Exceptionality

Name
Definition &
Alberta Ed.
Code

Characteristics
and/or
Observable
Behaviors

Teaching
Strategies and
Resources

Autism Spectrum Disorder (ASD)

Autism Spectrum Disorder (ASD) is a lifelong neurodevelopmental disorder that impacts an individuals cogn
abilities. This disorder influences how an individual senses and responds to their environment and can cause di
verbal communication, expression and relationships. ASD affects individuals to different degrees, which used
as multiple disorders including Aspergers, childhood disintegrative, and pervasive developmental disorder (A
Psychiatric Association, 2013, p. 1). However, all individuals diagnosed with one of these conditions is now co
the ASD umbrella.
Alberta Education has estimated the incidence rate of ASD to be roughly 1 in 2000 births. However, Alberta E
an older definition of ASD specified in the DSM-IV. When a broader spectrum of disorders is included, the pre
may be as high as 1 in 500 births.

Code: 44
Each person with autism spectrum disorder is a unique individual. As such, each individual will experience un
throughout their lifetime whether that be in professional or in social settings. There are four main categories of
that generally seem to be affected under the autism spectrum:
communication characteristics
social interaction characteristics
unusual/challenging behaviour characteristics
learning characteristics
Other characteristics of individuals with autism spectrum disorders include:
unusual patterns of attention
unusual responses to sensory stimuli
anxiety
1. Provide information in multiple different visual forms
Daily agenda in the form of words and pictures
Manipulatives for class work
2.Limit distracting stimuli
Limit wall decorations
Provide earplugs for distracting sounds
Have defined regions in the classroom
Cover up or put away materials that are not in use
3.Establish a calming area
Tent
Tipi
Cardboard folders
Curtains
4.Provide warnings about upcoming transitions and changes
Daily agenda
Provide reminders for transitions
Provide warning for any out of the ordinary activities
5.Allowing for movement/ brain breaks
Provide fidgets
Do stretches/ incorporate yoga
Schedule relaxation or exercise breaks

Links/Sources

Exceptionality
Name
Definition &
Alberta Ed.
Code

Choice works: https://itunes.apple.com/us/app/choiceworks/id486210964?mt=8

The Choice works app is an essential learning tool for helping children complete daily routines (morning
understand & control their feelings and improve their waiting skills (taking turns and not interrupting).
First Then Visual Schedule:
https://itunes.apple.com/ca/app/first-then-visual-schedule/id355527801?mt=8
First-Then visual schedule application is designed for caregivers to provide positive behavior support
Do2Learn:
http://do2learn.com/disabilities/CharacteristicsAndStrategies/AutismSpectrumDisorder_Strategies.html
Do2Learn is a website offering a list of strategies that may help students with a variety of needs, including
ASD.

Blindness/Low Vision

Inclusive term that covers people who are blind or partially sighted, including people who have no sight from
who are legally blind, as well as people with vision loss below 20 degrees in the better eye (20/70) - CNIB
Visual impairments including blindness means an impairment in vision that, even with correction, adversely a
educational performance. The term includes both partial sight and blindness. - Council of Exceptional Childre
If a child is suspected to have vision loss, they can be tested to see if they should be coded. Eye doctors can as
vision, while specialized teachers, orientation and mobility instructors, and psychologists are able to assess the
abilities. For coding, assessment is typically conducted yearly. It may, however, be necessary to conduct these
frequently if vision loss becomes more severe and to assess if added changes are needed to suit the individual

Code 30 and Code 56 cover students with mild to moderate visual disability. This is classified as:
- a child with vision so limited it interferes with the ability to learn and requires modification o
environment
- a student with visual acuity of less than 20/70 in the better eye after correction, and/or a redu
vision

Code 45 covers students who are blind. This is defined as:

- a student with corrected vision so limited that it is inadequate for most or all instructional sit
information must be presented through other means
- a visual acuity ranging from 6/60 in the better eye after correction to no usable vision or a fie
reduced to 20 degrees
It is difficult to be sure of the incident rate of low vision/blind students in Alberta, but it is likely similar to the
than one percent of American students afflicted.

