Recommendations for Diversity Policy

Disability Key Indicators Diagnostic test Effective Features

for learning

Intellectual Delayed
Standardized test Hands on

Disability development in (IQ)+adaptive learning

cognitive and behavior
language Play based

development Test score is

learning
usually below 70 or (cognitive)
Poor Social
as high as 75.
Skills(impulsiv Baby steps

ity, aggression, (break down)

low
self-esteem) Group learning

Lacks ability
Positive

to concentrate enforcement

Difficulty in

generalized
areas

Needs simply

stated objects
and repeated
practice

Placed in

self-contained
classroom
Development have
Development
Teach one

al problems with screening + concept or activity

major life development component at a
Disability
activities such evaluation time.
as language,
movement, Teach one step at
learning, a time to help
self-help, and support
living by memorization and
themselves. sequencing.

can begin
Teach students in

anytime during small groups, or

development one-on-one
up to age 22.

provide multiple
Developmental
opportunities to
disabilities
usually last practice skills in
throughout a a number of
person's different settings
lifetime.

Use physical and

verbal prompting
to guide correct
responses, and
provide specific
verbal praise to
reinforce these
responses
Learning Has difficulty
Achievement test Break learning
Disability remembering tasks into small
steps.
Reads slowly,
Wood-Cock-Johns
distorts words. on
Probe regularly
Omit words, to check
loses place. understanding.
Wide Range
Lacks
Achievement test
motivation; (WRAT) Provide regular
becomes quality feedback.
frustrated Wechsler

easily Individual Present

Achievement information
Writes with
(WIAT) visually and
excessive verbally.
spelling and
grammar errors Brigance
Use diagrams,
graphics and
Writes using
Kaufman test of

pictures to
oddly spaced, Educational
support
varied space, Achievement
instruction.
and reversed
letters
Provide
Language
independent
defects in practice.
listening,
speaking, Model what you
vocab want students to
do.
Lacks

comprehension
of math rules;
confess
number
columns
Emotional/B Inability to
A comprehensive
Keep class

ehavioral relate evaluation is rules/activities

effectively conducted by an simple and clear
Disability
with peers Inova Kellar
Center licensed Reward positive

Doesnt
clinical behaviors
complete task psychologist or
individuals under Allow for

Inconsistent,
their supervision. mini-breaks
impulsive
behavior Fair treatment for

all
Is anxious.

Worried, Use motivational

fearless, strategies
hopeless

Uses

aggressive,
confrontational
, defiant
behavior
towards
teachers

Autism Resistant to
Two steps-
Teach specific

Spectrum change Developmental social rules/skills,

Screening such as turn-taking
Disorder
Need for
and social distance.
visual Comprehensive
representation Diagnostic Test Structure
instead of
verbal Individualized

directions programming

Needs
Sensory
consistent and accommodations
specific
 behavior
intervention
plans

Giftedness(wit
hout
specialized
instruction in
certain
areas-math, art,
music)

Communicati Language
Screening tests Augmentative
on Disorders defect communication
Early Language
device (synthesized
Speech sound
Milestone speech, print
disorder (ELM) Scale output, etc.)

Stuttering Permit students the

Language
time they require to
Development express themselves,
Survey (LDS) without unsolicited
aid in filling the
MacArthur
gaps in their speech
Communicative
Developmental Be patient
Inventories
(CDIs) Permit students to
be silent in class
unless speech is a
required course
competency
appropriate for
particular students
Hearing Misidentifies
Physical exam Encourage students

loss/Deafness letters and to seat themselves

sounds General
toward the front of
screening tests the lecture theatre
Repeats
where they will have
request for oral an unobstructed line
directions Audiometer
of vision.
tests
Drops word
Repeat any

endings Tuning fork

questions asked
tests before giving a
Substitutes
response
one sound for
another while Do not speak when

talking facing the board

Is over
Use assistive

attentive to listening devices

others lips, such as induction
facial loops if these are
expressions, available in the
and gestures lecture theatre

Hesitates to

participate in
class
discussions and
read aloud
Low Holds work
Snellen test Determine what medium
Vision/Blind very closely is best for an individual
Visual field test (braille, print, dual media,
ness
Thrust head
auditory strategies, objects,
forward symbols, or some
Tonometry test combination.
Holds body
Read aloud using stories
tense while Ocular Motility
and books that are
reading Assessment interesting and appropriate
for the child.
Rubs eyes
Provide books and
often literacy tools in a format
that is accessible to the
Has frequent
child
headaches Create a literacy-rich
environment, in which the
Frowns when
child knows that others are
looking at reading and writing
printed
material
ADHD Is easily
ADHD rating
an advance
Provide

distracted scales organizer.

Makes careless
Intelligence

Review previous
lessons
mistakes; does tests
not follow
l earning
Set
through with expectations
instructions Broad-spectrum

scales b ehavioral
Set

Fidgets
expectations
excessively Tests of

specific abilities needed

State

Loses and

materials.
misplaces
Explain additional
materials often; Computer tests
resource
has difficulty
with Brain scans Simplify i nstructions,
organization choices, and
Avoids scheduling
responsibilities Use audiovisual

that require materials

sustained Help students correct

mental effort their own mistakes

Has social
contract set up
by counselor to
state goals
clearly