Elizabeth Lempola

Summer 2012, SPED 225

Disability Handbook
By Elizabeth Lempola

You can teach a student

a lesson for a day; but if
you can teach him to
learn by creating
curiosity, he will
continue the learning
process as long as he
lives.
-Clay P. Bedford

Table of Contents:

Contents:
Introduction

Page 3

Speech/Language Impairment

Page 4

Specific Learning Disabilities

Page 5

Emotional Behavioral Disorder

Page 6

Intellectual Disabilities

Page 7

Other Health Impairments

Page 8

Traumatic Brain Injury

Page 9

Gifted/Talented

Page 10

Visual Impairments

Page 11

Hearing Impairments

Page 12

Developmental Delays

Page 13

Physical Disabilities

Page 14

Multiple Disabilities

Page 15

Autism

Page 16

Medication Guide

Page 17-18

Laws Concerning Disabilities

Page 19-21

Overview

Page 22

2
2

Introduction:
This handbook was designed to help understand certain
disabilities that can be seen in any educational institution.
I feel that its important for any teacher, general
education or special education, to understand that every
teacher, student, and parent has an impact on a disabled
students life and that if everyone works together these students
can be just as successful in their own individual ways.
Please understand that there are several different levels
of disabilities and that each child has a unique diagnosis. These
disabilities need to be treated and supported in individualized
ways to best treat each child.
There are unlimited ways to help these students including
different methods of teaching and medications. Both of which
are included in this handbook. Also included is a quick overview
of common laws that involve persons with disabilities. It is very
important to know and understand these so you can know
the rights that each individual with a disability has.

Overall please remember that a disability is not

the child. The child is still in need of all supports they
can have.

3
3

77 the
In 1976-19
nt of
Departme
Education
ere was
reported th ents
stud
3,694,000
special
receiving
services.
n
io
t
a
c
u
d
e
ntly,
More rece
more
there were
,000
than 6,634
2003students in
2004

Speech / Language Impairments

Speech impairments affect a students communications skill in
ways that makes it difficult to understand what is being talked
about. Other types of speech impairments include problems
with ones voice, not being able to properly make the sounds
with that is being said, and having a hard time keeping up a
conversation.
Language impairments affect the ability to understand/use
spoken or written language. This makes forming ideas hard
along with using the correct words in the correct context.

Warning signs:

Intervention techniques include giving the student

individualized time to work on reading and writing with a
special education teacher. It is recommended parents or
hired assistance also spending time with the child to give
them extra practice.
Assistive technologies such as the Picture Exchange
Communication System (PECS) gives the students
pictures and allows them to express that word by pushing
the picture that says the word out loud. This allows them
to express thoughts and feelings.
If more assistance is needed the student may have to
meet with a Speech and Language Pathologist.
4
4

A sudden withdrawn
behavior
Difficulties with
pronunciation words
Issues with reading
Sudden shyness due
to differences in
speech
Suddenly talks
about comparisons
to other students
Gets emotional
when asked to talk
in front of

In Fall 2003 an estimated

6,068,802 children were
treated with special
education services, of
those children 1,460.584
(24%) were treated for a
speech / language
impairment.

Specific Learning Disabilities

A specific learning disability is a disorder in one or more areas
of the basic psychological processes. These include the use
of language (spoken and written) being able to process
concepts in writing and reading and to understand in basic
learning areas in math, language, science/health, social
studies.

Warning Signs:

Intervention Techniques include pulling student out of

general education classroom to give them extra
practice in the areas they need assistance in.
Other educational building blocks are assisting in
simple concept building, explaining concepts step by
step, reintroducing topics, and reviewing them
frequently.
Teaching the students different problem solving
techniques (ex. Sounding words out, breaking down
words and sounds, looking at words within words.
Also having a strong routine allows the student to
function in more of a stress free environment. Many
times these students find comfort in knowing what the
routine is for the day.
5
5

Confuses basic
words
Slow to
remember/recall
facts
Slow to learn new
skills
Avoids reading out
loud in classes or
with parents
Avoids reading and
writing tasks,
Works slowly
Difficulties keeping
the student on task

The U.S. Department of

Education reports that
there are over 2.8 million
students being served for
specific learning
disabilities. This number of
students is approximately
47.4% of all children
receiving special
education services.

Emotional / Behavioral Disorders

An emotional behavior disorder is defined by a consistent bad
or disruptive behavior that affects the childs educational
performance. This does not necessarily mean that they have
an intellectual disability they just may be more difficult to teach
in large classes where distractions are constant.

