DISABILITY

HANDBOOK
A Guide to Educating Students with
Exceptionalities

“There is no greater disability in

society than the inability to see a person
as more.”

Created by:
MARIA BLESSUM & RACHEL HOFF
May 2021
TABLE OF CONTENTS
GENERAL INFORMATION ...................................................................................................................... 2

AUTISM........................................................................................................................................................ 3

DEAF/BLINDNESS .................................................................................................................................... 5

DEVELOPMENTAL DELAYS (EARLY CHILDHOOD SPECIAL EDUCATION) ........................... 6

EMOTIONAL/BEHAVIOR DISORDERS .............................................................................................. 8

GIFTED & TALENTED ...........................................................................................................................10

HEARING IMPAIRMENTS ....................................................................................................................11

INTELLECTUAL DISABILITIES/MENTAL RETARDATION ........................................................12

OTHER HEALTH IMPAIRMENTS .......................................................................................................14

PHYSICAL DISABILITIES (ORTHOPEDIC IMPAIRMENTS) .......................................................18

SPECIFIC LEARNING DISABILITIES .................................................................................................19

SPEECH/LANGUAGE IMPAIRMENTS ...............................................................................................21

TRAUMATIC BRAIN INJURY ...............................................................................................................23

VISUAL IMPAIRMENTS ........................................................................................................................25

WORKS CITED .........................................................................................................................................26

1
GENERAL INFORMATION
All definitions in this handbook are consistent with those established in IDEA.
However, disabilities present themselves differently in every person, and the
individual’s specific wants/needs should always be considered when providing
services.

Every child, regardless of disability status, should be educated in an inclusive

educational setting with their peers to the maximum extent appropriate. Students
with any disability, including those in this handbook, should be serviced in the least
restrictive environment, and they should participate in regular classroom
instruction whenever possible. In instances where students cannot be serviced in
the general education classroom, additional environments may be necessary; most
commonly, students with disabilities receive additional services in the special
education classroom according to the severity of the disability. Students who
require therapy services are often serviced in isolated settings such as hospitals,
separate facilities, or in the student’s home. Appropriate environments vary
between disabilities, and additional settings are identified throughout the
handbook.

This handbook should not be used as the basis for diagnosing disabilities in
students; rather, it is meant to provide a general overview of common disabilities
and how they impact students’ learning.

2
AUTISM
Definition:
“Autism, as defined under IDEA, is a developmental disability significantly affecting
verbal and non-verbal communication and social interaction, generally evident
before age three that adversely affects a child’s educational performance. Other
characteristics often associated with autism are engagement in repetitive activities
and stereotyped movements, resistance to environmental change or change in daily
routines, and unusual responses to sensory experiences. The term does not apply if
a child’s educational performance is adversely affected primarily because the child
has an emotional disturbance.”

Autism is referred to as a “spectrum disorder” suggesting the symptoms and

characteristics associated with the disorder present themselves in a variety of
combinations, ranging along a continuum from mild to severe. It is typically
characterized by impairments in socializations, verbal and non-verbal
communications, and the capacity for imaginative thinking that results in
exaggerated and stereotyped interests, behaviors, and activities.

Disability Characteristics/Warning Signs:

• Language delays and/or deficits • Uneven developmental abilities

• Abnormal ways of relating to • scattered strengths and
people, objects, or events weaknesses
• Unusual reactions to sounds,
sights, taste, touch, or smell

Useful Strategies/Interventions:

• Modify course • Social reinforcement

workload/deadlines • Offer choices
• Allow additional breaks • Tangible reinforcement
• Pre-teach material • Learning groups
• Provide preferential seating • Teach about
• Reduce distractions differences/disabilities
• Provide space for movement or • Make concrete representations of
breaks expectations

3
• Provide routine and structure • Counseling and mental health
• Utilize schedules and checklists support
• Break tasks into smaller parts

Common Comorbidity:

• Psychiatric disorders • Intellectual disability

• ADHD • Physical disability
• Developmental delays • Speech/language impairments

Resources:

• Autism Speaks • North Dakota Autism Connection

• National Autism Resources • North Dakota Autism Center
• Autism Resource Center

4
DEAF/BLINDNESS
Definition:
“Concomitant [simultaneous] hearing and visual impairments, the combination of
which causes such severe communication and other developmental and educational
needs that they cannot be accommodated in special education programs solely for
children with deafness or children with blindness.”

