Disability-Specific Characteristic Matrix

Academic Social and/or Behavioral Physical Possible

Characteristics Characteristics Characteristics Strengths
 Difficulty learning  Inattentive  Poor Motor Abilities  Detailed
certain subjects  Distracted  Lack of Coordination  Neuro Diversity
 Difficulty remembering  Social Skills Deficits  Directional Confusion  Hardworking
Specific Learning

skills learned  Social/Emotional issues  Dedicated to others

 Insconsistent academic  Challenging Behavior  Requiring Creativity
Disabilities

deficits  Low Self-Esteem  Great memory from personal

 Information-processing  Withdrawn experiences
difficulties
 Lack of Meta-Cognitive
Strategies
 .  easily frustrated - antsy –  easily frustrated -  Good with electronics
 easily frustrated - edgy antsy – edgy  Show empathy
antsy – edgy  inappropriate topics /  inappropriate  Resilient
 inappropriate language / tone topics / language /  Respond well to routines
topics / language /  often behind in curriculum tone
Emotional Disturbance

tone  deficits in pragmatic  often behind in

(aka Behavior Disorders)

 often behind in communication curriculum

curriculum  may give up easily  deficits in
 deficits in  does not follow directions pragmatic
pragmatic consistently communication
communication  easily frustrated - antsy –  may give up
 may give up easily edgy easily
 does not follow  inappropriate topics /  does not follow
directions language / tone directions
consistently  often behind in curriculum consistently
 deficits in pragmatic
communication
 may give up easily
 does not follow directions
consistently

Academic Social and/or Behavioral Physical Possible

Characteristics Characteristics Characteristics Strengths
 easily frustrated -  easily frustrated - antsy –  easily frustrated  Creativity
antsy – edgy edgy  inappropriate  Imagination
Hyperactive Disorder

 inappropriate topics /  inappropriate topics / language  Enthusiastic

Attention Deficit

language / tone language / tone  often behind in  Spontaneous

 often behind in  often behind in curriculum curriculum  Increase energy
(ADHD)

curriculum  deficits in pragmatic  deficits in

 deficits in pragmatic communication pragmatic
communication  may give up easily communication
 may give up easily  does not follow directions  may give up
 does not follow consistently easily
directions  does not follow
consistently directions
consistently
  Academic deficits
Other Health Impairments & (missed instruction)
Orthopedic Impairments  Frequently absent or
tardy
 Quiet in classes, but
demanding in other
ways
Academic
Characteristics
 wide ability range -
average/high IQ
 uneven skill development
Autism Spectrum Disorder
 - varied strengths &
weaknesses
(High-functioning)
 exceptional rote memory
 communication deficits
(mutism & echolalia)
 disorganized
 learn concretely
 Socially immature and/or  Tired – chronic pain,  Perseverance
hesitant with peers irritability, loss of  Empathy
 Socially withdrawn (or socially appetite, sleepiness,  Assertiveness
ignored) abdominal pain,  Risk-Taking
 Overly dependent on vomiting,  Advocates for themselves and
parents/caretakers (learned  Physical weaknesses others
helplessness) – pale, withdrawn
 Avoid being singled out/resist appearance, weight
drawing attention to themselves loss/gain,
sluggishness
 Visible physical
attributes – walk
different, curled hand,
bent over, oxygen
tank, walker
 Smaller stature
Social and/or Behavioral Physical Possible
Characteristics Characteristics Strengths
 difficulty relating to others -  focuses and becomes an expert  Subject matter
extreme aloneness  specific food preferences experts
 become fixated on specifics  need for structure & sameness  Excel working alone
 lack sense of humor  sleep difficulties  Highly skilled
 lack of spontaneous actions and  may be resistance to physical  Offers new
viewpoints
imagination (concrete) touch
 temper tantrums, aggression,  / embrace
property destruction  extra sensitive to sensory
 obsessive, bizarre, repetitive experiences - noises, clothes,
behaviors - rock, hand flap, twirl, textures, touch temperature
hum, gaze, spin objects, click
  learns more slowly –
Intellectual Disability
needs more repetition
 academic deficits
 Learns concretely
 difficulty remembering
Mild
directions & expectations
 take longer to accomplish
tasks
 socially awkward  doesn’t understand social  Focus on
 often extra friendly rules/pragmatics independence
 lacks appropriate social skills for  deficits in adaptive behavior –  Compassionate
getting teacher’s attention everyday life skills  Good with Routines
 often easy to please  socially immature
 may have difficulty controlling
emotions
 persistent
 Becomes fixated on certain topics
 overly dependent on
parents/caretakers (learned
helplessness)