Warning Signs:

Shyness
Withdrawn
Depression
Self-criticism
Defiant
Impatience
Disruptiveness
Aggression

Did you know?

Intervention techniques include working in small groups so
students work with their peers, working with older students who
are more 'exciting' than the teachers this will allow the student
to hear the topic from a new perspective.
Talking with councilors and teachers about behavioral issues
and using good reinforcement (stars to get treats) or discipline
techniques when needed (taking away stars separating the
student from group treats or games) is also a great way to
maintain a proper and productive attitude with the student.
Also setting goals and reviewing good behaviors can reinforce
good behaviors

6
6

471,306 children
received care in
2005-2006 year. This is
.9% of school age
population that has
some form (mild to
extreme) behavioral
issues.

Intellectual Disabilities
Intellectual disabilities are characterized by a significant
limitation in the functioning of intellectual advancement
and adaptive behavior. This limits the students everyday
interactions with students and limits the skills that help them
function mentally and socially.

Intellectual disabilities include, Asperger syndrome, Autism,

Down syndrome, Epilepsy, Tourette syndrome and several
others.

Warning Signs:

Intervention techniques include getting an

Individualized Family Services Plan to best assist the
families and help set goals with the students.
In the school setting these students need repetition
and structure in their school day.
There are specialized technologies to assist teaching
these students including, smart boards, clickers,
educational games along with several others to
reinforce lessons and topics
Additionally, a specialist to the individual disability may
spend part of the day working with the student.

7
7

Delayed physical
movements of sitting,
crawling, walking
Delayed
development of
learning to talk
Finding it hard to
recall things
Not understanding
rules
Having issues with
problem solving
Trouble with thinking
Logically
Lack of
understanding
consequences of
actions

According to the Administration

for Children and Families, the US
Census doesn't collect national
data on people with intellectual
disabilities because of the
variety of criteria.
Although, According to the
American Psychiatric
Association's Diagnostic and
Statistical Manuel (DSM), about
2-3% of people meet the criteria
for intellectual disability.

Other Health Impairments

Health impairments are a health issue that affects the
functionality. Common diagnoses include arthritis, cancer,
Multiple Sclerosis, Asthma, AIDS, and heart disease.
These have no correlation with how the student learns or their
cognitive ability but rather how the student has to function in
the school setting based on their impairment (ex. A student with
asthma may not be able to keep up with other children in
physical education class)

Warning Signs:
Each Health impairment
has a different warning
sign. The best way to
know if a child is at risk for
the impairment is to
contact a doctor
immediately.
For more information on
each individual health
impairment please visit:
http://nichcy.org/disabilit
y/categories

Accommodations include making special

arrangements for the impairment. As said above
limited activity may be an arrangement in a PE class
for a child with Asthma. A student may have to take
time each week to go to a doctor or may have to
see a specialist. Some students may even have to
take more breaks or eat more often (in the case of
diabetes)
Overall the intervention techniques depend on the
impairment.

8
8

Data from U.S. Department

of Education indicates that
5.1% of all school-aged
students qualify for special
education services under
the category of Other Health
Impairment. (Includes
students aged 6-21 yrs.)

Traumatic Brain Injury

A traumatic brain injury is a complex and very serious
injury that can cause a broad spectrum of symptoms and
disabilities in a childs life.

Warning signs:

These injuries can be inquired through a variety of ways,

including penetration of the skull, results from bullet
wounds, results from a hard fall, being involved in a motor
vehicle crash, and several other ways.

Signs will vary based on the

severity and the
individualized case.

The results of these cases vary based on the severity of

the injury. Some children may recover quickly, some may
take a long time, and some others may not survive.

If any of these signs are

apparent there may be a
chance of a traumatic
brain injury.

Accommodations include orally reading any

assignments along with the following of the words. This
allows for a simple refresher while remaining stress free.
Another method includes repetition of the materials to
help cognitive growth in recalling facts. Also using
different educational tools to utilize several methods.
These students may need time to catch up on work. In
many cases the student may be recovering physically
and mentally before they are stressed with the task of
reentering school.