Characteristics
and/or
Observable
Behaviors

Teaching
Strategies and
Resources

The degree and cause of visual impairment in a student will result in different characteristics and observable be
students with low vision or blindness.
Students with low vision/blindness may have less interactions with their environments with their peers. It may
difficult for a low vision student to move about their environment, and they may bump into objects or people. T
less reason to explore interesting objects around them, and as a result miss opportunities to learn.
Because social behaviors are largely learned by observing others, some students with visual impairment may n
nonverbal cues and nuances of social behavior. This may lead to displays of social immaturity, isolation, and le
assertiveness than their peers.
Reading and writing may pose a challenge to students with low vision/blindness. This might result in low read
messy writing, and difficulty in performing reading and writing tasks.
Because of the difficulties that students with low vision/blindness are facing, they may have difficulties being
Their struggle with navigating their world (both physical and social) as well as difficulty using school material
reflected in a lack of motivation for learning.
Differentiation Strategies:
1.
Having students be able to have software that increases the letter for class notes, so that they can follo
the class
2.
Verbalizing what is on the board for notes, calendar, agenda, and any upcoming events
3.
Having students participate to the best of their abilities with mobility tasks; incorporating games that
participate not alienating the child due to their disability (i.e., gymnastics rolls and tumbles, stationary cardio,
punching bag, boxing, walk with partner, dumbbell weights)
4.
More collaborative work in the classroom, having part of the lesson be either a classroom discussions
discussions in the class so that the student can partake in the discussion in a meaningful way and they can learn
voices
5.
Ensure where they are sitting they are able to see and have appropriate lighting
6.
Allowing low-vision students to do oral assessment and giving the student oral feedback

Specific Strategies:
1.
Providing a lamp for when they read
2.
Having resources that are clear and with large font planning ahead the resources that will be needed
vision and vision students
3.
Contrasting colors and textiles to identify different things (i.e., color-coded map or place for assignme
resources)
4.
Reduce visual clutter in the classroom not using a lot of colors and posters up on the walls
5.
Giving the student sufficient time with their notes and assignments

Proactive Strategies:
Having students become familiar with the different technological tools (i.e., Zoomtext, magnifying apps or ma
and it would be helpful for the student if they were able to become familiar with the classroom setup when oth
not in the classroom. Having the student get acquainted with large-print textbooks and Braille. Having students
adjust lighting options when using lamps to change brightness when reading; what they find too bright, too low
right.

Links/Sources

Exceptionality
Name
Definition &
Alberta Ed.
Code

Alberta Education (2004) Essential Components of Educational Programming for Students who are Blind or V
Impaired. Standards for Special Education. Pg 1-14.
Adaptive Software and Technology Program. (n.d.). Retrieved January 17, 2016, from http://www.asvicalgary.
A New Model of Education for Blind and Low Vision Students. (n.d.). Retrieved January 16, 2016, from
https://nfb.org/images/nfb/publications/fr/fr28/fr2/fr280203.htm
Bent, B. & N. Nicolajsen. (2005). Tips and Tricks: Improving accessibility to electronic board notes for studen
impairments. Vision Resource Centre North. Pg 1-31.
Council for Exceptional Children. (2016). Who Are Exceptional Learners. Retrieved January 16, 2016, from
http://www.cec.sped.org/Special-Ed-Topics/Who-Are-Exceptional-Learners
Adapting Environments for Individuals with Vision Loss. (n.d.). Retrieved January 16, 2016, from
http://www.perkinselearning.org/videos/webcast/adapting-environments-individuals-vision-loss
Rao, E. (n.d.). Considerations For Low Vision Students In A Classroom. Retrieved January 18, 2016, from
http://www.tsbvi.edu/program-and-administrative-resources/53-resources/program-and-administration-resourc
considerations-for-low-vision-students-in-a-classroom
Visual Impairment. (n.d.). Retrieved January 18, 2016, from
http://www.learnalberta.ca/content/inmdict/html/visual_impairment.html
Alberta Government. (2015). Special Education Coding Criteria. Pg 1Helping Individuals. (2012). Retrieved January 16, 2016, from http://childrensabilityfund.ca/subcategory/what
do/helping-individuals/3
Vision Aware. (2015). Exercise for People Who Are Blind or Have Low Vision. Retrieved January 18, 2016, fr
http://www.visionaware.org/info/everyday-living/recreation-and-leisure/sports-and-exercise/exercise-5866/123
Odle, T. (2009, December 23). Visual Impairments. Retrieved January 18, 2016, from
http://www.education.com/reference/article/visual-impairments1/
https://open.alberta.ca/dataset/ee2ccea8-97fe-41a1-aa11-ed9f21421364/resource/99dcf34f-9800-43c3-9138a0dcb23f5e51/download/3656041-2014-Special-Education-Coding-Criteria-2014-2015.pdf

