Accommodations Menu

Kelly Wall
SPU 314-030
Specific Learning Disabilities
Specific Learning Disabilities

 A disorder in one or more of the basic psychological processes involved in

understanding or in using language, spoken or written, which disorder may
manifest itself in an imperfect ability to listen, think, speak, read, write,
spell, or do mathematical calculations. The term includes such conditions as
perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and
developmental aphasia. The term does not include a learning problem that is
primarily result of visual hearing, or motor disabilities, of mental retardation,
of emotional disturbance, or of environmental, cultural, or economic
disadvantage.
Characteristics

 Memory and metacognitive  Perceptual-motor and general

problems coordination problems
 Short term memory  Visual
 Working memory  Trouble solving puzzles

 Retrieval of information from long  Trouble seeing/ remembering

term memory shapes

 metacognition  Auditory
 Difficulty distinguishing between
 Motivational problems words that sounds alike
 Social emotional problems
Characteristics
Academic Achievement problems
 Phonological awareness
 Decoding
 Reading fluency
 Vocabulary
 Reading comprehension
 Math computations
 Spelling
 Handwriting
 Composition
 Syntax (grammar)
 Semantics (word meaning)
Accommodations

 Break problems and assignments into smaller and more manageable parts
 Repeat directions slowly and use modeling and demonstrations
 Peer tutoring
 Use social stories, modeling, and roleplaying to teach social skills
 Using graphic organizers to help with writing
 Post rules and self regulated strategies around the classroom
 Demonstrate how learning applies to real life situations
Intellectual Disabilities
Intellectual Disabilities

 Significantly sub-average general intellectual functioning, existing

concurrently [at the same time] with deficits in adaptive behavior and
manifested during the developmental period, that adversely affects a child’s
educational performance.
Characteristics

 Limitations in language  Lack of social inhibitors

comprehension and production
 Deficits in:
 Gullibility  Memory
 Delays in oral language  Language
comprehension and production
 Self-regulation
 Difficulties in metacognitive,
 Attention
memory skills, and problem solving
 Motivation
 Difficulties in auditory processing
 Social development
 Trouble understanding social rules
Accommodations

 Break problems and assignments into smaller and more manageable parts
 Repeat directions slowly and use modeling and demonstrations.
 Provide visual aides
 Use hands on materials to help trach and reinforce concepts
 Use social stories, modeling and roleplaying to teach social skills
 Peer tutoring
 Adapt materials to best fit the students needs
 Use assistive technology
Emotional Disturbance
Emotional Disturbance

 A condition exhibiting one or more of the following characteristics over a long

period of time and to a marked degree that adversely affects a child’s educational
performance:
 (a) An inability to learn that cannot be explained by intellectual, sensory, or
health factors.
 (b) An inability to build or maintain satisfactory interpersonal relationships with
peers and teachers.
 (c) Inappropriate types of behavior or feelings under normal circumstances.
 (d) A general pervasive mood of unhappiness or depression.
 (e) A tendency to develop physical symptoms or fears associated with personal or
school problems.
 Includes schizophrenia. The term does not apply to children who are socially
maladjusted, unless it is determined that that they have an emotional disturbance
under paragraph (c) (4) (i) of this section
Characteristics

 Average IQ is around 90  Excessive guilt

 Slow learner/mild intellectual  Avoiding social experiences
disability
 Suicidal thoughts/ actions
 Socially rejected
 Acting sad, lonely, and apathetic
 Difficulty understanding and using
 Low self-esteem
languages in social circumstances
 Difficulty developing close and
satisfying human relationships
Characteristics

 Internalizing behaviors  Externalizing behaviors

 Anxious  Aggression
 Withdrawn  Refusing to Comply
 Immaturity  Vandalism
 Depression  Extortion
 Crying
 Destructiveness
Accommodations

 Use functional behavior assessment to identify source of unwanted behavior

 Use a behavioral intervention plan (BIP) to extinguish unwanted behaviors
 Create behavior management plan to foster good behavior
 Suggest counseling
 Model acceptable behavior though social stories, videos, or roleplaying
 Power card
 Create a way to express feelings in a healthy way, such as a journal
Orthopedic Disabilities
Orthopedic Disabilities

 A severe orthopedic impairment that adversely affects a child’s educational

performance. The term includes impairments caused by a congenital anomaly,
impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and
impairments from other causes (e.g. Cerebral palsy, amputations, and
fractures or burns that cause contractures).
Characteristics

 Affect a child's ability to move, use, feel, or control certain parts of the body
 A wide range of characteristics that are specific to the underlying diagnosis
which may include
 Problems with motor skills
 Speech impairments
 Multiple disabilities
 Body pain and discomfort
 Fatigue
 Poor sleep quality
 Constant absence from class
 Limping
Accommodations

 Arrange classroom for easier access for a wheel chair, electric chair, or walker
 Take frequent, short break in activities
 Assign students to be page turners, book holders, or helpers for the student
with an orthopedic disability
 Physical and occupational therapy
 Assistive technology
 Communication devices
 Pencil grips, larger pens, pencils, markers, ect
 Pre-cut materials
Visual Impairments
Visual Impairments

 An impairment in vision that, even with correction, adversely affects a child’s

educational performance. The term includes both partial sight and blindness.
Characteristics

 Eyes that don’t move together when following an object or a face

 Crossed eyes, eyes that turn out or in, eyes that flutter from side to side or
up and down, or eyes that do not seem to focus
 Eyes that bulge, dance, or bounce in rapid rhythmic movements
 Pupils that are unequal in size or that appear white instead of black
 Repeated shutting or covering of one eye
 Unusual degree of clumsiness, such as frequent bumping into things or
knocking things over
Characteristics

 Frequent squinting, blinking, eye-rubbing, or face crunching, especially when

there’s no bright light present
 Sitting too close to the TV or holding toys and books too close to the face
 Avoiding tasks and activities that require good
 Delays in motor skills
 Body rocking
 Poking/ rubbing eyes
 Repetitive hand and finger movements
 grimacing
Accommodations

 Brail
 Tactile materials
 Raised notes and pictures
 Enlarged text
 Assistive technology
 Audio materials
 Orientation and Mobility training
 Electronic note taker
 Peer tutoring
Autism
Autism

 A developmental disability significantly affecting verbal

and nonverbal communication and social interaction,
generally evident before age three, that adversely affects
a child’s educational performance. Other characteristics
often associated with autism are engaging in repetitive
activities and stereotyped movements, resistance to
environmental change or change in daily routines, and
unusual responses to sensory experiences. The term
autism does not apply if the child’s educational
performance is adversely affected primarily because the
child has an emotional disturbance.
Characteristics

 Autism impacts normal development of the brain in areas of social interaction and
communication skills.
 Difficult to communicate with others and relate to the outside world.
 Occasionally, aggressive and/or self-injurious behavior may be present.
 May exhibit repeated body movements (hand flapping, rocking).
 Unusual responses to people
 Attachment to objects
 Resistance to change in routine
 Sensory sensitivities
 Avoid eye contact
 Echolalia (repetitive language)
Accommodations

 Break task, problems and directions into smaller parts

 Repeat directions and provide modeling and demonstrations as well
 Extra time on test
 Seating in the front of the room
 Written study guides and guided notes
 Model acceptable behavior though social stories, videos, or roleplaying