“It’s time.

Time to hear what people with disabilities are saying.

Time to confront prejudices regarding the value of all people.
Time to realize that the exclusion of one endangers us all.”
Dave Hingsburger

The Children’s Trust. “Boy Playing Basketball.” The

Children’s Trust. https://www.thechildrenstrust.
org/content/children-disabilities. Accessed 13 March
2021.

Extreme Kids & Crew. “Maeve and her mother at Red

Hook Space.” extremekids&crew. https://www.
extremekidsandcrew.org/mission-vision. Accessed 13
March 2021.

The Mom Blog. “Child with Hearing Aids.”

themomblog, 4 December 2019,
https://themomblog413.com/2019/12/04/my-journey-
as-a-parent-of-a-toddler-with-hearing-aids/.

Joni and Friends. “Girl in Wheelchair.” Pinterest,

https://www.pinterest.com/pin/83175924339395094/.
Accessed 13 March 2021.

Disability
Handbook BY Hannah Dockter
 Table of Contents

Speech & Language Impairments……………………………………2

Specific Learning Disabilities…………………………………………4

Emotional & Behavior Disorders……………………………………...6

Intellectual Disabilities………………………………………………..8

Other Health Impairments…………………………………...………10

Traumatic Brain Injury……………………………………………….12

Deaf-Blindness………………………………………………………14

Visual Impairments………………………………………………….16

Hearing Impairments………………………………………………..18

Developmental Delays……………………………………………….20

Orthopedic Impairments…………………………………………….22

Multiple Disabilities………………………………………………….24

Autism………………………………………………………………..26

Works Cited…………………………………………………………..28

Page 1
 Speech & Language Impairments
Definition
A communication disorder such as stuttering,
impaired articulation, a language impairment,
or a voice impairment that adversely affects a
child’s educational performance.

“Child Speaking.” Exploring Your Mind. 30 September 2019,

https://exploringyourmind.com/specific-language-impairment-in-children/.

Characteristics
*The characteristics or warning signs of a speech / language impairment may vary depending on the
type of impairment
o Difficulty making certain sounds (the sounds may be left off, changed, or distorted)
o Disruption of fluency (stutter)
o Difficulties with voice (pitch, loudness, resonance, or quality)
o Improper use of words and their meanings
o Inability to express ideas
o Inappropriate grammatical patterns
o Reduced vocabulary
o Inability to follow directions

Page 2
 Strategies & Interventions
Language
o Focus on interactive communication
§ Interactive communication refers to a conversation where both participants are engaged and contributing
§ Make sure the student is talking as much as listening
o Incorporate vocabulary with unit being taught
§ Pinpoint the words that will be difficult for the student and define them as you read
o Encourage reading and writing daily
o Use tactile and visual cues
§ Pictures, 3-D models, etc. to help the student associate the picture with the word
Speech
o Encourage participation and interaction in classroom activities
o Anticipate areas of difficulty and involve the student in problem-solving
§ Work with the student to figure out solutions to difficult problems
§ The key is to guide the student with difficult content
o Devise alternate procedures for an activity with the student
o Model correct speech patterns and avoid correcting speech difficulties
Academic
o Reduce classroom noise
o Allow more time to complete assignments / tests
o Sit student close to the teacher to easily offer help when needed
Physical
o Have the student use augmentative communication system to communicate if necessary

Resources Continuum of Service Options

1. American Speech-Language-Hearing o Least Restrictive Environment
Association (ASHA) – www.asha.org o General Education Classroom
§ Provides information and resources for o Speech-pathologists’ room
those with disabilities in speech, language, or
hearing.
2. National Stuttering Foundation –
www.nsastutter.org/
§ Provides support and information to the
stuttering community.
3. Special Education in North Dakota –
https://www.nd.gov/
§ Provides information and the guidelines for
students with speech-language impairments.
4. Partners Resource Network -
https://prntexas.org/
§ Provides a definition and information about
speech and language impairments for
parents.
“speech Therapy.” Integris, https://exploringyourmind.com/specific-language-
impairment-in-children/. Accessed 13 March 2021.

Page 3
 Specific Learning Disabilities
Definition
A disorder in one or more of the basic
psychological processes involved in
understanding or using language, spoken or
written, that may manifest itself in the
imperfect ability to listen, think, speak, read,
write, spell, or to do mathematical calculations,
including conditions such as perceptual
disabilities, brain injury, minimal brain
dysfunction, dyslexia, and developmental
aphasia.

*Students with a specific learning disability can show

a wide range of characteristics. The characteristics
depend on what category the learning disability falls
under: oral expression, listening comprehension,
written expression, basic reading skills, reading
fluency skills, reading comprehension, mathematics
calculations, mathematics problem solving. “Boy Leaning Against Chalkboard.” HealthyPlace, https://www.healthyplace.com/parenting/learning-
disabilities/a-learning-disabilities-iep-how-does-it-help-your-child. Accessed 13 March 2021.

