Disability

Handbook
By: Cassie Boelke and Megan Carrizales
 Speech/Language Impairments …........................................3
Specific Learning Disabilities..............................................5
Emotional/Behavior Disorders.............................................7
Intellectual Disabilities.......................................................9
Other Health Impairments..................................................11
TABLE Traumatic Brain Injury........................................................13
OF Deaf/Blindness..................................................................15
CONTEXT  Visual Impairments............................................................17
Hearing Impairments.........................................................19
Developmental Delays (Early Childhood Special Education)...21
Physical Disabilities (Orthopedic Impairments)…..................23
Multiple Disabilities..........................................................25
 Autism............................................................................28
 Definition Speech/Language Impairments
The application of principles, Characteristics / Warning Signs
methods, and procedures for
measurement, testing, evaluation,
identification, prediction,
counseling, or instruction related to • Difficulty with vocabulary and word finding, following
the development and disorders of directions, sentence formulation.
speech, language, voice, cognitive-
communication, swallowing, and • may not always achieve communicative competence
augmentative alternative • Difficulty retaining academic information or difficulty in
communication for the purpose of
acquiring the first language.
identifying, evaluating, preventing,
managing, habilitating or • May show less than expected progress in English
rehabilitating, ameliorating, or acquisition and development of academic skills.
modifying such disorders and
conditions in individuals or groups • May exhibit persistent social and behavioral problems
of individuals.
 Strategies & Interventions
Resources
Exercises that pertain to what the student is struggling with:
http://ces.amherst.k12.va.us/sites/defa • Articulation/Phonology
ult/files/Speech%20strategies_1.pdf
This website provided strategies and • Grammar and/or Sentence Structure
interventions for people with this • Vocabulary and Word Meanings
impairment.
• Basic Social Language Skills/Pragmatics
https://www.parentcenterhub.org/spe • Expanding Expressive Language Skills
echlanguage/
This website provided an overview of
speech and language impairments

https://www.specialeducationguide.co
m/disability-profiles/speech-and-langu Continuum of Service Options:
age-impairments/
Provides traits and challenges and tips • Least restrictive environment
for teachers and parents about
impairments • General education classroom
• Classroom for receiving services

Definition
Specific learning disability
means 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.
Specific Learning Disability
Characteristics / Warning Signs
• Academic problems
• Disorders of attention
• Poor motor abilities
• Psychological process deficits and information-processing problems
• Lack of cognitive strategies needed for efficient learning
• Oral language difficulties
• Reading difficulties
• Written language problems
• Mathematical disorders
• Social skill deficits
8 Areas of SLD are:
Oral Expression, Listening Comprehension, Written Expression, Basic
Reading Skills, Reading Fluency Skills, Reading Comprehension,
Mathematics Calculation, and Mathematics Problem Solving