Cerebral Palsy (CP)

Cerebral palsy (CP) refers to a group of disorders that result from injury to the developing brain, and can affec
and muscle coordination. CP is not progressive, but may seem to change as the child grows. For most children
cause is unknown. However, the risk is greater in babies born preterm and with low birthweight. Furthermore,
as a result of problems associated with preterm birth or may indicate an injury has occurred during the pregnan
caused the baby to be born early.
There are 3 main types of CP:
1. Spastic: stiff and difficult movement, as muscles are contracted all the time and limbs feel stiff.
2. Athetoid: involuntary and uncontrolled movement, as messages from the brain to the muscles are not coordi
movements occur all the time and, in particular, may interfere with speech.
3. Ataxic: disturbed sense of balance and depth perception, resulting in awkward and unsteady movements of t
feet.
Code: 58 (Mild)
Code: 44 (Severe)

Characteristics
and/or
Observable
Behaviors

Depending on which areas of the brain are damaged, CP can cause one or more of the following: muscle tightn
involuntary movement, difficulty with gross motor skills such as walking or running, difficulty with fine moto
writing or doing up buttons, and difficulty with perception and sensation. Individuals with CP may have cognit
and language disorders, visual and hearing impairments and/or learning disabilities. The parts of the body that
and the severity of impairment can vary widely.

Further characteristics and observable behaviors include:

have learning disabilities, visual impairments, hearing problems, speech problems, drooling issues, and behav
need braces, crutches, or a wheelchair to get around
need assistive devices for writing and speaking
have difficulty sitting still and have uncontrolled movements
have difficulty with bladder and bowel control and may need to use a bathroom frequently
have seizures
need occupational therapy (OT), physical therapy (PT), and speech therapy during the school day

Teaching
Strategies and
Resources

Break tasks into short, easy-to-manage steps

Provide each step separately and give feedback along the way
Teach strategies for self-monitoring, such as making daily lists and personal checklists for areas of difficulty
Use instructional strategies that include memory prompts
Consider ways to adapt play activities and structure opportunities for play with peers
Teach the entire class modified versions of common recess games, and/or assign a recess or break buddy
Teach peers how to interact with the student using the communication device or book
Monitor for signs of anxiety or depression, such as visible tension, withdrawal, changes in grooming habits, m
coming late to class, fatigue or incomplete assignments
Provide support in transitioning from one activity or place to another

Links/Sources

Learn Alberta
http://www.learnalberta.ca/content/inmdict/html/cerebral_palsy.html
Quick Guide: Supporting Children and Youth from Low-Incidence Populations
https://archive.education.alberta.ca/media/15045946/lowincidence_digital_20150429_high-res.pdf
10 tips for Teachers
http://cerebralpalsy.org/information/acceptance/tips-for-teachers/
Infusing Assistive Technology for Learning into the IPP Process
https://archive.education.alberta.ca/media/525549/ipp9.pdf
Cerebral Palsy Special Needs Factsheet
http://kidshealth.org/parent/classroom/factsheet/cp-factsheet.html
BC Ministry of Education - Special Programs: Awareness of Chronic Health Con
http://www.bced.gov.bc.ca/specialed/awareness/31.htm

Exceptionality
Name

Down syndrome

Definition &
Alberta Ed.
Code

Is a congenital disorder arising from a chromosome defect. The chromosome defect occurs during conception.
babies inherit 46 chromosomes from their parents, 23 from their mother and 23 from their father, children with
syndrome inherit 47 chromosomes. This extra genetic material causes intellectual impairment/developmental d
physical abnormalities. As of now, there is nothing one can do to prevent chances of conceiving a child with D
(The Nemours Foundation, 2016, About Down Syndrome).
Code 43 (severe)

Characteristics
and/or
Observable
Behaviors

Some physical abnormalities include:

flat and broad facial profile, upward slant to eyes, small ears, and protruding tongue
low muscle tone, especially in babies, as they appear to be floppy
can improve over time, but most developmental milestones (sitting up, crawling, and walking) occur late
other kids
short stature
often born an average size, but tend to grow at a slower rate than their peers
Intellectual impairments:
Down syndrome affects the ability to learn in different ways
most have mild to moderate intellectual impairment
They can learn and are capable of developing skills throughout their lives, however, they simply develop
different paces