Characteristics
Oral Expression Reading Fluency Skills
o Difficulty with grammatical processes (inflection, tense, and word derivations) o Struggle with basic reading skills
o Difficulty learning new vocabulary o Difficulty with rapidly naming tasks
o Difficulty using complete, properly constructed sentences (spoken and written) § colors, letters, names of objects
o Difficulty explaining word associations o Struggle with new vocabulary development
o Difficulty retelling information o Little to no motivation to read
Listening Comprehension Reading Comprehension
o Difficulty following oral directions o Struggle with oral language and vocabulary development
o Difficulty remembering homework assignments o Difficulty comprehending oral language
o Difficulty understanding oral narratives and text o Difficulty using sophisticated language
o Difficulty answering questions about content of orally presented information § orally and written
o Difficulty critical thinking o Difficulty forming complete sentences with proper word order
Written Expression o Difficulty inferring and drawing conclusions
o Fine motor skills that negatively impact handwriting o Difficulty checking understanding of reading
o Difficulty spelling o Difficulty recognizing and understanding text structure
o Difficulty generating text Mathematics Calculations
o Difficulty remembering conventions of written expression o Difficulty with number recognition
o Difficulty with word retrieval o Difficulty understanding math operations
o Difficulty reviewing and revising written compositions o Struggle to recall basic facts
Basic Reading Skills o Difficulty understanding procedures of operations
o Struggle to master letters and sounds Mathematics Problem Solving
o Difficulty manipulating individual sounds in spoken words o Difficulty recognizing important details
o Difficulty blending sounds to form words o Difficulty determining steps in solving a problem
o Difficulty decoding at upper grade level fluently o Difficulty with metacognitive skills
o Difficulty using language in written work o Difficulty with math calculation skills

Page 4
 Strategies & Interventions
o Explaining thoroughly what strategies they will be learning
§ Guide them through the assignment to help them understand what is happening
o Giving the student more time to finish schoolwork or take tests
o Provide instructional materials
§ Notes, pictures, and diagrams
o Borrow notes from a classmate or record lecture
§ Providing notes or having someone else take them allows the student to focus on the lecture
o Providing guided practice with feedback
§ Keep the student informed about their progress and anything they need to pay attention to
Reading Strategies Math Strategies
o Syllable identification tasks o Structured, peer-assisted learning activities
§ Break the words into syllables and make sure they o Systematic and explicit instruction using visual representations
know how to identify the individual parts o Modifying instructions based on data from formative assessment
o Repeated readings of the same passage o Providing opportunities for student to think out loud
o Vocabulary instruction Written Expression Strategies
o Audio-assisted reading o Practice writing complete sentences before beginning to write
o Read naturally o Daily practice of handwriting
§ The student will first listen to an audio version of the o Guided practice of letters
story and then read it several more times o Pencil grip
Social Skills and Behavior Strategies § Providing a pencil grip that allows for easier handling of the pencil
o Daily meetings to talk and work though problems o Use of a computer
§ Allow the student to type on the computer for certain assignments
over handwriting them

Resources Continuum of Service Options

1. TeachingLD – www.teachingld.org/ o Least Restrictive Environment
§ Provides teachers the latest information o General Education Classroom
and interventions for learning disabilities.
2. National Center for Learning Disabilities
(NCLD) – www.understood.org/en
§ A resource for parents that provides
information on specific learning disabilities.
3. Learning Disabilities Association of America
(LDA) – https://ldaamerica.org
§ Provides resources and support for families
and educators to improve the lives of
students with SLD.
4. Council for Exception Children (CEC),
Division for Learning Disabilities –
http://www.ldonline.org/resources_new/9760
§ Provides educators and families with
significant resources on a range of SLD
topics.
“Boy being Tutored.” Special Education Guide, https://www.specialeducationguide.com/disability-
profiles/specific-learning-disabilities/. Accessed 13 March 2021.

Page 5
 Emotional & Behavioral Disorders

Definition
A condition exhibiting one or more of the
following characteristics over a long period of
time and to a marked degree that adversely
affects a child’s educational performance:
o An inability to learn that cannot be
explained by intellectual, sensory, or health
factors
o An inability to build or maintain satisfactory
interpersonal relationships with peers and
teachers
o Inappropriate types of behavior or feelings
under normal circumstances
o A general pervasive mood of unhappiness
or depression
o A tendency to develop physical symptoms
or fears associated with personal or school
problems Dazely, Peter. “Girl laying on Books.” ThoughtCo. https://www.thoughtco.com/behavioral-and-
emotional-disorders-3110677. Accessed 13 March 2021.

Characteristics
o Hyperactivity (short attention span, impulsiveness)
o Aggression or self-injurious behavior (acting out, fighting)
o Pervasive mood of unhappiness or depression
o Withdrawal (not interacting socially, excessive fear or anxiety)
o Immaturity (inappropriate crying, temper tantrums, poor coping skills)
o Learning difficulties

Page 6
 Strategies & Interventions
o Rules and Routines
§ Maintain rules and a schedule that varies little
§ Define the rules and routine earlier on to allow for structure
o Support and reinforce positive behavior
o High-interest instructional materials
§ Try to incorporate curriculum the student finds interesting
o Encourage peer interactions
o Computer-assisted instruction and production
§ Allow the student to use the computer as a reward to reinforce positive behavior
o Room design accommodations
§ Adjust visual distractions and noise level as necessary

Resources Continuum of Service Options

1. National Alliance on Mental Illness (NAMI) – o Least Restrictive Environment
www.nami.org/# o General Education Classroom
§ An organization dedicated to building better o Therapeutic Support Personnel
lives for individuals with mental illness and their o Resource Classroom
o Separate Classroom
families.
o Counselor’s Office
2. Council for Students with Behavior Disorders
(CCBD) – www.ccdb.net/home
§ Provides supports and information for students
with unique behavioral needs.
3. IDEAs that work – www.osepideasthatwork.org/
§ The OSEP website provides access to
information from research of practice initiatives
funded by the agency to improve outcomes for
students with disabilities.
4. IRIS Center – http://iris.peabody.vanderbilt.edu/
§ Provides resources on a variety of topics that
provide professional development on improving
educational outcomes for students with
disabilities.
“Sad Boy.” Trivedi Effect, http://www.trivedieffect.com/inspiration-blog/overly-
emotional-disorder/. Accessed 13 March 2021.