Disability Characteristics/Warning Signs:

• Impaired hearing AND vision • Inability to participate in

• Speech difficulties
• Difficulty learning language
• Inability to comprehend
classroom lectures
• Inattentiveness
discussion
• Behavioral outbursts
• Communication difficulties
• Isolation
• Global positioning system

Useful Strategies/Interventions:

• Varied forms of communication • Mobility canes

(sign language, physical contact, • Alternate keyboards
braille) • Text-to-speech converter
• Large-print textbooks

Continuum of Services:

• School for the deaf/blind

Resources:

• Helen Keller National Center for • Hands & Voices

Deaf-Blind Youth and Adults • DeafBlind Citizens in Action
• National Consortium on Deaf-
Blindness

5
DEVELOPMENTAL DELAYS (EARLY
CHILDHOOD SPECIAL EDUCATION)
Definition:
“A disability for children aged three through nine (or any subset of that age range,
including ages three through five), may…include a child—

1. Who is experiencing developmental delays as defined by the State and as

measured by appropriate diagnostic instruments and procedures in one or
more of the following areas: Physical development, cognitive development,
communication development, social or emotional development, or adaptive
development; and
2. Who, by reason thereof, needs special education and related services

Disability Characteristics/Warning Signs:

• Difficulty comprehending, remembering, and making sense out of one’s

experience
• Inability to effectively use or understand age-appropriate language, including
vocabulary, grammar, and speech sounds
• Difficulty performing fine and/or gross motor skills which require precise,
coordinated use of small muscles and/or motor skills used for body control such
as standing, walking, balance, and climbing
• The inability to develop and maintain functional interpersonal relationships and
exhibit age appropriate social and emotional behaviors
• Inability to develop and exhibit age-appropriate self-help skills, including
independent feeding, toileting, personal hygiene, and dressing skills

Useful Strategies/Interventions:

• Assistive technology • Medical services

• Audiology or hearing services • Nutrition services
• Speech and language services • Occupational therapy
• Counseling and training for a • Physical therapy
family • Psychological services

6
Continuum of Services:

• Natural, home environment

• Specialist’s office
• Community center

Common Comorbidity:

• Speech/language disorders
• Intellectual disability

Resources:

• Encyclopedia of Children’s Health • Center for Parent Information and

• Centers for Disease Control and Resources
Prevention • First Signs

7
EMOTIONAL/BEHAVIOR DISORDERS
Definition:
“Condition exhibiting one or more of the following characteristics over a long
period of time and to a marked degree, that adversely affects educational
performance:

3. An inability to learn that cannot be explained by intellectual, sensory, or other

health factors
4. An inability to learn to build or maintain satisfactory interpersonal relationships
with peers and teachers
5. Inappropriate types of behavior or feelings under normal circumstances
6. A general pervasive mood of unhappiness or depression, OR
7. Tendency to develop symptoms or fears associated with personal or school
problems. This does not include students who are socially maladjusted, unless it
is determined that they are emotionally disturbed.”

Disability Characteristics/Warning Signs:

• Inability to learn that cannot be explained by intellectual, sensory, or health

factors
• Inability to build or maintain satisfactory interpersonal relationships with peers
and teachers
o Physical or verbal aggression
o Lack of affection or disorganized/distorted emotions toward others
o Demands for constant attention
o Withdrawal from social interactions
• Inappropriate types of behavior or feelings under normal circumstances
o Limited or excessive self-control
o Emotional overreactions or impulsivity
o Difficulty with self-regulation
o Inappropriate rebellion or defiance
o Low self-esteem
o Socially inappropriate behaviors
• Pervasive mood of unhappiness or depression
o Diminished interest or pleasure in daily activities
o Significant and unexpected changes in weight or appetite

8
 o Insomnia or hypersomnia
o Anxiety symptoms
• Tendency to develop physical symptoms or fears associated with personal or
school problems
o Headaches
o Gastrointestinal problems
o Cardiopulmonary problems
o Panic attacks
o Involuntary behaviors
o Intense fears or irrational thoughts related to separation from parents

Useful Strategies/Interventions:

• Preferential seating • Social skills instruction

• Extended time on assignments • Picture schedules/agendas
• Reduce assignments • Graphic organizers
• Frequent breaks • Check in and check out system
• Sensory diet • Comprehensive Program of
• Behavioral contracts Intervention
• Environmental Intervention

Resources:

• ND Department of Public • United Parents

Instruction • Education Resources Information
• Center for Parent Information and Center
Resources

9
GIFTED & TALENTED
Definition:
“Students, children, or youth who give evidence of high achievement capability in
areas such as intellectual, creative, artistic, or leadership capacity, or in specific
academic fields, and who need services and activities not ordinarily provided by the
school in order to fully develop those capabilities.”