Resources
http://www.projectidealonline.org/v/sp
ecific-learning-disabilities/
This website provides all the
information about SLD and breaks into
into sections.
https://www.greatschools.org/gk/article
s/evaluation-and-eligibility-for-specific-l
earning-disabilities/
Determines evaluation and eligibility for
SLD.
https://www.cde.state.co.us/cdesped/
ta_sld_evaluation_eligibility
This talks about how important
interventions are.
Strategies & Interventions
Strategies for Students with Perceptual Difficulties:
Do not present two pieces of information together that may be perceptually confusing.
Highlight the important characteristics of new material.
Strategies for Students with Attention Difficulties:
Breaking long tasks or assignments into smaller segments
Presenting limited amounts of information on a page
Gradually increasing the amount of time a student must attend to a task or lecture
Use prompts and cues to draw attention to important information.
Strategies for Students with Memory Difficulties:
Chunking is the grouping of large strings of information into smaller, more manageable 
Rehearsal is the repetition, either oral or silent, of the information to be remembered.
Teaching Word-Analysis Skills:
Phonics: Use structured phonics programs
Sight words: Continuum of Service Options:
Context clues:
• Least restrictive environment
• General education classroom
• Classroom for receiving services
 Definition
Students who are present
with behavioral and
emotional challenges that
impact their ability to learn
and experience social
success in the school and
community.
Emotional/Behavior Disorders
Characteristics / Warning Signs
• An inability to build or maintain satisfactory interpersonal
relationships with peers and teacher
• Inappropriate types of behavior or feelings under normal
circumstances
• A general, pervasive mood of unhappiness or depression
• A tendency to develop physical symptoms or fears
associated with personal or school problems
 Resources
https://debh.exceptionalchildren.org/
behavior-disorders-definitions-charac
teristics-related-information
This website has the characteristics
and breaks down the disturbances.
https://www.ncbi.nlm.nih.gov/pmc/ar
ticles/PMC5803568/
Provides an overview of the
challenges of the behaviors.
https://www.psychguides.com/
behavioral-disorders/
This talks about the types of
behaviors and the causes for them.
Strategies & Interventions
• Extended time on assignments
• Reduce assignments
• Frequent breaks
• Sensory diet (fidgets, movement break,
adaptive furniture, headphones, etc.)
• Behavioral contracts
• Social Skills Instruction
• Illustrate rules with clear examples and
specific rewards
• Picture schedules/agendas
• Graphic organizers
• Check in and check out system
• Multiple communication systems
• Smaller Class Sizes
• Student advocacy systems
• Adaptive equipment
• Parent support programs
• High-interest instructional materials
• Cueing systems
• Schedule modifications
• Computer-assisted instruction and production
• Room design accommodations
• Structured behavior intervention plans

Continuum of Service Options:

• Least Restrictive environment
• General education classroom if able
• Classroom for receiving services, such as resources or special
education room
 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.
Intellectual Disabilities
Characteristics / Warning signs
• having an intellectual disability,
• a hearing impairment (including
deafness),
• a speech or language impairment,
• a visual impairment (including
blindness),
• a serious emotional disturbance
(referred to in this part as “emotional
disturbance”),
• an orthopedic impairment,
• autism,
• traumatic brain injury,
• a specific learning disability,
• deaf-blindness
• 3 through 5 years—communication, self-
care, social skills, and physical
development;
• 6 through 13 years— communication, self-
care, social skills, home living, community
use, self-direction, health and safety,
functional academics, and leisure;
• 14 (younger if appropriate) through 21
years—communication, self-care, social
skills, home living, community use, self-
direction, health and safety, functional
academics, leisure, and work.
 Resources
http://www.projectidealonline.org/v/i
ntellectual-disabilities/
This talks about the teaching
strategies out there.
https://classful.com/students-with-a
n-intellectual-disability/
This website helps us understand
students with an intellectual
disability.
https://ldaamerica.org/info/successfu
l-strategies-for-teaching-students-wi
th-learning-disabilities/
Gives interventions to try on your
students.
Strategies & Interventions
Provide direct instruction in a number of skill areas outside of the general curriculum.
These skills are more functional in nature but are absolutely essential for the future
independence of the individual.
• Skill areas include money concepts, time concepts, independent living skills, self-care
and hygiene, community access, leisure activities, and vocational training. Students
with intellectual disabilities learn these skills most effectively in the settings or
activities in which they will be asked to apply these skills. 
Breaking down larger tasks into their specific component parts can be an effective
technique for teaching any number of skills to students with intellectual disabilities. 
Continuum of Service Options:
• Least restrictive environment
• General education classroom
• Classroom for receiving services
 Other Health Impairments
Definition
Characteristics / Warning signs

Other Health Impairment means

• asthma • leukemia
having limited strength, vitality,
or alertness, including a • attention deficit disorder or attention deficit • nephritis
heightened alertness to hyperactivity disorder
• rheumatic fever
environmental stimuli, that • diabetes
• sickle cell anemia
results in limited attention with • epilepsy
respect to the educational • Tourette syndrome
• a heart condition
environment. • and adversely affects a child’s educational
• hemophilia performance