9
9

Concussion
(temporary
unconsciousness)
Skull fracture (a
break in one or more
bones in the skull)
Bruises (discoloration
of skin)
Hard time
functioning
Balance seems off

At least 1.4 million people sustain

a TBI. Of these, about 50,000 die,
235,000 are hospitalized, and 1.1
million are treated and released
from an ED.
Approximately 475,000 TBIs occur
among children ages 0 to 14
years; ED visits account for more
than 90% of the TBIs in this age
group

Gifted / Talented
A gifted / talented child is one that is so intellectually
stimulated that they exceed the schools learning
expectations. These students often work well
independently and tend to be great problem solvers.
These learners often are so well advanced that they may
know materials that up to two educational grades above
them.

Signs of a gifted student:

Improvising techniques include accelerating the

program for the student. This includes giving more
challenging readings that are centered on harder
vocabulary, increasing difficulty on worksheets or
homework assignments, challenging the gifted student
in the classroom, and using their advancement to help
other students (during discussions).
In many cases if the student is very well above their
grade level they will move the student up a grade.

Acting in a
perfectionist and
idealistic way
acting with a
heighted
sensitivity
Being
asynchronous
Are problem
solvers, get upset
with anything less
than an A for a
grade
Quickly finishing
any in-class or
homework
assignments
Asking for more
challenging
materials

The National Association for

Gifted Children estimates
that there are approximately
3 million academically
gifted children in grades K-12
in the U.S.
This is about 6% of the
student population

10
10

Visual Impairments
A visual impairment is an issue that affects the sense of sight.
In students this can affect their reading and writing skills. As it
seems that the student may be learning at the same pace
with the class they may not actually understand because
they cannot see properly. This may also affect the ability to
concentrate because they arent focusing on the topic
because they cannot properly see. In some more serious
cases, a student may be blind. This makes school even more
of a challenge because there is no visual connection.

Warning Signs:

Accommodations include for visual impairments

include getting the child tested for glasses or other
visual tools, giving the student the opportunity to
catch up if they are behind, seating the student
closer to the front of the room so they can see,
getting a textbook with larger print, or if necessary
using materials written in braille.
Many other techniques for blind students includes
using readers, audio taped books, braille books,
taped lectures, using a tape recorder, giving test in a
non-visual format.

11
11

Change in
academic
performance
Student staying
closer to a
friend or
teacher
Reading and
writing skills are
worsening or
not advancing
Student
complains of
lack of vision

An estimated 19 million children

are visually impaired. Of these,
12 million children are visually
impaired due to refractive
errors, a condition that could be
easily diagnosed and
corrected. 1.4 million are
irreversibly blind for the rest of
their lives.

Hearing Impairments
A hearing impairment is a problem in one or more part of
the ear that makes the functioning of the ear difficult. If a
student has a hearing disability it is crucial that they
receive help and an aid as soon as possible. Because
children learn mostly from vocal instruction this means they
are not learning nearly what they could be.

Warning Signs:

Accommodations include using technologies such as

hearing aids to assist the childs hearing. Then using one on
one and similar methods to get the child back up to speed.
Tools on the computer and other electronics are specially
designed to help to build more vocabulary when practicing
speaking skills.
If a student feels that they cannot hear well but do not
have a hearing aid, some classrooms are now offering
headphones so the student can turn up the volume while
the teacher wears a microphone.

12
12

The student
doesnt speak with
complete
sentences
The student reports
having a ringing in
their ears
They constantly ask
people to repeat
themselves
They have no
sense of volume
(when its too loud)
They have difficulty
understanding
concepts given
vocally

According to ASHA.org in
2000-2001 there was
5,775,722 students were
depending on special
education assistance of
those 70,767 (1.2%) were
treated for a hearing
impairment.

Developmental Delays
A developmental delay is when a child learns at a
noticeably slower pace than other students. This
intervention with a developmentally delayed child is very
important to do as soon as possible. This is because if there
is not any progress with the delay can potentially turn into
a learning disorder.

Warning signs:

Accommodations include seating them either with a

buddy who can help keep them on track or at a
separate desk so they do not get distracted, trying to
minimize distractions (don't seat the student by pencil
sharpener or window), being consistent in routines,
being predictable allows the student to relax in the
regular classroom, do not single out the student for
their disorder rather include them in discussions and
teamwork, always allow the student to talk to you if
they feel stressed.

13
13

Student doesnt
pay attention to
detail
Avoids eye
contact
Has floppy or limp
body posture
Rubs their eyes
frequently
Tits their head
when looking at
something
Struggles with
keeping up in
school

The U.S Centers for

Disease Control and
Prevention estimate that
in the year 2008, the
number of children with a
developmental disability
reached 10 million.