Page 7
 Intellectual Disabilities
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.

*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

Shutterstock.com. “Girl fingerpainting.” The Conversation, https://theconversation.com/students-with-disabilities-

need-inclusive-buildings-we-can-learn-from-whats-already-working-126755. Accessed 13 March 2021.

Characteristics
*These characteristics will be present before the age of 18
o IQ below 70-75
The Four Levels of Intellectual Disability
o Speech and language delays
o Memory deficits Mild Intellectual Disability
o IQ between 50 to 69
o Difficulty paying attention
o Slow to talk but communicates well
o Difficulty with social skills o Difficulty reading / writing
o Difficulty problem solving o Social immaturity
Moderate Intellectual Disability
o Difficulty transferring and generalizing skills
o IQ between 35 to 49
o Difficulty understanding consequences o Slow to understand and use language
o Can learn basic reading / writing / counting skills
Severe Intellectual Disability
o IQ between 20 to 34
o Noticeable motor impairment
o Severe damage to central nervous system
Profound Intellectual Disability
o IQ less than 20
o Basic nonverbal communication
o Inability to take care of their own needs
o Possibly immobile

Page 8
 Strategies & Interventions
o Intensive instruction in literacy, numeracy, and problem-solving skills
o Substantial adaptations
§ Modifying the assignment to help the student better complete it
• Can include leaving out problems, simplifying questions, & asking for only one answer
instead of multiple
o Access to assistive technology tools
§ Helps them communicate, learn, and demonstrate their learning better
o Encourage interaction with peers

Resources Continuum of Service Options

1. National Rehabilitation Information Center (NARIC) – o Least Restrictive Environment
https://www.naric.com/?q=en/content/intellectual-
o General Education Classroom
and-developmental-disabilities-resources
§ Provides information and resources to those who
o Special education classroom
want to learn more about intellectual disabilities.
2. The Baddour Center –
https://www.baddour.org/intellectual-disabilities-
resources
§ Provides resources and information for students,
families, and self-advocates who are learning more
about intellectual disabilities.
3. Administration on Intellectual and Developmental
Disabilities (AIDD) – https://www.aaidd.org
§ Seeks to improve and increase services for
individuals with either intellectual or developmental
disabilities. The site includes information about helpful
programs.
4. Center for Parent Information and Resources (CPIR) –
https://www.parentcenterhub.org
§ Provides products, resources and information to
parents so that they can better help their children with
disabilities. “Swim team.” Special Olympics, https://www.specialolympics.org/about/intellectual-
disabilities. Accessed 13 March 2021.

Page 9
 Health Impairments
Definition
Having limited strength, vitality, or alertness,
including a heightened alertness to
environmental stimuli, that results in limited
attention with respect to the educational
environment. This limited attention due to
chronic or acute health problems adversely
affects a child’s educational performance.

Conditions include:
- Attention deficit hyperactivity disorder (ADHD)
- Attention deficit disorder (ADD)
- Asthma - Leukemia
- Diabetes - Nephritis
- Epilepsy - Rheumatic fever
- A heart condition, - Sickle cell anemia
- Hemophilia - Tourette syndrome
- Lead poisoning
“Boy taking blood.” Parenting, https://parenting.firstcry.com/articles/type-1-
juvenile-diabetes-in-children/. Accessed 13 March 2021.

Characteristics
o Fatigue Characteristics specifically of ADD / ADHD
o Mobility issues
o Issues involving attention o Difficulty paying attention
o Coordination difficulties o Does not complete schoolwork
o Muscle weakness o Avoids activities that require mental effort or
o Frequent absences or lateness to school concentration
o Little stamina o Easily distracted
o Inability to concentrate for long periods of time o Forgetful in many activities
o Fidgets or squirms
o Gets up or leaves seat frequently
o Difficulty in engaging in quite activities
o Talks excessively
o Blurts out answers
o Interrupts others

Page 10
 Strategies & Interventions
o Allow extra time for student to shift from one activity to another
§ Could include a bathroom break or other strategy that allows students to redirect their focus
o Teaching techniques for organizing thoughts and materials
o Allow extra time for assignments
o Simplify complex assignments
o Seat student beside teacher
§ Easily allows for the teacher to help when needed
o Post a daily and weekly schedule
§ This can help keep the student remain on task and remind them of what is next

Resources Continuum of Service Options

1. Adults, adolescents, and children with Attention- o Least Restrictive Environment
Deficit / Hyperactivity Disorder (CHADD) – o General Education Classroom
www.chadd.org
§ Provides education, advocacy, and support to
individuals with ADHD.
2. American Diabetes Association –
www.diabetes.org
§ Funds research to prevent, cure, and manage
diabetes.
3. Asthma and Allergy Foundation of America
(AAFA) – www.aafa.org
§ Works to develop and implement public
policies to improve the quality of life for people
with asthma and allergies.
4. National Center for Learning Disabilities (NCLD) –
www.ld.org
§ Provides resources to parents to help make
informed decisions affecting their children who
have a learning disability.
“Boy using Inhaler.” Mind42, https://mind42.com/public/1afb5985-
9774-479f-a087-34a72548ca2b. Accessed 13 March 2021.