Disability Characteristics/Warning Signs:

• Superior intellect • Visual or performing arts

• High achievement or performance • Leadership
• Specific academic ability • High curiosity
• Highly motivated • Demonstrates strong feelings and
• Advanced potential opinions
• Creative, artistic abilities

Useful Strategies/Interventions:

• Accelerated learning opportunities • Be flexible with the curriculum

• Curriculum compaction • Allow independent study
• Group with students of similar • Provide interactive instruction
ability

Continuum of Services:

• Advanced classes
• Magnet schools
• Specialized, self-contained schools

Resources:

• National Association for Gifted • The National Research Center on

Children Gifted and Talented
• Association for the Gifted • Hoagies’ Gifted Education Page

10
HEARING IMPAIRMENTS
Definition:
“Hearing impairment, whether permanent or fluctuating, that adversely affects a
student's educational performance, but which is not included under the definition
of deaf.”

Disability Characteristics/Warning Signs:

• does not respond consistently to sounds or to his or her own name

• asks for things to be repeated or often says “huh?”
• is delayed in developing speech or has unclear speech
• turns the volume up loud on the TV and other electronic devices

Useful Strategies/Interventions:

• Hearing aids • Favorable seating in the class to

• Cochlear or brainstem implants
• regular speech, language, and
auditory training from a specialist
• Amplification systems
• Services of an interpreter for those
students who use sign language
facilitate lip reading
• Captioned films/videos
• Assistance of a notetaker
• Instruction for the teacher and
peers in alternate communication
methods, such as sign language
and counseling

Resources:

• Alexander Graham Bell • American Society for Deaf

Association for the Deaf and Hard Children
of Hearing • ASHA | American Speech-
• American Hearing Research Language-Hearing Association
Foundation

11
INTELLECTUAL
DISABILITIES/MENTAL RETARDATION
Definition:
“Significantly sub-average general intellectual functioning, existing concurrently
with deficits in adaptive behavior and manifested during the developmental period,
that adversely affects a child's educational performance. The term does not include
conditions primarily due to a sensory or physical impairment, traumatic brain
injury, autism spectrum disorder, cultural influences, or a history of inconsistent
and/or inadequate educational programming. “

Disability Characteristics/Warning Signs:

• Difficulties learning • Memory deficits

• Deficits in social-personal skills • Difficulty transferring and
• Deficits in adaptive behavior skills generalizing skills
• Attention difficulties • Speech and language delays

Useful Strategies/Interventions:

• Quiet workspace • Provide printed off notes or

• Remove distractions recorded lectures
• Create a schedule • Break large lessons into individual
• Utilize visual supports parts
• Functional activities • Allow for various response
• Repetition of concepts methods
• Hands-on learning • Social reinforcement
• Partner/group activities • Peer tutors
• Allow extra time • Counseling and mental health
• Occupational therapy support

Common Comorbidity:

• Developmental delays • Hearing impairment

• Physical disabilities • Speech/language disorder
• Vision impairment

12
Resources:

• National Association for Down • TASH

Syndrome • The Arc of the United States
• Elwyn

13
OTHER HEALTH IMPAIRMENTS
Definition:

“Includes limited strength, vitality or alertness due to chronic or acute health

problems such as asthma, attentional disorder, heart condition, tuberculosis,
rheumatic fever, epilepsy, lead poisoning, leukemia or diabetes that
adversely affect a student's educational performance.”

Disability Characteristics/Warning Signs:

Attention-Deficit/Hyperactivity Disorder:
• Difficulties paying attention • Impulsivity (acting before
• Hyperactivity (extreme activity) thinking)

Inattentive Type:
o Inability to stay focused on o Cannot organize tasks and
play or schoolwork activities
o Does not pay close attention o Distractable
to details o Lose materials and objects
o Does not follow through on
instructions or finishing tasks

Hyperactive-Impulsive Type:
o Fidgets and squirms o Has trouble playing quietly
o Constantly gets out of seat and talks excessively
o Runs around or climbs o Difficulty waiting turns

Combined Type:
o Inattentive o Hyperactive
o Impulsive

Diabetes (a disorder in which the body does not produce or use insulin properly):
• Frequent urination • Fatigue
• Extreme thirst and hunger • Irritability
• Weight loss • Blurry vision