Physical Disabilities
A physical disability refers to a limitation of physical
activities. This can include a range of movement including
cardiovascular, orthopedic, neuromuscular and pulmonary
disorders.
Some conditions that are included in the physical
disabilities category include cerebral palsy, heart disease,
and muscular dystrophy.

Warning Signs:

Accommodations include teaching at the students

eye level, rearranging the classroom so the student can
easily enter and leave the room and allow the student
to interact with other students and assisting when the
student needs physical help.
Also asking how the student feels and asking for their
suggestions, making sure all activities include the
student, design oral reported lessons so all students can
understand (for students with cerebral palsy) and
several other methods.

14
14

The child is having

issues walking
The child is shaky
when writing or
doing hands on
activities
Shortness of
breath
Increased
heartbeat
Lack of energy
Unpredictable
emotions

According to the US
Census, 22.7% of
children between 5
and 12 years have a
physical disability, and
23.9% of children
between 13 and 18
years of age have a
physical disability.

Multiple Disabilities
Multiple disabilities are combinations of conditions that
can have an impact on the student's ability to learn. These
disabilities could be any combination of the disabilities. A
student could have a hearing impairment and could have
developmental delay. Or maybe the student has a
traumatic brain injury and is physically disabled; these are
only two of the thousands of combinations.

Warning Signs:

Intervention techniques include using time with the student

to them the time they need to develop skills, use peer
mentoring or mentoring with older students, using assistive
technology to overcome functional and communicative
limitations, using a different language (sign language) and
several others.
In this case the intervention techniques are going to rely
heavily on what the students disabilities are. This way the
intervention can best help them.

15
15

Student limits
their speech
and
communication
with families
and teachers
Issues with
necessary
physical
movements
Issues with
retaining
information
Constantly
needing
direction

The U.S Department of

Education reports that in
the 2003-2004 school
year roughly 2.2% or
132,333 students
received special
education services
based on a classification
of multiple disabilities.

Autism
Autism is a developmental disability that appears in the first
three years of a childs life. This complex disability is the result
of a neurological disorder that impacts the brain. Autistic
people have a hard time with social interaction and
communication
Most of the time in the school environment autistic children
have issues forming relationships and often want to be
independent.

Warning signs:

Intervention techniques include Using a visual

schedule (having a structured routine that is
predictable), considering where the student would be
best seated (away from too much noise and where
they can see and focus), using literacy instruction as
well as oral instruction, talking to the student
frequently to build a friendship, and teaching the
student at their own intellectual level. Many times they
can understand lessons in general education
classrooms they just may need more elaboration on
certain points of a lesson.
Sometimes giving the student a safe spot is also a
good idea, this way if they feel overly stressed or cant
handle being in a noisy area they have a place to go.

16
16

Child doesn't
respond to their
name
Does not gesture
or babble by 12
months of age
Does not talk by
16 months
Cannot express
what they want
Doesnt follow
directions child
Prefers to play
alone
Tunes people or
conversations out

As reported in a Journal of the

American Academy of Pediatrics,
estimate that 673,000 US children
have ASD. Odds of having ASD
were 4 times as large for boys than
girls. Non-Hispanic (NH) black and
multiracial children had lower
odds of ASD than NH white
children. Nearly 40% of those ever
diagnosed with ASD did not
currently have the condition

Common Prescribed Medications for Children with Disabilities

Catagory
Central Nervous
System Stimulants
These drugs enhance
activitiy in the centeal
and peripheral
nervous system. These
have had results in
awarness,
wakefullness,
endurance,
productivity, alertness
, and coordination.
Antidepressants
These drugs use
psychiatric
medication used to
help maintain mood
disorders.

Typically Prescribed
Medication

Treatment Targets

Ritalin (methylphenidate)

Attention deficit
hyperactivity disorder
(ADHD)

Emotionless, they may

have extreame
changes in regular
eating or sleeping
patterns, fast or
irregular heartbeat,
chest pain,
constipation, dizziness.

Treats attention issues,

anxiety disorders that
can becaused from
school, relationships or
lifes activities,
Prozac and Anafranil
treat obsessivecompulsive disorder. And
SSRIs and Wellbutrin are
to treat all three
behaviors.
Treats schizophrenic,
autistic and Tourettes
disorders.