Page 11
 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.

These impairments affect the following areas:

- Cognition - Sensory
- Language - Perceptual and Motor Abilities
- Memory - Psycho-social Behavior
- Attention - Physical Functions
- Reasoning - Abstract Thinking
- Judgement - Problem-solving
- Speech and
Information Processing

“Boy with Head Trauma.” DOI Man Law, 1 July 2015,

https://www.dolmanlaw.com/childrens-traumatic-brain-injury/.

Characteristics
Memory and Cognition Inattention and Impulsivity
o Difficulty with logic, problem solving, and reasoning o Difficulty focusing attention
o Slower to respond, react, and complete activities o Difficulty controlling impulses, thoughts, and
and tasks feelings
o Difficulty storing new information Speech and Language
o Difficulty retrieving old information o Difficulty speaking words or phrases
o May be disoriented with time, places, and people o Difficulty comprehending what others say
o Poor judgement and reasoning skills o Struggles to follow multi-step instructions
Social Skills and Emotional Regulation Physical
o Inappropriate social behaviors o Struggles to process visual information
o Emotional responses may be unpredictable in nature o May have visual “blind spots”
and severity o Difficulty staying awake
o Difficulty regulating emotions o Inability to recognize post-injury deficits
o May struggle to accurately interpret verbal and o May tire frequently and quickly
non-verbal cues o Headaches

Page 12
 Strategies & Interventions
o Give the student more time to finish schoolwork and tests
o Give directions one step at a time
o Show the student how to perform new tasks
§ Provide examples because they may not remember how to do it
o Have a consistent routine
o Allow the student time to rest as needed
§ A symptom of the injury may include fatigue
o Be flexible about expectations
§ The student may not perform where they were before the injury
§ Be patient there is now a learning curve where there wasn’t one before

Resources Continuum of Service Options

1. Brain Injury Association of America – o Least Restrictive Environment
www.biausa.org/ o General Education Classroom
§ Provides information about brain injuries to
individuals who want to learn specifics.
2. TBI Educators –
http://cbirt.org/resources/educators/
§ Conducts research and training to improve the
lives of children and adults with traumatic brain
injury.
3. American Academy of Family Physicians -
http://familydoctor.org/familydoctor/en/diseases-
conditions/traumatic-brain-injury.html
§ Provides information and resources about
traumatic brain injuries.
4. Mayo Clinic -
https://www.mayoclinic.org/diseases-
conditions/traumatic-brain-injury/symptoms-
causes/syc-20378557
§ Provides information about traumatic brain
injuries and what it could mean to the individual. Shutterstock. “Boy with Head Trauma.” News-Medical, 4 March 2019, https://www.news-
medical.net/news/20190304/Experts-issue-new-treatment-guidelines-for-traumatic-brain-injury-in-children.aspx.

Page 13
 Deaf-Blindness
Definition
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.

“Child with deaf-blind disability.” University of South Dakota, https://www.usd.edu/medicine/center-

for-disabilities/deaf-blind-program. Accessed 13 March 2021.

Characteristics
o Impaired hearing and vision
o Difficulty understanding classroom lectures
o Difficulty participating in class discussions
o Difficulty presenting oral reports
o Difficulty fulfilling reading assignments

Page 14
 Strategies & Interventions
o Assistive listening devices (ALDs)
§ A microphone worn by the professor that allows the student to hear the lecture louder
o Interpreters
§ Sits by the student and relays information to and from the student
o Notetakers
§ Provide either written, Brailed, or taped notes depending on the needs of the student
o Tutors
§ Can provide one on one help if necessary
o Audiobooks
§ For students with better hearing than vision and struggle to read
o Large print textbooks
§ For the visually impaired students

Resources Continuum of Service Options

1. National Center on Deaf-Blindness (NCDB) – o Least Restrictive Environment
www.nationaldb.org o General Education Classroom
§ Improves services, results, and quality of life for
o Special education classroom
children and youth who are deaf-blind.
2. American Association of the Deaf-Blindness –
www.aadb.org/resources/resources.html
§ Provides a listing of state and local organization
for deaf-blind people and also a listing of service “Boy with glasses.” Delaware Department of
Education, https://www.doe.k12.de.us/Page/3140.
Accessed 13 March 2021.
and rehabilitation agencies around the country.
3. NETAC Teacher Tipsheet -
https://webapps.ou.edu/ods/cds/MADTools/print/
pdf/tpshtdb.pdf
§ Provides considerations teachers can take if they
have a deaf-blind student in their classroom.
4. Communication at home and in the community –
https://documents.nationaldb.org/products/parent
99.pdf
§ Provides helpful strategies and suggestions for
parents and families with a child who is deaf-blind.

Page 15
 Visual Impairments
Definition
An impairment in vision that, even with
correction, adversely affects a child’s
educational performance. The term includes
both partial sight and blindness.

“Baby with Glasses.” Vermont Association for the Blind and Visually Impaired, 25 July 2016,
https://www.vabvi.org/21/5-leading-causes-of-visual-impairment-in-children.