14
Epilepsy (a seizure disorder):
• Blackout or periods of confused
memory
• Episodes of staring or
unresponsiveness
• Involuntary movement of limbs
• Fainting spells accompanied by
incontinence
• Odd sounds, distorted
perceptions, or episodes of
unexplainable fear

Heart Conditions (abnormal function of the heart):

• Chest pain • Edema (extreme swelling)
• Shortness of breath • Fatigue
• Rapid pulse

Hemophilia (a disorder in which blood does not clot properly):

• Bleeds easily • Nose bleeds
• Excessive bleeding or bruising • Abnormal menstrual bleeding

Lead Poisoning (absorption of lead over an extended period of time):

• Irritability • Vomiting
• Loss of appetite • Constipation
• Weight loss • Unusual paleness
• Sluggishness • Learning difficulties
• Abdominal pain

Leukemia (cancer of the bone marrow and blood):

• Fatigue • Bruising
• Shortness of breath • Bone or joint aches
• Pale skin • Weight loss
• Fever • Petechiae (small red spots in skin)
• Slow healing of skin injuries

Nephritis (inflammation of kidneys):

• Less frequent urination • High or low levels of protein in the
• Water retention that causes blood
weight gain • Swelling

Rheumatic Fever (a complication of untreated strep throat or scarlet fever):

15
• Fever • Jerky, uncontrollable movements
• Joint pain • Inappropriate crying or laughing
• Small nodules beneath the skin

Sickle Cell Anemia (condition in which an individual’s blood is unable to travel

normally throughout the body because of abnormally shaped red blood cells):
• Episodes of pain in the limbs,
chest, and abdomen
• Swelling of hands and feet • Vision difficulties
• Frequent infections • Delayed growth or puberty

Tourette Syndrome (a neurological disorder characterized by tics):

• Tics (rapid blinking, odd facial expressions, shoulder shrugging, hopping,
bending, or twisting)
• Vocalizations (throat-clearing, sniffing, grunting, or complex phrases

Useful Strategies/Interventions:

• Medication such as stimulants • Seat cushions, fidget toys, or other

(ADHD)
• Limit distractions to improve
focus (ADHD)
• Post rules, schedules, lists, and
assignments to improve
organization (ADHD)
• Clear rules and routines, and avoid
unnecessary changes in them
(ADHD)
• Use of a planner (ADHD)
• Assistance in channeling physical
activity to release energy (ADHD)
• Use of clear step by step
instructions (ADHD)
forms of AT (ADHD)
• Self-monitoring technologies
(ADHD)
• School health and nurse services
• Classroom accommodations
• Extended absences
accommodations
• Special adaptive equipment such
as specially designed desks,
positioning devices, or standing
tables
• Physical and/or occupational
therapy
• Counseling and mental health
services

Common Comorbidity:
• Learning disabilities • Anxiety disorders
• Oppositional defiant disorder • Speech/language disorders
• Mood disorders

Resources:

• Mayo Clinic • National Association of Special

• MedlinePlus Education Teachers
• Parent Center Hub
PHYSICAL DISABILITIES (ORTHOPEDIC
IMPAIRMENTS)
Definition:

“Severe orthopedic impairment that adversely affects a student's educational

performance. Includes impairments caused by congenital abnormalities (e.g.,
clubfoot, absence of some member, etc.), impairments caused by disease (e.g.,
poliomyelitis, bone tuberculosis, etc.), and impairments from other causes
(e.g., cerebral palsy, amputations, and fractures or burns that cause
contracture).”

Disability Characteristics/Warning Signs:

Neuromotor Impairment:
• Limited limb movement
• Loss of urinary control
• Loss of proper alignment
Degenerative Diseases:
• Progressive degeneration of
muscle fibers
Musculoskeletal Disorders:
• Muscular limitations

Useful Strategies/Interventions:

• Special seating arrangements • Mobility supports such as canes,

• Physical therapy walkers, crutches, wheelchairs,
• Occupational therapy etc.
• Speech-language pathology • Augmented communication
• Adapted physical education devices
• Counseling and mental health
services

Resources:

• United Cerebral Palsy • National Rehabilitation

Associations, Inc. Information Center
• Center for Disability and • National Institute of Neurological
Development Disorders and Stroke

18
SPECIFIC LEARNING DISABILITIES
Definition:

“Disorder in one or more of the basic psychological processes involved in

understanding or using language, spoken or written, that may manifest itself
in an imperfect ability to listen, think, speak, read, write, spell, or to do
mathematical calculations; includes such conditions as perceptual
disabilities, brain injury, minimal brain dysfunction, dyslexia, and
developmental aphasia. This does not include children who have learning
problems that are primarily the result of visual, hearing, or motor disabilities,
of an intellectual disability, of emotional disturbance, or of environmental,
cultural, or economic disadvantage.”

