reduce visual clutter in the classroom
not using a lot of colors and posters up on
the walls
5.
Giving the student sufficient time with
their notes and assignments

materials could be reflected in

a lack of motivation for
learning.

Down
Syndrome

Some physical a bnormalities

Is a congenital disorder arising
include:
- Encourage participation by mainstream
from a chromosome defect. The
A flat and broad facial
students, as well as, in physical fitness
chromosome defect occurs
profile, an upward slant to
and school activities, especially
during conception. Where most
the eyes, small ears, and a
extracurricular programs. Provide
babies inherit 46 chromosomes
protruding tongue.
alternative roles if the student is unable
from their parents, 23 from their

Low muscle tone,

to participate due to limitations.
mother and 23 from their
especially in babies, as
father, children with Down
they appear to be
Provide opportunities for your students
syndrome inherit 47
floppy. This can improve
to be successful in school through
chromosomes. This extra
over time, but most
learning about their interests.
genetic material causes
developmental milestones
intellectual
(sitting up, crawling, and

Increase the use of visuals in the

impairment/developmental
walking) occur later than
classroom: use images, symbols and
delays and physical
with other kids.
introduce sign language as a form of
abnormalities. As of now, there
A short stature. They are
communication.
is nothing one can do to prevent
often born an average
chances of conceiving a child
size, but tend to grow at a
Alter class environment to best meet
with Down syndrome ( The
slower rate than their
the students needs (ie. may need to
Nemours Foundation, 2016,
peers.
provide a lower desk and chair if the
About Down Syndrome).

Intellectual impairments:
student with DS has a short stature)

Down syndrome affects

Code: 44
the ability to learn in

Use a buddy system. Pair the DS

different ways
student with a classmate who will help

Most have mild to

accommodate them in their learning.
moderate intellectual
impairment.

Use modeling, role-playing and physical

They can learn and are

demonstrations to help make certain
capable of developing
tasks and activities more clear.
skills throughout their
lives, however, they

Allow extra time for students to

simply develop these
complete tasks and assignments.
goals at different paces.

Characteristics and
Health Concerns for
People with Down
syndrome.
http://www.cdss.ca/infor
mation/generalinformation/characteristic
s-and-health-concernsfor-people-with-downsyndrome.html
Teaching Students with
Down
syndrome.http://www.cds
s.ca/images/pdf/parent_In
formation/teaching_stude
nts_with_down_syndrome
.pdf
Medical Disability
Information for
Classroom Teachers.
http://www.learnalberta.c
a/content/inmdict/html/p
df/DownSyndrome_E.pdf
Down syndrome.
http://raisingchildren.net.
au/articles/down_syndro
me.html
About Down Syndrome.
http://kidshealth.org/pare
nt/medical/genetic/down_
syndrome.html
Why Its Important to
Make Simple Changes at

While some kids have no

health problems, others can
experience a vast array of
medical issues. Some of the
most common medical
conditions include:

Congenital heart defects.

Pulmonary hypertension,
which can lead to
irreversible damage to the
lungs.

Hearing and vision

problems.

Thyroid problems.

Stomach and intestinal

problems.

Seizure disorders.

Breathing problems,
including sleep apnea and
asthma.

Obesity.

Unstable upper spinal

problems.
Behaviours in school:
As the severity is different
for each student, it may be
hard to distinguish
cognitive abilities from that
of a mainstream student.
Most people with Down
syndrome can read and
write, live alone, cook,
clean and have a job in
society. Although, they
usually work with people or
in people rich settings.
Students may be slower at

Break up tasks into small blocks and

focus on things in small steps.

Incorporate games and play into the

students learning tasks.

Encourage student to express their

wants and desires with explanations
rather than simple yes and no responses.

Help the student develop

independence.

Home.
https://www.understood.o
rg/en/learning-attentionissues/understandingchilds-challenges/simplechanges-at-home/whyits- important-makesimple-changes-at-home

processing information or
completing assigned tasks,
but they are still capable of
completing schoolwork.
Assignments can be
modified to ability levels
without taking students out
of mainstream classes.
Some students who have
severe disabilities because of
Down syndrome may be in
special classes that teach life
skills, as they may be nonverbal.