Characteristics and Teaching Strategies for High Incidence Disabilities
Speech-Language Impairment
Specific Learning Disabilities
Intellectual Disabilities
Emotional/ Behavioral Disability
Attention Deficit Hyperactivity Disorder
High Functioning Autism
Students who have EBD may have issues with their behavior in class. They may get upset or angry easy and have no way of controlling it.
These students may act immature.
They may have attention issues and lack focus. instead they may find ways to act out and seek negative attention.
These students may get angry at others or even themselves that could result in violence.
A strategy would be to give them a moment to calm down. Maybe a space in your classroom that is comfortable and relaxing, so that the child that is upset can debrief and clam down maybe by coloring, or reading before joining the class again.
A strategy would be to remind students have manner, and how to be responsibly. Teaching valuable life skill and consequences is good in any classroom, but can help immature students understand what is expected.
A strategy would be not to give students attention for negative behavior that is what they are seeking. Instead reward positive behavior by giving students attention.
Reduced Vocabulary
Inability to follow directions. The students may not understand what is being asked of them.
inability to form sentence and words
A strategy would be to talk with parents, and create signals that can be used to indicate certain things or sign language to help. this would be specially good for students with apraxia.
It would be good to go over vocabulary words and apply them in the classroom, so that the concept sticks with he child.
A strategy would be to have students discuss direction allowed. Go over them as a class, and ask students questions like: what will you do next?
Students may have social issues, and may struggle interacting with their peers.
Repetitiveness may occur with students. They may want to do the same activity over and over.
Students may be emotionally sensitive
A strategy would be to yet again have a space in the classroom where students who are under emotional stress can go and calm down before joining the class if they wish.
Make group work apart of the lessons everyday.
A strategy would be to have a schedule everyday that students can see, so that they know what to expect for the day. this may help with a student who doesn't like change.
Students may have behavior issues and may throw tantrums
Students may have difficulty remembering what is expected of them, and what they should be doing. they may not learn as fast as other students.
Anxiety disorders can also play a role in students who have intellectual disabilities.
Do a wellness check in every morning to ask students how they are feeling that day.
Having a schedule visible all day on the board may be helpful, so students can refer tot he board and know what they should be doing.
It is best to make sure students know they are in a safe environment. A strategy for tantrums would be to offer students a place in the school a place to go for 30 minutes or so to calm down with a staff member of course. ( if the in class calm down area is not enough)
Students may have behavioral issues
Students may not be able to sit for long periods of time
Students may lack the ability to stay focused
Offering a flexible seating classroom is a great way to help students move around instead of staying in one place everyday. You could have desk kids stand at, beanbags, cool chairs, and many other seating arrangements for students to help them move daily or even weekly.
A strategy would be to acknowledge the bad behavior and reward only the good behavior. having a conduct system in the classroom with good behavior being rewarded can be beneficial.
The flexible seating can help, but also having fidget tools students can use can be helpful. my nephew has ADHD and having a fidget tool in class helps him listen and he is only given it as a reward of good behavior.
Students may have trouble reading and writing
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Students may struggle with comprehension and speech
Students may have issues with spelling specifically
A strategy would be to have small group time where students meet one on one to discuss what they have comprehended from a book. Some students may be asked to meet with the speech specialist at your school.
A strategy would be offer reward after books are read. You could have students write what their favorite part about the book was, and what was challenging for them in the book.
A strategy would be to give students a list of word that they must use when writing that week. Then at the end of the week a spelling quiz would be beneficial.