Characteristics
o Irregular eye movements
o Crossed eye
o Unusual habits (covers one eye / frequently rubs eyes)
o Sitting abnormally close to television or holding book close
o Struggles to maneuver in class
o Unusually clumsy (frequently bumps into things)
o Frequently squinting, blinking, eye rubbing, or face crunching
o Avoid tasks and activities that require good vision (reading)
o Struggles to operate calculators or word processing software

Page 16
 Strategies & Interventions
o Assistive technology
§ Audiobooks
§ Computers that read worksheet
§ Reader who can read the instruction or problems
o Offer homework in Braille
o Audio record instructions and problems on worksheet for student to listen to
o Organize classroom to have fewer stumbling blocks for student
o Brighter light source
o Provide hands-on activities
§ The student can learn through other senses
o Closed circuit TVs
§ Magnifies the video
o Guide dogs

Resources Continuum of Service Options

1. American Printing House for the Blind – o Least Restrictive Environment
www.aph.org/ o General Education Classroom
§ Provides access to tools the visually impaired o Special education classroom
need in order to succeed.
2. National Braille Association –
www.nationalbraille.org/
§ Provides access to materials needed for
reading Braille (both teachers and transcribers can
take advantage of this site).
3. National Federation of the Blind (NFB) –
www.nfb.org/living
§ Provides information on state and local
connections that give access to aids and
appliances, Braille, closed circuit TVs, guide dog
schools, low vision, and technology.
4. Perkins School for the Blind -
https://www.perkinselearning.org/scout/resource
s/common-core-curriculum
§ Provides access to curriculum that has
adaptations for the visually impaired. “Braille.” Jack Schmerling, https://www.jackschmerling.com/blog/2017/07/qualifying-
for-disability-with-low-vision-or-blindness/. Accessed 13 March 2021.

Page 17
 Hearing Impairments
Definition
Hearing Impairments

An impairment of hearing, whether permanent

or fluctuating, that adversely affects a child’s
educational performance.

Deafness

A hearing impairment that is so severe that the

child is impaired in processing linguistic
information through hearing with or without
amplification.

“Hearing Aid.” Disability Support Guide,

https://www.disabilitysupportguide.com.au/inf
ormation/article/hearing-impairments.
Accessed 13 March 2021.

Characteristics
o Delayed or unclear speech
o Turns the volume up to inappropriate levels
o Frequent or re-occurring ear infections
o Difficulties listening
o Delayed speech patterns
o Lack of response to loud, sudden noises
o Poor coordination

Page 18
 Strategies & Interventions
o Regular speech, language, and auditory training from a specialist
§ The student would take time out of class to go to the specialist during the school week
o Amplification systems
§ The student can adjust the volumes to what works best for them
o Interpreter
§ For students who use sign language
o Favorable seating in class to allow lip reading
o Captions on films / videos
o Assistance of a notetaker
§ The student could record the lecture to listen to later
§ Another student could take notes for their peer

Resources Continuum of Service Options

1. Assistive Technology for Hearing – o Least Restrictive Environment
www.asha.org/public/hearing o General Education Classroom
/treatment/assist_tech.htm o Speech / Language Pathologist’s room
§ Provides information on assistive technology
for children with hearing impairments.
2. American Speech-Language-Hearing Association
(ASHA) – www.asha.org/public/hearing/
§ Explains different resources available to
individuals with hearing impairments.
3. Hands & Voices -
http://www.handsandvoices.org
§ Provides information, resources, and tips for
parents or teachers with children / students with
hearing impairments.
4. Deaf Culture Online - http://www.deaf-culture-
online.com/index.html
§ Provides information about deaf culture and
different resources available to those with a
hearing impairment.
“Girl using Sign Language.” Sonriemama, https://sonriemama.com/crianza/la-
inclusion-llego-a-los-videos-infantiles/. Accessed 13 March 2021.

Page 19
 Developmental Delays
Early Childhood Special Education

Definition
More than just being “slower to develop” or
“a little behind.” It means a child is continually
behind in gaining the skills expected by a
certain age. A developmental delay can
happen in just one area or in a few.

Areas Children may be Slow to Develop:

- Cognitive Development
- Social / Emotional Development
- Communication Development
- Physical Development
- Adaptive Development

Apstock. “Boy laying down.” STAT, 4 April 2016,

https://www.statnews.com/2016/04/04/developme
ntal-delays-children/.

Characteristics
Physical Social / Emotional
o Difficulty focusing or making eye contact o Difficulty interacting with others / developing relationships
o Difficulty with gross motor skills o Difficulty understanding social rules
§ walking, running, standing, etc. o May become usually frustrated when trying to do simple
o Below average coordination and balance tasks
o Difficulty tracking objects / people with eyes o Rarely makes eye contact
o Difficulty picking small object off the ground o Does not know how to play with toys the way they were
Cognitive intended
o Struggles with basic learning, problem solving, o Not interested in other children
and remembering tasks Adaptive
o Delays in basic reasoning skills o Difficulty performing age appropriate skills independently
o Below average attention span o May be clumsy
o Difficulty solving basic problems o Exhibits problems behaviors and immaturity
o Difficulty thinking logically o Difficulty following rules and routines
Communication o Displays some obsessive / compulsive behaviors
o Failure to develop sounds and words
o May not respond to own name
o Uses fewer gestures and those they use are limited in function
o Talks in a very loud or very soft voice
o Struggles to receptively or expressively label places, people, or objects
o Difficulty understanding what has been said or following directions