• lead poisoning
Signs:
• Fatigue
• Mobility issues
• Issues involving attention
• Coordination difficulties
• Muscle weakness
• Frequent absences or lateness's to school
• Stamina
• Inability to concentrate for long periods of time
 Resources
https://www.naset.org/index.php?
id=2278
Provides a comprehensive
overview of health impairments.
http://www.projectidealonline.org
/v/health-impairments/
This talks about characteristics
and strategies to use.
https://www.verywellfamily.com/o
ther-health-impairments-2162517
This talks more in depth of what
other health impairments are.
Strategies & Interventions
Direct Instruction: This approach is based on the theory Interventions:
that learning is maximized when instructional • Smaller class sizes
presentations are clear and questionable data is • Multiple communication systems
eliminated. • Student advocacy systems
• Teachers can use this strategy in a small or large • Adaptive equipment
group. Frequent praise is given for correct • Parent support programs
responses and errors are corrected immediately. • High-interest instructional materials
• Students are grouped heterogeneously to • Cueing systems
accelerate learning. • Schedule modifications
• This is a highly structured approach to instruction • Computer-assisted instruction and
designed to increase the learning of at-risk production
• Room design accommodations
students.
• Structured behavior intervention plans
Continuum of Service Options:
• Least restrictive environment
• General education classroom
• Classroom for receiving services
 Definition
A form of acquired brain
injury, occurs when a sudden
trauma causes damage to
the brain.
Traumatic Brain Injury
Characteristics / Warning Signs
• may remain conscious or may experience a loss of consciousness
for a few seconds or minutes.
• headache
• confusion
• lightheadedness
• dizziness
• blurred vision or tired eyes
• ringing in the ears
• bad taste in the mouth
• fatigue or lethargy
• a change in sleep patterns
• behavioral or mood changes
• trouble with memory, concentration, attention, or thinking 

Resources
https://www.ninds.nih.gov/Disorders/
All-Disorders/Traumatic-Brain-Injury-I
nformation-Page
Defines what the characteristics of a
brain injury are.
https://www.ws.edu/student-services/
disability/teaching/
brain.shtm
This website provides strategies when
teaching students with brain injuries.
https://www.brainline.org/article/class
room-interventions-students-traumat
ic-brain-injuries
Provides more information on brain
injuries and how to give support to
people with traumatic injuries.
Strategies & Interventions
• Demonstrate new tasks, provide examples, charts, and other graphic cues when possible to illustrate ideas and
concepts.
• State instructions clearly and go over each step to make sure the student understands instructions.
• Paraphrase information to help with recall.
• Review and summarize often.
• Repeat all key points.
• Provide ample time for task completion.
• Encourage the use of schedules, checklists, and notebooks to assist in organizing daily information.
• Break assignments into smaller parts. Break complex tasks down into steps.
• Be prepared for reduced stamina and increased fatigue.
• Allow students to tape record lectures.
• Assist student in obtaining a note taker.
• Have the student sit in the front of the class: this helps with attention, concentration, and also minimizes
distractions.
Continuum of Service Options:
• Least restrictive environment
• General education classroom
• Classroom for receiving services
 Definition Deaf/Blindness
Characteristics / Warning Signs
Deaf-blindness is hearing and
visual impairments, the There are many causes:
combination of which causes Major Causes of Deaf-blindness
such severe communication Syndromes
and other developmental and • Down
educational needs that they
• Trisomy 13
cannot be accommodated in
• Usher
special education programs
solely for children with Multiple Congenital Anomalies
deafness or children with • CHARGE Syndrome
blindness. • Fetal alcohol syndrome
• Hydrocephaly
• Maternal drug abuse
• Microcephaly

