Allie Bowen

Sherrell
TAP 1
11/16/17

Recommendations of Diversity Chart

Key Indicators Diagnostic Tests Important features of

effective instruction

Intellectual disabilities IQ of 50-70 IQ tests Hands on learning

Limitations in Adaptive behavior Play based learning

intellectual
functioning and Physical exam Baby steps
adaptive behavior
Medical/Family Group learning
Limited vocabulary history
Positive
Short attention span Social/behavioral reinforcement
observations
Memory difficulties

Developmental Delays in physical Clinical observations Visual cues

disabilities development
Parent interviews Clear daily schedule
Delays in cognitive
development
Speech and Make directions and
communication
language learning expectations
Delays in social or assessments clearly understood
emotional
development Psychological testing Structured
opportunities for
Delays in adaptive social interaction
(behavioral)
development A plan to generalize
their learning

Learning disabilities Difficulty with Stanford-Binet Direct Instruction

reading Intelligence test
and/or writing Using a sequential,
Woodcock-Johnson simultaneous
Problems with test of cognitive structured
math skills abilities multi-sensory
Difficulty approach
 remembering Wechsler Preschool
and Primary Scale of Break learning tasks
Problems
Intelligence into small steps.
paying
attention Probe regularly to
Comprehensive Test
Trouble of Nonverbal check understanding.
following Intelligence
directions Provide regular
quality feedback.
Poor
coordination Present information
visually and verbally.
Difficulty with
concepts
Use diagrams,
related to time
graphics and pictures
Problems to support instruction.
staying
organized

Emotional/Behavioral Destroy property Evaluation of the Keep rules/activities

disorders child simple
Do not comply with
directions Rorschach, Allow mini breaks
Have temper
Thematic Reward positive
tantrums
Apperception Test behaviors
Are excluded from
peer-controlled Fair treatment
activities

Do not respond to
teacher corrections

Do not complete
assignments

Autism spectrum Avoiding eye contact Behavioral exams Visuals

disorders
Lacking social Physical exams Avoid long
interaction instructions
Chromosome
Difficulty in learning analysis Encourage their
talents
Intense focus
Let them type if they
 have suffering motor
skills

Communication Struggles to say Comprehensive Encourage

disorders sounds or words assessment classmates to accept
(stuttering) and help if needed
Parent/teacher
report measures Wait time
Repetition of words
or parts of words
Naturalistic Be a good speech
(stuttering)
observation model

Speaks in short, Analog tasks Fair treatment

fragmented phrases
(expressive aphasia)

Says words in the

wrong order
(expressive aphasia)

Struggles with using

words and
understanding others
(global aphasia)

Hearing loss or Needs frequent Physical exam Let them sit in the
deafness repetition front so they can see
General screening everything
Have difficulty
following Audiometer tests Assistive learning
conversations devices
Turning forks tests
Has ringing in their Repeat
ears
Minimize
Sound is muffled background noise

Low vision or Flood of spots in Through eye exam Verbalize

blindness vision
Double check after
Hazy vision the student

Dimness of vision Give them specific

instructions
 Touching activities,
hearing

ADHD Cant sit still Interviewing parents Give them

expectations of
Cant focus Observing the child paying attention

Talks excessively Move them away

from windows/door

Give instructions one

at a time

Distraction free test

taking