Page 20
 Strategies & Interventions
o Assistive technology
§ Specific technology should be based on what the child needs
§ Audiobooks
§ Text-to-Speech software
o Audiology or hearing services
o Speech and language services
§ Receiving coaching from a speech / language pathologist
o Occupational therapy
§ Works with fine motor coordination (grasping a pencil, tying shoes, buttoning, zipping)
o Physical therapy
§ Works with large muscle groups
§ Provides support in helping students’ muscle strength and flexibility
§ Works on mobility and posture
o Psychological services

Resources Continuum of Service Options

1. First Signs – www.firstsigns.org/ o Least Restrictive Environment
§ Explains how to detect developmental delays o General Education Classroom
early on especially autism. o Speech Pathologist’s Room
2. Developmental Milestones - o Occupational Therapist’s Room
https://www.parentcenterhub.org/milestones/
o Physical Therapist’s Room
§ Describes different milestones children should
be hitting at certain ages.
3. Find your parent center -
https://www.parentcenterhub.org/find-your-
center/
§ Provides information about where training and
information may be available in each state for
parents with children with developmental delays.
4. Developmental screening -
https://www.cdc.gov/ncbddd/childdevelopment/
screening.html
§ Provides information about milestones in order
for parents to check their child’s progress.

“Child Playing with Blocks.” GLP, 7 June 2017, https://geneticliteracyproject.org/2017/06/07/identify-

genes-responsible-developmental-delay-children/.

Page 21
 Orthopedic Impairments
Definition Google. “Children Bowling.” Pinterest,
https://www.pinterest.com/pin/168251736
058605343/. Accessed 13 March 2021.

A severe orthopedic impairment that adversely

affects a child’s educational performance.

Orthopedic Impairments Include:

- Congenital Anomalies
- Impairments caused by Disease
- Impairments from other causes

Any degree of disability, infirmity,

malformation or disfigurement of a physical
nature caused by bodily injury, illness or birth
defect.

Characteristics
o Difficulty using chairs
o Difficulty moving around classroom
o Spastic
§ Tighten muscles that lead to stiff, uncoordinated movements
o Difficulty holding a pen for long periods of time
o Difficulty finishing assignments in allotted time
o Experiences fatigue and limited mobility
o Expends a great deal of energy to complete daily tasks
o Difficulty with daily living activities and mobility

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 Strategies & Interventions
o Special seating arrangements
§ This includes new chairs that help posture and movement
o Assistive technology
§ Screen reading software
§ Speech recognition software
§ Canes
§ Walkers
§ Wheelchairs
o Physical therapists
§ Works with large muscle groups
§ Provides support in helping students’ muscle strength and flexibility
§ Works on mobility and posture
o Occupational therapists
§ Works with fine motor coordination (grasping a pencil, tying shoes, buttoning, zipping)
o Speech-language pathologists
§ Diagnoses and delivers services related to speech or language needs
§ Assists deaf / hard of hearing student or students who need alternative communication methods
o Adapted physical education teachers
§ Designs alternative physical activities for students to participate safely

Resources Continuum of Service Options

1. Orthopedic Impairments - o Least Restrictive Environment
https://orthopedicimpairments.weebly.com/for- o General Education Classroom
teachers.html o Physical Therapist’s Room
§ Provides information about children with orthopedic o Occupational Therapist’s Room
impairments and helpful interventions the teacher can try in o Speech Pathologist’s Room
the classroom. o Adapted Physical Education Room
2. Wheel to Walk Foundation – https://www.wheeltowalk.com
§ Provides medical equipment or services that aren’t
provided by insurance such as wheelchairs, gait trainers, and
communication devices.
3. National Association of Special Education Teachers (NASET) –
https://www.naset.org/index.php?id=orthopedicimpairment
2
§ Provides information on the specific diseases or
disabilities that fall under that category of orthopedic
impairments.
4. National Rehabilitation Information Center –
http://www.naric.com/?q=en
§ Provides information, resources, and tips for teachers
about assistive technology or accommodations one can use
for their student with an orthopedic impairment.

“Child in a Chair.” Columbia Regional Program, https://www.crporegon.org/Page/172. Accessed 13 March 2021.

Page 23
 Multiple Disabilities
Definition
Simultaneous impairments the combination of
which causes such severe educational needs that
they cannot be accommodated in a special
education program solely for one of the
impairments.

Examples of Multiple Disabilities include:

- Intellectual Disability / Blindness

- Intellectual Disability / Orthopedic Impairment
*does not include deaf-blindness

Children with multiple disabilities will typically share

deficits in five distinct areas of development:
- Intellectual functioning
- Adaptive skills
- Motor skills
- Sensory functioning
“Teacher Helping Student.” Clair View,
- Communication skills https://clairview.wiu7.org/apps/pages/index.jsp?uREC_ID=14
68042&type=d&pREC_ID=1622652. Accessed 13 March 2021.

