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Characteristics and Teaching Strategies for High Incidence Disabilities -…
Characteristics and Teaching Strategies for High Incidence Disabilities
Speech-Language Impairments
Characteristics
Difficulty with morphology
facilitate verbal responding- for example allowing the student enough time to communicate
Difficulty with semantics
use alternative or augmentative communication- such as handheld materials to help understanding
Difficulty with pragmatics
adapt the physical environment- for example sitting students towards the front closer to the teacher
Emotional/Behavioral Disabilities
Characteristics
affective disorders; depression, anxiety
support multi-tiered interventions - for example PBIS
academic characteristics
adapt instructional materials - for example breaking assignments into short segments to avoid overwhelming students
social behavior
prepare the class - for example set up models for tolerance and acceptance
Intellectual Disabilities
Characteristics
intellectual and cognitive thinking
make preparations - for example having an open and accepting environment in your classroom
academic skills
adapt instructional materials - for example using concrete examples, relevant experiences and hands-on materials when possible
less-well-developed social and adaptive behavior
monitor peer relationships - for example making sure a student with an intellectual disability is not being taken advantage of
Specific Learning Disabilities
Characteristics
attention and memory
adapt instructional materials- for example hands-on learning activities
difficulty with mathematics
adapt assessment methods - for example offering multiple choice and matching
metacognitive abilities
adapt instructional procedures- for example maximizing student engagement
Attention Deficit Hyperactivity Disorder
Characteristics
inability to sustain attention
adapt instruction with cognitive-behavioral interventions - for example small rewards for getting tasks done
fidgeting and intruding others
monitor medication - for example making sure a student receives their correct dosage for their medicine
disruptive behaviors
adapt instruction with behavior interventions- for example positive reinforcement
High Functioning Autism
Characteristics
impairments in social functioning
develop social competence - for example teach students when to wait their turn etc.
impairments in emotional functioning
establish effective communication - for example discussing optimal discussion patterns
impairments in intellectual functioning
use direct instruction and applied behavior analysis - for example small groups or one-to-one time