Resources
https://www.nationaldb.org/info-
center/deaf-blindness-overview/
#vision-and-hearing
This gives an overview of what
Deaf/blindness is.
https://www.specialeducationgui
de.com/disability-profiles/deaf-bl
indness/
Provides strategies and
knowledge on how to handle this
situation in a classroom.
http://www.projectidealonline.or
g/v/deaf-blindness/
Provides information about
characteristics and warning
signs.
Strategies & Interventions
Knowing your student’s individual abilities
• Does your student possess enough vision to use American Sign Language or read
lips?
• Will large-print textbooks work or does the student read using braille?
• Does your student hear some frequencies?
• Use touch cues
• Object symbols
• Sign language
• Gestures
• Picture symbols
• Fingerspelling
• Signed English
• Braille
• American Sign Language
• Lip-reading speech
• Pidgin Signed English
• Tadoma method of speech reading
Continuum of Service Options:
• Least restrictive environment
• General education classroom
• Classroom for receiving services
Definition Visual Impairments
Characteristics / Warning Signs

is a term experts
• Severe, sudden eye pain.
use to describe any
kind of vision loss,
• Recurrent pain in or around the eye.
whether it's
someone who
• Hazy, blurred, or double vision.
cannot see at all or
someone who has
• Seeing flashes of light or sudden bright floating
partial vision loss
spots.

• Seeing rainbows or halos around lights.

• Seeing floating “spider webs”

• Seeing a “curtain coming down” over one eye.

 Strategies & Interventions
Resources • Glasses
https://www.sess.ie/categories/se
nsory-impairments/visual-impair
ment/tips-learning-and-teaching • Magnifiers
 
This is where you can find strategies 
• Bigger font
https://visionaware.org/your-eye-c
ondition/eye-health/symptoms-of-
vision-problems/ • Developmental Milestones 
 
This is where you can find signs and • orientation and mobility (O&M)
symptoms 

https://www.teachingvisuallyimpair
ed.com/early-intervention-services. Continuum of Service Options:
html
  • Least restrictive environment 
This is where you can find
intervention services 
• General education classroom
• Classroom for receiving services
Definition
Hearing Impairments
Characteristics / Warning Signs
-Total or significant loss of
hearing.
• Delayed communication skills

• Can’t hear certain sounds/ or at all 

• Unable to interact with students

• Needing things to be louder

• Frequently asking others to speak more slowly, clearly and loudly

 Strategies & Interventions
Resources

Hearing loss - Symptoms and cause • Hearing Devices 

s - Mayo Clinichttps://www.mayocli
nic.org › hearing-loss › syc-2037307
2 • Sign Language
 symptoms and Causes 
• Cochlear or brainstem implants 
https://www.mayoclinic.org/dise
ases-conditions/hearing-loss/sym
ptoms-causes/syc-20373072 • Ensure that any background noise is minimized 
Treatment and Diagnosis

Hearing Loss Treatment and Interv • seat themselves toward the front of the class 
ention Services | CDChttps://www.c
dc.gov › ncbddd › hearingloss › trea
tment
Interventions and Services  Continuum of Service Options:
• Least restrictive environment 
• General education classroom
• Classroom for receiving services
 Developmental Delays (Early
Definition Childhood Special Education)
is defined as slow to meet or not
reaching milestones in one or
more of the areas of Characteristics / Warning Signs
development (communication,
motor, cognition, social-
•3-5 years old • Difficulty Communicating 
emotional, or adaptive skills) in
the expected way for a child's age
• Stiff or Floppy Limbs
•Limit Movement / Late Developmental

Movement 

•Difficulty Communication

•Lower IQ Scores
 Strategies & Interventions
Resources
http://www.projectidealonline.org/v/ • Physical Therapy 
non-categorical-developmental-dela
y/
Definition and Strategies  • Help build fine and gross motor skills 
3 Things to Do to Help Your Child With
Developmental Delayshttps://www.un • A Program that is flexible, adaptive, and individualized 
derstood.org › articles › 3-ways-to-help
-ch...
 