Characteristics
*people with severe or multiple disabilities may exhibit a wide range of characteristics, depending on
the combination, severity of the disabilities, and the person’s age

o Limited speech or communication

o Difficulty in basic physical mobility
o Tendency to forget skills through disuse
o Difficulty generalizing skills from one situation to another
o Difficulty completely major life activities independently

Page 24
 Strategies & Interventions
o Peer tutoring
§ Have a classmate tutor the student with the disability
§ This allows the student to also socialize with their peers as well as learn
o Assistive technology
§ Handheld personal computer with touch screen
§ Visual Assistant software
o Modify activities so the student may participate
o Paraprofessional
§ Works under the direction of a teacher to help deliver services to students with special needs
o Occupational therapist
§ Works with fine motor coordination (grasping a pencil, tying shoes, buttoning, zipping)
o Rearrangement of the room
§ Organize the room so that the teacher is near the student in order to help with any questions
o Encourage social interaction through group work
§ Allows the student to socialize

Resources Continuum of Service Options

1. TASH – www.tash.org o Least Restrictive Environment
§ Provides information, resources, and assistance o General Education Classroom
for those with disabilities who are fighting against o Special Education Room
inequalities or need legal expertise. o Occupational Therapist’s Room
2. National Rehabilitation Information Center
(NARIC) – www.naric.com
§ Provides direct, personal, and high-quality
information services to those with disabilities.
3. Information and Resources for Students with
Disabilities - https://disabilities-informational-
resources.weebly.com/multiple-disabilities.html
§ Provides information and resources on multiple
disabilities to those who want to learn more.
4. Early Childhood Technical Assistance Center
(ECTA) – https://ectacenter.org
§ Provides information on the assistive
technology available for those with multiple
disabilities.

“Child in Wheelchair.” Ridolf Counseling, https://www.ridolfocounselling.com/method-offers-

release-from-painful-past-2/. Accessed 13 March 2021.

Page 25
 Autism
“Brothers Hugging.” Autism Awareness Centre Inc. 25 March 2019,

Definition https://autismawarenesscentre.com/the-positives-of-autism/.

Developmental disability significantly affecting

verbal and non-verbal communication, social
interaction and behavior, generally evident
before age three that adversely affects a child’s
educational performance.

*this term does not apply if a child’s

educational performance is adversely affected
primarily because the child has an emotional
disturbance

Characteristics
Communication Restrictive, Repetitive, and Stereotyped Behavior
o Language may be slow to develop o Unusually focused interest or fixation on tasks
o Delayed speech o May repeat words, questions, or phrases
o Difficulty interpreting puns, sarcasm, idioms, etc. o Can’t move on to other topics
o May not follow directions o May repeat certain actions
o May not appear to hear at times o Obsessively follows a daily routine
o May repeat words § Unable / unwilling to be flexible
o Delayed content and grammar o Difficulty transitioning to new activity
o Difficulty understanding objects can have more than one name o Display anxiety over objects / events
o May display unusual tone of voice o May play in repetitive ways
Socialization o May have self-harm movements
o Difficulty sharing emotions / empathizing / conversing o Sensitivity to certain textures, tastes, and smells
o Difficulty making eye contact o Sensitivity to visual and / or auditory stimulation
o Tunes people out o May walk on his toes
o Difficulty building / maintaining relationships with peers
o Rarely imitates the actions of others in play or otherwise
o May not respond to own name
o May seem lonely
o May seem to prefer to play alone
o Difficulty with imaginative / pretend play
o Not interested in other children
Page 26
 Strategies & Interventions
Communication
o Identify and establish appropriate functional communication system
§ Either sign language, picture exchange system, or a voice output system in which the student can always
communicate
o Reinforce communication attempts
§ Either gestures or partial verbalization
o Label areas in room with pictures and words
o Avoid sarcasm
§ The student won’t understand how to interpret it and / or may take it the wrong way
o Help student interpret conversations
Socialization
o Explain rules / rationales behind social exchanges
o Build social interaction and common interests
o Do not take rude or aggressive behavior personally
Restrictive, Repetitive, and Stereotyped Behavior
o Reinforce desirable behaviors that serve as alternatives to inappropriate behaviors
§ Teach what to do rather than what not to do
o Provide a schedule of the day
o Vary the activities within the schedule so the student can become flexible
o Create a structured environment with routines
o Provide clear, explicit feedback

Resources Continuum of Service Options

1. Family Voices of North Dakota (FVND) - o Least Restrictive Environment
http://fvnd.org/autism/ o General Education Classroom
§ Provides support and information to families with an
o Resource Room
autistic child.
2. Autism Speaks -
https://www.autismspeaks.org/resource-guide
§ Provides information about the current providers
that are in the surrounding area and can give support “Girl Lining up Crayons.”
HealthLine, 8 March 2019,
to those with an autistic child. https://www.healthline.co
m/health/autism.

3. Autism Source (ASA) -

http://209.200.89.252/search%5Fsite/
§ Offers credible and reliable resources about autism
and organization or professionals that can help with an
autistic child.
4. American Academy of Child & Adolescent Psychiatry
(AACAP) -
https://www.aacap.org/AACAP/Families_and_Youth/R
esource_Centers/Autism_Resource_Center/Home.asp
x
§ Provides information and resources on autism. Also
explains the different disorders on the Autism
spectrum.

Page 27
 Works Cited

SPEECH AND LANGUAGE IMPAIRMENTS

“Speech and Language Impairments.” Parent Center Hub, 16 June 2015, https://www.parent

centerhub.org/speechlanguage/.

“Speech or Language Impairment (SLI).” Do2Learn, https://do2learn.com/disabilities/

CharacteristicsAndStrategies/SpeechLanguageImpairment_Strategies.html. Accessed 13

March 2021.

SPECIFIC LEARNING DISABILITIES

Kugel, Lea & Bill Johnson. “Guidelines for Serving Students with Specific Learning

Disabilities in Educational Settings.” nd.gov, January 2018, https://www.nd.gov

/dpi/sites/www/files/documents/SpeEd/Guidelines/Guidelines%20with%20RTI.2.pdf.

