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Identifying students with disabilities (Learning-Specific disabilites…
Identifying students with disabilities
Emotional disabilities
Neglect
Cognitive delays
Autism
Attachment problems
Ineffective parenting
Unknown cause
Recognizing emotional disabilities
Fears or physical symptoms from thoughts of school or work
Inability to build peer relationships or student-teacher relationships
Inability to learn that other factors fail to explain
Inappropriate behaviors or feelings under appropriate circumstances
Next Steps
Continued observation
Individual instruction
Partnering with parents
Recognizing an unhealthy parent-child situation or the signs of abuse
Mandatory reporting laws
Partnering with administration
Suitable accommodations
Partnering with teaching assistants or aides
Differentiated instruction
Working with specialized instructors
Evaluation in the classroom
Developing an individualized education plan
Physical disabilities
Auditory
Physical Impairment
Vision
Multiple disabilities
Genetic condition
Birth condition
Severe medical problem
Cognitive disabilities
Intellectual disability
Autism
Developmental delay
Genetic condition
Birth condition
Severe medical problem
Unknown cause
Learning-Specific disabilites
Reading
Writing
Speech
Vision
Motor movement
Social
Emotional
Cognitive
Recognizing learning specific disabilities
illegible writing, inconsistent cases or cursive use, unfinished words, poor use of space on paper
Reverses letters, complaints of eye pain, cannot copy accurately, struggles to cut and paste
Difficulty with number sense, word problems, sequences, steps, or specific mathematical concepts
Difficulty understanding body language or facial expressions, lack of fine motor skills, lateness, difficulty generalizing, literalness
Next steps
Continued observation
Partnering with parents
Differentiated instruction
Evaluation in the classroom
Working with specialized instructors
Developing an individualized education plan
Suitable accommodations
Individual instruction
Partnering with teaching assistants or aides
Partnering with administration
Difficulty with language, meanings or spoken words, poor written output, descriptions, or jokes
Difficulty remembering oral information, confusion with language, distracted by sounds or music, difficulty focusing or following complex structures
Reading slow and labored, decoding errors, difficulty with known words, substitutes short words
Recognizing cognitive disabilities
Struggles with learning new content, frustration with learning new material or remembering old material
Limitations in adaptive behavior
Limitations in reasoning, problem solving, or other intellectual functions
Limitations in intellectual function or ability
Next Steps
Working with specialized instructors
Developing an individualized education plan
Partnering with parents
Differentiated instruction
Continued observation
Evaluation in the classroom
Individual instruction
Suitable accommodations
Partnering with teaching assistants or aides
Partnering with administration
Recognizing physical disabilities
Rubbing or covering eyes or ears, bumping into objects, headaches, depth perception issues, reduced attention span, lack of understanding
Lack of motor or speech skills, difficulties with motor or movement skills
Specialized equipment, aids, or tools
Next steps
Evaluation in the classroom
Partnering with parents
Suitable accommodations
Differentiated instruction
Continued observation
Individual instruction
Partnering with administration
Partnering with teaching assistants or aides
Working with specialized instructors
Developing an individualized education plan
Jennifer Vincent Cohort 6
Causes
Causes
Causes
Causes