Tired and their bodies

may feel sore. Also the
child may need to
consume more water,
show signs of
constapation,
increased urination,
upset stomach,
difficulties sleeping.

Dexedrine
(dextrinanogetanine)
Cylert
(magnesium pemoline)
Adderall
(Amphetamine/ Dextroamphetamin
e)
Vyvanse (Lisdexamfetamine)
Tricyclics
(Tofranil, Pamelor, Anafranil,
Norpramine)
Specific Seratonin Reuptake
inhibitors
(Prozac, Zoloft, Paxil)
Wellbutrin (bupropion)

Antipsychotics
These drugs are used
to calm and reduce
psychotic symptoms
by using the neuron's
ability to take up the
neurotransmitter
dopamine.

Mellaril (thioridazine)
Haldol (haloperidol)
Orap (pimozide)
Risperidone (Risperdal)
Olanzapine (Zyprexa)

Mood Stabilizers
These drugs are
psychiatric
medications used to
treat mood disorders
that included intense
mood shifts.

Negative Effects

Zaprasidone (Geodon)
Lithuim (lithium carbonate)

Helps treat EmotionalBehavioral Disorders.

These help stabilize
moods in a range of
cases including some
severe cases.

Ralproate (divalproex)
Tegretol (Carbamatepine)
Fanatrex (gabapentin)
Lamictal (Lamotrigine)

17
17

Numbness in actions
or facial movements,
unpredictable motor
movements, more
vulnurable to infection,
involuntary muscle
movements, blurred
vision,
Could cause later
issues with dyskinesia,
and
Confused, poor
coodination, unstable
to walk,diarrhea,
unable to process
simple thoughts, hair
loss, can all be caused
by too much lithum.
Blood levels must be
monitered.

Catagory

Antiepileptics
are drugs that are
prescribed to reduce the
number of seisures that a
person with epilepsy has.

Typically Prescribed
Medication

Treatment Target

Tegretol (carbamazepine)
Depakene, Depakote
(valproic acid)

Anger issues, bipolar

disorder, agression and
emotional stabibility.

Negative Effects

Nausia, confusion,
sedation, tiredness, blood
disorders, dizziness, rashes,
blurred vision, anorexia.

Dilantin (phenytoin)
Blood levels must be
monitered for safe use.

Lamotrigine (lamictal)

Antihypertensives
These drugs are used to
help treat high blood
pressure. The drugs block
adrenaline-like chemicals
in the body.

Gabapentin (Neurontin)
Catapres ( clonidine)

To reduce irritability and

agression and premote
awareness and
functionality

Tenex (guanfacine)
Inderol (propranalol)

Not approved for ADHD

cases because Catapres
can react with Retalin.

Catapres- Tiredness,
weight gane, dizziness,
confusion, and nausia.
Tenex-headaches, loss of
appitte.
Indreol-blood pressure
change.

Please remember that this is only a general

overview of typical medications prescribed.
Each childs case is a little different. If you feel
there is any sign a child in your life may need
assistance the best way is to contact the
childs parents and have them go to their
childs doctor.
Tips for parents when talking to your Doctor:
Be prepared. Share any warning signs
having them written down is a great
way to insure you remember every
important fact.
Be curious. Dont hold back on any
questions for your doctor. They are there
to help you!
Be Strong. Remember, no matter what
happens the child is a blessing. They
need your strength because even
though it will be hard for you it may be
harder for them. But no matter what
they deserve love.