“Learning Disabilities (LD).” Parent Center Hub, 16 June 2015, https://www.parent

centerhub.org/ld/.

EMOTIONAL & BEHAVIOR DISORDERS

Bakken, Valerie & Bill Johnson. “Guidelines for Serving Students with Emotional Disturbance

in Educational Settings.” nd.gov, 26 September 2016, https://www.nd.gov/dpi/sites

/www/files/documents/SpeEd/Guidelines/2016%20Revised%20ED%20guidelines%20For

matted.pdf.

“Emotional Distrurbance.” Parent Center Hub, 6 December 2017, https://www.parentcenter

hub.org/emotionaldisturbance/.

Loveless, Becton. “Emotional and Behavioral Disorders in the Classroom.” Education Corner,

https://www.educationcorner.com/behavioral-disorders-in-the-classroom.html. Accessed 13

March 2021.

INTELLECTUAL DISABILITIES

“Intellectual Disability.” Parent Center Hub, 16 June 2017, https://www.parentcenterhub

Page 28
 .org/intellectual/.

Johnson, Shannon. “What You Should Know about Intellectual Disability.” Healthline, 14

August 2019, https://www.healthline.com/health/mental-retardation#levels-of-

intellectual-disability.

Office of Special Education Staff. “Guidelines: Intellectual Disabilities in Educational Settings.”

nd.gov, September 2013, https://www.nd.gov/dpi/sites/www/files/documents/SpeEd/

Guidelines/IDGuidelinesFinalVersionPosted.pdf.

HEALTH IMPAIRMENTS

“Comprehensive Overview of Other Health Impairments.” NASET, https://www.naset.org

/index.php?id=2278. Accessed 13 March 2021.

“Other Health Impairments.” Project IDEAL, http://www.projectidealonline.org/v/health-

impairments/. Accessed 13 March 2021.

TRAUMATIC BRAIN INJURY

“Traumatic Brain Injury.” Parent Center Hub, 16 June 2015, https://www.parentcenter

hub.org/tbi/.

“Traumatic Brain Injury (TBI).” Do2Learn, https://do2learn.com/disabilities/Characteristics

AndStrategies/TraumaticBrainInjury_Characteristics.html. Accessed 13 March 2021.

DEAF-BLINDNESS

“Considerations when Teaching Students who are Deaf-blind.” Webapps, 2001,

https://webapps.ou.edu/ods/cds/MADTools/print/pdf/tpshtdb.pdf.

“Deaf-blindness.” Special Education Guide, https://www.specialeducationguide.

com/disability-profiles/deaf-blindness/. Accessed 13 March 2021.

VISUAL IMPAIRMENTS

“Visual Impairment.” Special Education Guide, https://www.specialeducationguide.com/

disability-profiles/visual-impairment/. Accessed 13 March 2021.

Page 29
“Visual Impairment, Including Blindness.” Parent Center Hub, 31 March 2017,

https://www.parentcenterhub.org/visualimpairment/.

HEARING IMPAIRMENTS

“Deafness and Hearing Loss.” Parent Center Hub, 16 June 2015, https://www.parentcenter

hub.org/hearingloss/.

“Hearing Impairment.” Kid Sense, https://childdevelopment.com.au/areas-of-

concern/diagnoses/hearing-impairment/. Accessed 13 March 2021.

DEVELOPMENTAL DELAYS

“Developmental Delay.” Do2Learn, https://do2learn.com/disabilities/Characteristics

AndStrategies/DevelopmentalDelay_Characteristics.html. Accessed 13 March 2021.

“Developmental Delay.” Parent Center Hub, 16 September 2016, https://www.parentcenter

hub.org/dd/.

Morin, Amanda. “Developmental Delays: What you need to Know.” Understood,

https://www.understood.org/en/learning-thinking-differences/treatments-

approaches/early-intervention/what-you-need-to-know-about-developmental-delays.

Accessed 13 March 2021.

ORTHOPEDIC IMPAIRMENTS

“Orthopedic Impairments.” Project IDEAL, http://www.projectidealonline.org/v/orthopedic-

impairments/. Accessed 13 March 2021.

“Physical Disabilities.” Supporting Students with Disabilities, https://www2.unb.ca

/alc/modules/physical-disabilities/implications-for-learning.html. Accessed 13 March

2021.

MULTIPLE DISABILITIES

“Multiple Disabilities.” Project IDEAL, http://www.projectidealonline.org/v/multiple-

disabilities/. Accessed 13 March 2021.

Page 30
“Multiple Disabilities Resources.” Ohio Coalition, https://www.ocecd.org/Multiple

DisabilitiesResources.aspx. Accessed 13 March 2021.

Watson, Sue. “Teaching Students with Multiple Disabilities or Handicaps.” ThoughtCo. 3 July

2019, https://www.thoughtco.com/multiple-disabilities-3111125.

AUTISM

“Autism Spectrum Disorder (ASD).” Do2Learn, https://do2learn.com/disabilities/

CharacteristicsAndStrategies/AutismSpectrumDisorder_Strategies.html. Accessed 13

March 2021.

Dodge, Lynn, Gerry Teevens, & Bill Johnson. “Guidelines for Serving Students with Autism

Spectrum Disorders in Educational Settings.” nd.gov, 2 September 2014,

https://www.nd.gov/dpi/sites/www/files/documents/SpeEd/Guidelines/ND%20Guidelin

es%20for%20Serving%20Students%20with%20ASD%20FINAL%209-14.pdf.

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