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High Incidence Disabilities - Coggle Diagram
High Incidence Disabilities
High Functioning Autism (ASD)
Student will often have emotional sensitivity. Something as simple as loud noises can throw off their entire day.
Avoid Verbal Overload
Be clear, and use shorter sentences when a child is not understanding. If a child becomes bothered by the noise levels, offer a quiet place to the student.
Often give little or no attention to caregiver, the student may struggle giving any eye contact
Consistency
Consistent treatment and expectations from everyone is vital. Communicate with other caregivers to ensure treatment is the same from all aspects.
Student may have social problems. It can be a challenge for the child to interact with their peers. Most of the time, the child would rather be alone and has difficulty with group projects.
Allow Individual Work
When group work is being done, offer students to work individually when able to if they would rather. This helps students to feel more included.
Speech-Language Impairments (SLI)
Stuttering
Includes Prolongation, which also involves getting stuck on a letter. Instead of repeating the letter, the sound of the letter is prolonged until the child can get the rest of the word spoken. Ex. caaaaaat
Facilitate Verbal Responding
Allow enough time for students with communication disorders to speak when they are responding. When the student is finished responding, repeat the response for the entire class when needed.
Blockage of Sounds, which include abnormal stoppages in words or sentences. This could include lacking sounds in the middle of a word or sentence or include um several times. Ex. The cat is um um um um walking.
Practice Oral Presentations
If oral presentations are mandatory, practice alone with students first and provide feedback. Also consider allowing students to present in a group rather than alone.
Includes repetition, which involves getting stuck on a letter and having to repeat it multiple times before getting the rest of the word out. Ex. c- c- c- c- cat
Adapt the Physical Environment
Place students with communication disorders near the front of the room for easier listening. This also provides easy access for students to gain help or you can use a cueing system with them.
Specific Learning Disabilities (SLD)
Dyslexia
Difficulty reading due to problems identifying speech sounds and learning how they relate to letters/words
Adapt Assessment Methods
Adapt test formats so they are easy to understand. Read test items to students with learning disabilities when not violating standardization.
Become easily distracted with others around them and the environment
Adapt the Physical Environment
Rearrange seating positions to best help the student learn. This may include facing the desk away from any obvious distraction. Demonstrate organization within the classroom and create a structured daily routine and schedule.
Difficulty in following oral and written instructions
Adapt Instructional Materials
Adapt materials to reduce literacy requirements whenever possible. Use hands-on learning activities, media presentation, partner reading, etc.
Intellectual Disabilities (ID)
Down Syndrome
Difficulties with thinking and reasoning and applying knowledge to new situations
Monitor Peer Relationships
Although peers can be good friends and strong supporters, teachers should be aware that some students may try to take advantage of students with intellectual disabilities. Careful monitoring can decrease the likelihood of negative situations.
Student may have and auditory or visual impairment
Make Preparations
Careful preparation can greatly enhance the successful inclusion of students with intellectual disabilities. Provide students with the same materials as other students and involve the students in daily activities.
students often have a limited concentration span and poor auditory memory
Adapt Instructional Materials
Reduce reading, writing, and language requirements and simplify relevant worksheets. Use concrete examples, relevant experiences, and hands-on materials for activities whenever possible.
Attention Deficit Hyperactivity Disorder (ADHD)
Student may often fidget with things and often leaves their seat
Monitor use of Medications
If a child is taking medications, it is important for the teacher to monitor the behaviors to ensure there are positive benefits. In the classroom, we can allow breaks for the students and also use hands-on activities.
Student may often interrupt other children or the teacher and blurt out answers
Adapt Instruction with Behavioral Interventions
In the classroom, we can encourage trying to continue with another part of the assignment before interrupting the teacher. Another thing that we can do is recommend writing down questions and answers before blurting it out.
Student may often become easily distracted
Adapt Instruction with Cognitive-Behavioral Interventions
In this strategy, we can add self-instruction and self-monitoring to the component. We can teach the student note taking and encourage the use of notebook organizers. If it helps, allow the student to stand during lecture for increased concentration.
Emotional/Behavioral Disabilities (EBD)
Bipolar Disorder
Student may be excessively anxious or neurotic to the point where they may become detached from reality
Adapt Instructional Procedures
Help students focus by teaching clearly and
enthusiastically
, providing additional review, and teaching self-monitoring attention.
Disinhibition or doing something out on a whim without thinking about the result that could potentially be dangerous
Adapt the Physical Environment
Consider increasing the degree of proximity to good peer models and positive teacher and teacher aide attention. Also consider who the target student interacts negatively towards. Keep all potentially harmful objects or substances away from easy access.
Student may express a sense of aggressiveness and anger
Support Multi-Tiered Interventions
Promote a school wide system of positive behavior interventions and support to promote positive social behavior.
