Students with

Disabilities
What is a
Disability?
“A physical or mental condition that limits
a person’s movements, senses, or
activities.”
Relevant Legislation
The Individuals with Disabilities Education Act (IDEA)
is a four-part (A-D) piece of American legislation that
ensures students with a disability are provided with
Free Appropriate Public Education (FAPE) that is
tailored to their individual needs.

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Types of Disabilities
As defined by the “Individuals With Disabilities Act” (IDEA)

● Autism
● Deaf-Blind
● Developmental Delay
● Emotional Disturbance
● Hearing Impairments
● Intellectual Disability
● Multiple Disabilities
● Orthopedic Impairments
● Other Health Impairments
● Specific Learning Impairments
● Speech/Language Impairments
● Traumatic Brain Injury
● Visual Impairments
What is Anxiety?
Anxiety is an emotion characterized by feelings of
tension, worried thoughts and physical changes like
increased blood pressure.

People with anxiety disorders usually have recurring

intrusive thoughts or concerns. They may avoid certain
situations out of worry.
What Does Anxiety
Look Like in Schools?
● Inattention and restlessness
○ Ex. When students are anxious in the classroom, they might have a hard time
focusing on the lesson and ignoring the worried thoughts overtaking their brains
● Attendance problems and clingy kids
○ Ex. Some amount of separation anxiety is normal, but when students don’t adjust to
separation over time and their anxiety makes going to school difficult
● Disruptive behaviors
○ Ex. Students who are feeling anxious might ask a lot of questions, including
repetitive ones, because they are feeling worried and want reassurance
● Trouble answering questions in class
○ Ex. Sometimes students will do perfectly well on tests and homework, but when
they’re called on in class teachers hit a wall
● Frequent trips to the nurse
○ If a student is having unexplained headaches, nausea, stomachaches, or even
vomiting, those could be symptoms of anxiety
● Problems in certain subjects
○ Sometimes this can be mistaken for a learning disorder when it’s really just anxiety
What Accommodations
Can Be Given?
● Staff Pass
○ Discrete pass for student to leave classroom to visit “safe person”
● Preferential Seating
○ Especially near the door to allow leaving class for breaks without
distractions
● Testing Conditions
○ Extra time on tests or alternate settings for test taking
● Extended Time on Homework
○ 24-48 hour extensions on homework assignments as approved by the
teacher
● Alternate Assignments
○ Written assignments vs. oral assignments/ handwritten assignments vs.
typed
 What is Diabetes?
“A disease in which the body’s ability to produce
or respond to the hormone insulin is impaired,
resulting in abnormal metabolism of
carbohydrates and elevated levels of glucose in
the blood and urine.”

Type 1 Type 2
● Juvenile Onset ● Adult Onset
● Insulin Dependent ● Non-Insulin Dependent
● 5-10% ● 90-95%
What does Diabetes
look like in schools?
Hypoglycemia
(low blood sugar)
● Sudden change in behavior
● Sudden change in appearance
● Headache or weakness
● Inability to swallow
● Seizure or convulsion
● Unconsciousness
Hyperglycemia
(high blood sugar)
● Illness, infection or injury
● Stress or emotional upset
● Decreased exercise or activity
● Increased thirst
● Frequent urination
● Nausea
● Blurry vision
● Fatigue
Accommodations for Diabetes
● Breaks to check blood glucose levels, eat a snack, take medication,
or go to the bathroom
● A place to rest until blood sugar levels become normal
● The ability to keep diabetes supplies and food nearby
● The ability to test blood glucose and inject insulin anywhere at
school
● If requested, a private area to test blood glucose or administer
insulin
● Modifications to no-fault attendance policies
● Leave for treatment, recuperation, or training on managing
diabetes
● For individuals with diabetic neuropathy, permission to use a chair
or stool
● For individuals with diabetic retinopathy, large screen computer
monitors or other assistive devices
What is Attention Deficit
Hyperactive Disorder?
Attention-deficit/hyperactivity disorder (ADHD) is a brain
disorder marked by an ongoing pattern of inattention and/or
hyperactivity-impulsivity that interferes with functioning or
development
Characterized by
● Inattention (off task,lacks persistence, unorganized, difficulty staying
focused)
● Hyperactivity (excessively fidgets, taps, or talks, constantly moving)
● Impulsivity (socially intrusive, interrupts others, makes decisions without
thinking about consequences)

(NIMH, 2016)
What does ADHD
look like in school
Starts assignments but doesn’t complete them
Ex: student goes to look up something in a book and keeps
reading instead of going back to their work.
Is always talking
Ex: Student has trouble getting to the point when answering a
question.
Doesn’t work well in groups
Ex: Student is argumentative and always has to have the last
word.
Appears to be “spacing out”
Ex: Student doesn’t remember teacher’s directions
 Accommodations for
ADHD
For classroom learning
● Have teacher stand near
student when teaching
● Increase space between
desks
● Provide seat cushions, foot
rests, resistant bands for legs
For organization
● Color code materials for
subjects
● Use assignment notebook
● Provide written schedule for
daily reminders
For classwork and test taking
● Worksheets with fewer questions
● Give frequent short quizzes vs. long tests
● Give extra time and work in quiet spaces
● Break long assignments into smaller chunks
● Give credit for work done vs. taking points
away for partial credit
For in class learning
● Give directions out loud or in writing
● Keep instructions simple & clear
● Create a signal to get student back on track
● Have a buddy take notes for student
● Always check to see if child understands
 Our Role
“School counselors are committed to helping
all students realize their potential and meet or
exceed academic standards with
consideration for both the strengths and
challenges resulting from disabilities and other
special needs.”
(ASCA Position Statement)
https://iris.peabody.vanderbilt.edu/mod
ule/cou2/cwrap/#content
 A Transition Plan
➔ Helping students move from high school to adult life.
➔ Federally required
➔ Can help avoid the poor post-school outcomes
experienced by many students with disabilities.

These include:
● High dropout rates
● Underrepresentation at colleges and universities
● High likelihood of being unemployed
● Low-paying jobs
● Inability to live independently

➔ Ultimately a team effort

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To Keep in Mind...
· Start early
· Be comprehensive
· Base on student
· Use assessments
· Identify goals
· Require student participation
· Request family involvement
· Observe cultural sensitivity
· Consider deadlines
· Coordinate agencies
Best Counseling
Practices
● Person-centered approach
● Encourage and help facilitate students to be active in an
IEP meeting!
● Following the meeting, discuss with the student what he
or she viewed as successful and what they would like to do
differently in future meetings!
● Help with the setting of post-secondary (measurable &
achievable) goals.
● Scheduling courses of study
● Use appropriate measures of assessment (DATA)
 Post-Secondary
Options
● This is where courses of study come in!

● Settings include trade/technical schools, community

colleges, four-year colleges and universities

● Be aware of informal training that may help your student

in their post-secondary setting (ex: informal training like
apprenticeship programs or community education
classes).
● Preparation for employment (work-based learning
experiences can start even in middle school).
For further reading...