There is a brilliant child

locked inside every student
-- Marva Collins

18
18

Laws Concerning Special Education

Individuals with Disabilities Education Act
In 1975 congress enacted the public law 94-142 also known as the Education for All Handicapped Children Act.
This Act was made to help protect the rights of and help meet the needs of all handicapped children. The law is
currently enacted as the Individuals with Disabilities Education Act (also known as IDEA) and was amended in
1997. It applies to children ages 3-21.The six main principles of IDEA are:
Free Appropriate Public Education(FAPE)- This guarantees that each child with a disability is eligible for special
education will be entitled to a free appropriate public education at no cost to the parents. The schools would still
have to meet the standards from the department of education but would allow the classes to be individualized to
meet the needs of each eligible student. Also under FAPE the child is to learn by their Individualized Education
Program (IEP).
Appropriate Evaluation- This requires each student suspected of having a disability is to be tested in each area by
knowledgeable evaluators by using a variety of evaluation materials and procedures (so they cant be racially or
culturally discriminatory) and to produce and individualized educational plan for the student. This evaluation must be
done every three years.
Individualized Education Program (IEP)- The individualized plan for the student disabilities. This is made by the IEP
team of the student, educators and parents and is a written statement with information about how the child is doing
in the general education curriculum and goals to reach before the next grading period.
Least Restrictive Environment (LRE)- This is to determine the best learning environment for the student. This part
does state that the student should have time in the regular classroom but may go to a special education classroom if
it is an area that needs extra help. This will vary from student to student because it must depend on their individual
needs.
Parent and Student Participation in Decision Making- This reinforces that parents and students are very involved in
the decision-making of the special education process. They have the rights to receive notice, give consent for certain
activities (evaluations, changes in placement, release of information to others) and to participate in meetings
concerning the childs special education program and IEP.
Procedural Safeguards- These are in place to ensure the rights of disabled children and parents are protected. The
procedures state all information about the students academics are released to the parents so they can be part of all
decision making. If for any reason the parents disagree with any information provided they can go through a process
to resolve the issue.

This is the major law concerning special education.

19
19

Section 504 of the Rehabilitation Act

Section 504 enforces a federal law that was formed in 1973. This law was made to protect the rights
of individuals with disabilities. What it stated is that any programs that received federal funds to assist
financial needs could not deny benefits, exclude or discriminate any person based off a disability.
Section 504 of this act states that every school or educational programs is to provide services for free
to a student with a disability. This works with the I.D.E.A. act that guarantees free public education.

Public Law 101-336

Excellence in
education is when
we do everything
that we can to make
sure they become
everything that they
can. Carol Ann
Tomlinson

The law from 1990 is also called the Americans with

Disabilities Act (ADA), created equal standards for people
with disabilities. This law also includes people with other
diseases, disfigurements as well as people in rehabilitation for
drug or alcohol use. ADA offers protections for bias based on
race, sex, and religion. ADA also regulates equal opportunity
for employment and other public services. Under ADA, a
'qualified employee' means, someone who can do the job
with or without reasonable accommodation. The only
acceptation is if the business has less than 15 employees
because they may not be able to afford any
accommodations. The employer is not permitted to ask if the
employee has a disability and cannot discuss
accommodations unless to the employee prompts so. The
business cannot hold any tests unless every employee is
required to do so. They are to be paid and treated as any
other employee would be.

Rosas Law
A new law made in 2010. A young girl named Rosa
brought up the point that she takes offence to the
term "mentally retarded" in health and labor laws.
Rosa is a student who has Downs syndrome and was
tired of hearing the term in school and other situations
because of her disability. She brought it up to the
government and under Rosa's law it is to now be
referred as "intellectual disability".

20
20

Pennsylvania Association for Retarded Citizens v.

Commonwealth of Pennsylvania
In 1971 the Pennsylvania Association for Retarded Citizens (PARC)
started fighting for the rights of children with disabilities. They
wanted the children to have the same rights in educational
settings as students without disabilities. They also challenged the
state law that 'allowed' public schools to deny
services to children with disabilities under the age of
5 before they start first grade. This was one of the
founding laws that was important for the rights of
people with disabilities.

No Child Left Behind

This Act was put into place in 2001. It was formed to
require every public school in the United States to
work on improving the education of all students.
The law requires that the states and schools be held
accountable for their students progress. Any
student in the grades 3-8 has to take annual reading and
mathematics test. They also must take a science test in their
elementary, middle and high school (in other words every 4
years). Then the annual report cards were collected to analyze
the schools data. This gave each school an idea of which areas
need the most improvement.

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Overview
Overall Id like to remind you of a couple of things.
The first is that this handbook is to give a basic
overview of each disability category, common
medications, and main laws involved in the lives of a
person who has a disability. Each of these disabilities is
much more complex than a one page overview. If
you feel a child could have a disability get help right
away each moment of help could greatly impact the
rest of their lives.
Secondly, each child is unique. These disabilities are
generalization of cases that have been studied.
Although some teaching techniques work for all
students in a category that does not necessary mean
that the child is fully supported educationally. Each
IEP (Individualized Education Plan) is formed to help
the child in their unique conditions.
Thirdly, every single student is teachable. Its just that
these students learn differently. With support from
there families, friends, and the school a child can
defiantly learn easier. One last technique that I feel is
very important is communicating with the student.
Allowing feedback is always the best way to
understand how the student is feeling about their
education and how to best fit their needs.

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