Disability Characteristics/Warning Signs:

• Trouble learning the alphabet, • Awkwardly grasping writing

rhyming words, or connecting
letters to make their sounds
• Make many mistakes when
reading aloud; repeat and pause
often
• Misinterpreting what he or she
reads
• Trouble with spelling
• Messy handwriting
utensils
• Late language acquisition and
limited vocabulary
• Trouble understanding jokes and
sarcasm
• Trouble following directions
• Mispronunciation of words
• Difficulty with organization

Useful Strategies/Interventions:

• Break tasks into smaller steps • Allow various response options on

• Give directions both verbally and
in writing
• Allow additional time for
homework and tests
• Provide printed notes
• Allow students to work in a
separate location
homework/tests
• Allow frequent breaks
• Provide preferential seating
• Counseling and mental health
support

19
Common Comorbidity:

• ADHD • Mood disorders

• Psychiatric disorders • Anxiety

Resources:

• LD Online • National Center for Accessible

• TeachingLD Instructional Materials
• Learning Disabilities Association
of America

20
SPEECH/LANGUAGE IMPAIRMENTS
Definition:

“Communication disorder, such as stuttering, impaired articulation, a

language impairment, or a voice impairment, that adversely affects a child's
educational performance.”

Disability Characteristics/Warning Signs:

Articulation Disorder:
• Difficulty making sounds (sounds
left off, added, changed, or
distorted)

Fluency Disorder:
• Disrupted rhythm and flow of • Stutter (“abnormal number of
speech repetitions hesitations,
• Tension in neck, face, shoulders, prolongations, or disturbances”)
or fists

Voice Disorder:
• Abnormalities with pitch, • Nasal or stuffed-up sounding voice
loudness, resonance, or quality of • Loss of voice
voice • Pain with speaking
• Hoarse, raspy, or harsh sounding
voice

Language Disorder:
• Inability to understand or use
words in context
• Difficulty expressing ideas or
needs (expressive language
disorder)
• Difficulty understanding what
others are saying (receptive
language disorder)
• Improper use of words and their
meanings
• Inappropriate grammatical
patterns
• Small vocabulary
• Difficulty following directions

21
Useful Strategies/Interventions:
• Early childhood interventions
with speech-language pathologists
• Seating accommodations (sit child
near the teacher)
• Make eye contact with student to
ensure one has his or her attention
• Slow down speech rate when
communicating
• Use of repetition, exaggeration,
modelling, gesturing, and
rephrasing sentences to assist
communication
Common Comorbidity:
• Hearing loss
• Neurological disorders
• Brain injury
• Intellectual disabilities
Resources:
• American Speech-Language-
Hearing Association
• National Institute on Deafness and
Other Communication Disorders
• Using role-play to learn language
• Clear teaching of grammar
• Focusing discussion on what is
tangible
• Use of simple directions
• Reduce distractions
• Counseling and mental health
support for potential isolation and
bullying issues
• Drug abuse
• Physical impairments such as cleft
lip or palate
• Vocal abuse or misuse
• Cleft Palate Foundation
• Childhood Apraxia of Speech
Association of North America
TRAUMATIC BRAIN INJURY
Definition:

“An acquired injury to the brain caused by an external physical force,

resulting in total or partial functional disability or psychosocial impairment,
or both, that adversely affects a child’s educational performance. Traumatic
brain injury applies to open or closed head injuries resulting in impairments
in one or more areas, such as cognition; language; memory; attention;
reasoning; abstract thinking; judgement; problem-solving; sensory,
perceptual, and motor abilities; psychosocial behavior; physical functions;
information processing; and speech. Traumatic brain injuries that are
congenital or degenerative, or to brain injuries induced by birth trauma.”

