Hope Gerhart, #5

Disability-Specific Characteristic Matrix:

Academic Characteristics

Specific Learning Disabilities

Difficulty reading and

understanding directions
Difficulty memorizing and
remembering basic facts
Difficulty with sentence structure
Alphabet (trouble learning)
Difficulty decoding story sequence
Math: confusion pertaining to
symbols and numbers
Often repeats the errors or
mistakes

Behavioral Characteristics

Often has poor social skills

Hyperactive
Easily frustrated
May give up on tasks easily

Social Characteristics

Difficulty in interpreting
subtle behaviors; for example
sarcasm
Difficulty understanding/
reading other individuals
body language
Difficulty with personal space
At risk for dropping out

Strengths

Does well with a

repeated, daily
routine
May take
complements and
praise well
Can be comfortable
within a close social
setting (can also be
popular among
peers)

Emotional/Behavioral
Disorders

Disruptive in the classroom

impulsive
does not adjust easily to change
poor concentration
often tries to manipulate the
situation

Academic Characteristics

Attention Deficit Hyperactive Disorder

difficulty thinking before action

difficulty waiting for his/her turn
has unrelated thoughts to material
being taught or presented
difficulty staying on task

low self esteem

manipulative
often has general mood of
unhappiness or depression
shows signs of aggressive
behavior/ tendencies

Behavioral Characteristics

appears fidgety and restless

has difficulty sitting still
often speaks out of turn

difficulty building and

maintaining relationships
intimidates and bullies other
peers
difficulty working in groups

Social Characteristics

difficulty in communication
skills

Hope Gerhart, #5
does well with
short-term set
goals, and responds
well to rewards
when goals are met

Strengths

energetic
has a great amount of
enthusiasm to offer

Mild Intellectual Disabilities

2-4 years behind in cognitive

development
concrete and or abstract thought
is often not present (or
development is severely delayed)
have minimal organizational skills

Academic Characteristics

immature
display obsessive/compulsive
characteristics
clumsy
weak confidence
easily frustrated (pertaining to
schoolwork/ accomplishing
tasks)

Behavioral Characteristics

difficulty working with

others or in groups
needs reminding of basic
life skills such as hygiene
(hand washing, teeth
brushing)

Social/Mobility
Characteristics

Hope Gerhart, #5
does well when
behavior is reinforced
and expectations or
explained

Strengths

seizures can result in loss of

memory and confusion may
need to review subjects taught
before seizure

often needs assistive technology

often needs accomodations to
accomplish lessons/ tasks

Other Health Impaired (other

than ADHD)

Orthopedic Impairment
(muscular / skeletal)

Epilepsy is a CNS (central

nervous system) impairment
can experience seizures which
cause changes is behavior and
sometimes loss of
consciousness

Physical impairments can be

caused by birth defects, injury,
genetic abnormalities,
amputations, and burns.

When individual is having a

seizure, uncontrollable
movements of arms and
legs can occur

Has a physical limitation

that causes difficulty when
trying to accomplish daily
tasks

Hope Gerhart, #5
Children can (in some
cases) outgrow this
condition
Seizures can be
lessened with use
medication (in some
situations)

Hope Gerhart, #5

Academic Characteristics

Hearing Impairment
(Deaf/Hard of Hearing)

Visual Impairment
Blind / Visually Impaired

Behavioral Characteristics

Social/Mobility
Characteristics

Strengths

often needs assistance with

hearing (use of hearing aide)
may need hardcopies and tangible
versions of lessons/ notes

difficulty hearing causes

problems in understanding
directions and expected
outcomes

Has a physical limitation

that causes difficulty when
trying to accomplish daily
tasks

Other senses may be

heightened due to
limited sense of
hearing

needs assistance with activities

heavy in visual examples/ learning
may need directions verbally
explained to ensure understanding

difficulty is seeing/ vision

problems causes problems in
understanding directions and
expected outcomes

may not be able to

participate in all of the
classroom activities due to
limited sight/ adapted
versions need to be
available f

Other senses may be

heightened due to
limited sense of sight

Hope Gerhart, #5

Academic Characteristics

High-functioning Autism

Delayed motor skills

Difficulty staying engaged and on
task
Needs routine and structure for
success in school
Overly interested and well
informed in specific areas of a
certain subject (for example
volcanoes)

Behavioral Characteristics

reacts strongly to different

sounds (music), smells, and
textures

Social Characteristics

difficulty communicating
and expressing ones self to
others

Strengths

Does well with

routines
Good at patterned
based activities

Hope Gerhart, #5

References

Chapman, J. W. (1988). Cognitive-Motivational Characteristics and Academic Achievement of Learning Disabled Children: A Longitudinal Study.
Journal Of Educational Psychology, 80(3), 357-65.

Doughty, A. H., & Williams, D. C. (2013). Procedures for Increasing Sustained Attention in Adults with Mild Intellectual Disabilities. Psychological
Record, 63(1), 99-110.

Froelich, J., Breuer, D., Doepfner, M., & Amonn, F. (2012). Effects of a Teacher Training Programme on Symptoms of Attention Deficit
Hyperactivity Disorder. International Journal Of Special Education, 27(3), 76-87.

Lane, K. L., Carter, E. W., Pierson, M. R., & Glaeser, B. C. (2006). Academic, Social, and Behavioral Characteristics of High School Students with
Emotional Disturbances or Learning Disabilities. Journal Of Emotional And Behavioral Disorders, 14(2), 108-117.

Laitusis, C., Maneckshana, B., Monfils, L., & Ahlgrim-Delzell, L. (2009). Differential Item Functioning Comparisons on a Performance-Based
Alternate Assessment for Students with Severe Cognitive Impairments, Autism and Orthopedic Impairments. Journal Of Applied Testing
Technology, 10(2),

Mpofu, J., Chimhenga, S., & Mafa, O. (2013). Developing Effective Learning Material to Students with Hearing Impairment (HI) through ODL in
Zimbabwe. Turkish Online Journal Of Distance Education, 14(1), 44-52.

Ostir, G. V., Berges, I., Smith, P. M., Smith, D., Rice, J. L., & Ottenbacher, K. J. (2006). Does Change in Functional Performance Affect Quality of
Life in Persons with Orthopaedic Impairment?. Social Indicators Research, 77(1), 79-93.

Hope Gerhart, #5

Painter, K. (2012). Outcomes for Youth with Severe Emotional Disturbance: A Repeated Measures Longitudinal Study of a Wraparound Approach
of Service Delivery in Systems of Care. Child & Youth Care Forum, 41(4), 407-425.

Pijnacker, J., Vervloed, M. J., & Steenbergen, B. (2012). Pragmatic Abilities in Children with Congenital Visual Impairment: An Exploration of
Non-Literal Language and Advanced Theory of Mind Understanding. Journal Of Autism And Developmental Disorders, 42(11), 2440-2449.

Park, S., Park, M., Kim, H., & Yoo, H. (2013). Anxiety and Depression Symptoms in Children with Asperger Syndrome Compared with AttentionDeficit/Hyperactivity Disorder and Depressive Disorder. Journal Of Child And Family Studies, 22(4), 559-568.