Interventions

Early Childhood Intervention Strategie

s: Delays and Milestoneshttps://www.b
righthubeducation.com › 72994-early-i
nter... Continuum of Service Options:
Interventions and Strategies 
• Least restrictive environment 
• General education classroom
• Classroom for receiving services
 Physical Disabilities
Definition
Physical Disabilities
(Orthopedic Impairments)
-is defined as a child's disability
relating to a bone, joint, or Characteristics / Warning Signs
muscle, that is severe enough to
directly affect the child's
educational performance. ... • Neuromotor impairments • Poor Balance 
The extent to which a child's
education is affected can vary
greatly, depending on the level • Degenerative diseases
of impairment.
• Musculoskeletal disorders
Orthopedic impairment
 -is defined as a severe
orthopedic impairment that • Spastic 
adversely affects a child's
educational performance. 
 Strategies & Interventions
Resources
• Special seating arrangement’s • Physical & Occupational Therapy
Educationhttps://education.ohio.gov › St
udents-with-Disabilities › O... • Assistive devices
Definition 
• Modifications 

https://guidetoorthopedicimpairment.we • Computer-Assisted Instruction

ebly.com/strategy--intervention.html
 
Strategies and Interventions  • Spatial organizers
Impairmentshttps://www.happyhourservi
cecenter.org › teaching-stra...
 
Teaching Strategies 

Continuum of Service Options:

• Least restrictive environment 
• General education classroom
• Classroom for receiving services
 Definition Multiple Disabilities
-means concomitant
impairments (such as Characteristics / Warning Signs
intellectual disability-blindness
or intellectual disability-
orthopedic impairment), the • Restriction of Movement 
combination of which causes
such severe educational needs
that they cannot be • Sensory Disorders 
accommodated in special
education programs solely for
one of the impairments • Skeletal Deformities

• Limited Speech/ Nonverbal 

• Forgetful 
 Resources Strategies & Interventions
https://education.ohio.gov/Topics/Special-E
ducation/Students-with-Disabilities/Multipl
e-Disabilities • Develop Group Goals 
 
Definition  • Work One on One 
Top 10 Tips for Working with Students Who
Have Multiple ...https://www.pathstoliterac • Develop a Plan 
y.org › blog › top-10-tips-worki...
 
Strategies • Early Intervention 

Severe and Education of individuals With M

ultiple Disabilitieshttps://education.stateuni • Therapist (Speech/ Occupational) 
versity.com › pages › Severe-Mu...
 
Characteristics and History  Continuum of Service Options:
Multiple Disabilities Resourceshttps://www. • Least restrictive environment 
ocecd.org › MultipleDisabilitiesResources
 
Implications 
• General education classroom
• Classroom for receiving services
 Definition Autism
-a developmental disorder of Characteristics / Warning Signs
variable severity that is
characterized by difficulty in
social interaction and • Limited Social Interactions
• Obsessions 
communication and by
restricted or repetitive • Speech delays  • Difficult with transitions 
patterns of thought and
behavior. • Repetitive movements 
• Odd verbal responses
  -This may result in severe
problems with social
relationships, communication, • Prefers a set routine
and behavior.
• Hyperactivity

• Outburst/ aggressions 

Resources
https://education.ohio.gov/Topics/Specia
l-Education/Students-with-Disabilities/R
esources-for-Autistic-Children
 
Strategies & Interventions
• Having an everyday Schedule 
• Speech and Language Therapy
• Calendars
• PECS

https://www.autismspeaks.org/
• Social Stories
Signs and Characteristics
• First/ Then 
Strategies and interventions - National A
utistic Societyhttps://www.autism.org.uk
› topics › strategies-and-inte...
 
Strategies and Interventions 
Continuum of Service Options:
• Least restrictive environment 
• Special education classroom
• Residential Facility 
 Special Education State Guidelines
 https://www.nd.gov/dpi/education-programs/special-education

Sources
Project Ideal
 http://www.projectidealonline.org