Disability Characteristics/Warning Signs:

Physical Characteristics:
• Difficulty speaking, seeing, • Difficulties writing or drawing
hearing, and using other senses • Spasticity (sudden contraction or
• Headaches tightening or muscles)
• Fatigue • Trouble maneuvering, maybe even
• Restlessness paralysis

Cognitive Characteristics:
• Memory difficulties, both short-
term and long-term
• Problems concentrating, difficulty
with attention span
• Slow thinking and processing
• Problems with following complex
directions
• Difficulty taking tests
• Problems with planning,
sequencing, and judgement
• Difficulty learning new tasks

Social, Behavioral, or Emotional Characteristics:

• Sudden changes in mood, • Inappropriate behavior including
depression, or anxiety uncontrollable laughing or crying
• Difficulty relating to others • Increased aggression
• Impulsivity

23
Useful Strategies/Interventions:
• Increase time to process
information and to finish
schoolwork
• Give directions one step at a time
or give the student written
directions
• Demonstrate new tasks and give
examples for new concepts
• Have consistent routines, use a
daily schedule, and use a planner
Common Comorbidity:
• Psychiatric Disorders
• PTSD
Resources:
• National Institute of Neurological
Disorders and Stroke
• Center for Parent Information and
Resources
• Center on Brain Injury Research
and Training
• Provide many opportunities for
repetition
• Allow breaks and rest times
• Reduce distractions
• Access to occupational and
physical therapy, counseling, and
special education
• Mental health support for
understanding of changes with
new function and ability
• Mood Disorders
• Anxiety Disorders
• Brain Injury Association of
America
• National Resource Center for
Traumatic Brain Injury
24
VISUAL IMPAIRMENTS
Definition:
“Including blindness, an impairment vision that, even with correction,
adversely affects a child’s educational performance. This includes both
partial sight and blindness.”
Disability Characteristics/Warning Signs:
• Covering or shutting one eye
repeatedly, frequent squinting and
blinking
• Moving materials close to their
face or moving closer to materials
• Light sensitivity
• Unequal pupil size or cloudy
pupils
Useful Strategies/Interventions:
• Seating accommodations
• Provide extra lighting
• Large print, audio, or braille
materials and books
• Increased contrast on materials
• Encourage use of prescriptions
• Speech to text conversion
Common Comorbidity:
• Physical disabilities
Resources:
• American Foundation for the Blind
• American Academy of Pediatrics
• Increased clumsiness and
commonly running into things
• Avoidance of tasks that require
good vision
• Irregular eye movements (eyes
that don’t move together, cross,
flutter, or appear unfocused
• Mobility and orientation training
• Use student’s name when seeking
their attention
• Increase hands-on and oral
activities
• Counseling and mental health
support
• Family Connect
• IRIS Center
25
WORKS CITED
“American Association of the Deaf-Blind.” Frequently Asked Questions About Deaf-
Blindness, www.aadb.org/FAQ/faq_DeafBlindness.html#technology.

“Educational Resources for Special Needs.” Do2Learn,

do2learn.com/disabilities/CharacteristicsAndStrategies/IntellectualDisability
_Strategies.html.

EDUC 240 Materials Spring 2021: Presentation, Notes, Lectures, and Course
Discussions

“Featured Resource.” Center for Parent Information and Resources,

www.parentcenterhub.org/.

Guidelines for Serving Students with Emotional ... - ND Portal.

www.nd.gov/dpi/sites/www/files/documents/SpeEd/Guidelines/2016%20
Revised%20ED%20guidelines%20Formatted.pdf.

Guidelines: Intellectual Disabilities in Educational Settings.

www.nd.gov/dpi/sites/www/files/documents/SpeEd/Guidelines/IDGuidelin
esFinalVersionPosted.pdf.

Lombardi, Paula. “Other Health Impairments.” Understanding and Supporting Learners

with Disabilities, granite.pressbooks.pub/understanding-and-supporting-learners-
with-disabilities/chapter/other-health-impairments/.

Manager. “Strategies for Teaching Students with Intellectual Disabilities.”

TherapyTravelers, TherapyTravelers, 2 Jan. 2021,
therapytravelers.com/strategies-teaching-students-intellectual-disabilities/.

“Profiles of Disabilities Covered Under IDEA.” Special Education Guide, 23 Aug.

2015, www.specialeducationguide.com/disability%20profiles/.

Services and Organizations for Families. www.nationaldb.org/for-families/services-and-

organizations/.

Special Education / Nd Disability Areas. www.gfschools.org/Page/646.

Special Education Support Service: Information ... - Sess.ie.

www.sess.ie/sites/default/files/Categories/ASD/16Specific_Speech_and_Language
_Disorder.pdf. “Strategies for Learning and Teaching.” National Council for
Special Education - CPD and In-School Support,

26
 www.sess.ie/categories/sensory-impairments/visual-impairment/tips-
learning-and-teaching.

“Understanding ‘Multiple Disabilities’: A Guide to the IDEA.” Special Education

Guide, 2 July 2016, www.specialeducationguide.com/disability-
profiles/multiple-disabilities/.

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