While some kids have no health problems, others can experience a vast array of medical issues. Some of the m
medical conditions include:
congenital heart defects
pulmonary hypertension, which can lead to irreversible damage to the lungs
hearing and vision problems
thyroid problems
stomach and intestinal problems
seizure disorders
breathing problems, including sleep apnea and asthma
obesity
unstable upper spinal problems

Behaviours in school:
As the severity is different for each student, it may be hard to distinguish cognitive abilities from that of a
student. Most people with Down syndrome can read and write, live alone, cook, clean and have a job in so
Although, they usually work with people or in people rich settings.
Students may be slower at processing information or completing assigned tasks, but they are still capable
schoolwork. Assignments can be modified to ability levels without taking students out of mainstream clas
Some students who have severe disabilities because of Down syndrome may be in special classes that teac
they may be non-verbal.

Teaching
Strategies and
Resources

Encourage participation by mainstream students, as well as, in physical fitness and school activities, espe
extracurricular programs. Provide alternative roles if the student is unable to participate due to limitations.
Provide opportunities for your students to be successful in school through learning about their interests.
Increase the use of visuals in the classroom: use images, symbols and introduce sign language as a form o
communication.
Alter class environment to best meet the students needs (ie. may need to provide a lower desk and chair i
with DS has a short stature)
Use a buddy system. Pair the DS student with a classmate who will help accommodate them in their learn
Use modeling, role-playing and physical demonstrations to help make certain tasks and activities more cl
Allow extra time for students to complete tasks and assignments.
Break up tasks into small blocks and focus on things in small steps.
Incorporate games and play into the students learning tasks.
Encourage student to express their wants and desires with explanations rather than simple yes and no resp
Help the student develop independence.

Links/Sources

Characteristics and Health Concerns for People with Down syndrome

http://www.cdss.ca/information/general-information/characteristics-and-health-concerns-for-people-with-d
syndrome.html
Teaching Students with Down syndrome
http://www.cdss.ca/images/pdf/parent_Information/teaching_students_with_down_syndrome.pdf
Medical Disability Information for Classroom Teachers
http://www.learnalberta.ca/content/inmdict/html/pdf/DownSyndrome_E.pdf
Down syndrome
http://raisingchildren.net.au/articles/down_syndrome.html
About Down Syndrome
http://kidshealth.org/parent/medical/genetic/down_syndrome.html
Why Its Important to Make Simple Changes at Home
https://www.understood.org/en/learning-attention-issues/understanding-childs-challenges/simple-changes-a
its-important-make-simple-changes-at-home

Exceptionality
Name
Definition &
Alberta Ed.
Code

English Language Learner (ELL)

English Language Learner students are those whose primary language or languages of the home, is different th
who may therefore require additional services in order to develop their individual potential within the school s
students speak variations of English that differ significantly from the English used in the broader Canadian soc
school; they may also require ELL support.
students may be immigrants arriving in Canada
students may be Canadian born but do not speak English at home
Code 301 (foreign born)
Code 303 (Canadian born)

Characteristics
and/or
Observable
Behaviors

Behaviors:

Social: may have difficulty fitting in with children due to a language barrier, unable to contribute to the conve
lack basic interpersonal communication skills
Emotional: may have separation anxiety or feel uncomfortable due to being in an environment in which they
completely understood

Learning: may learn at a slower rate because they may not understand what words mean in English

Teaching
Strategies and
Resources

Links/Sources

Modelling - using physical representations to communicate

Interaction/Play - facilitating language and vocabulary through play and interaction
Family and Community Development - it is important to provide continual support in both native and second
Rate of Speech and Wait Time - giving the students time to process a clear enunciated use of the language
Visual Representations - using physical objects to aid when learning the language
Tracking Sheets - a rubric-like document that helps keep track of students progression with English language
Visualization - a technique that provides students with images that contain words from the language helps pr
relevance and relieve frustration
Early Learner ELL
https://archive.education.alberta.ca/media/1093791/earlylearning.pdf
English Language Learners
https://archive.education.alberta.ca/media/1234005/12_ch9%20esl.pdf
Supporting English as a Second Language
https://archive.education.alberta.ca/media/1076318/support_esl.pdf
Alberta Education: English as a Second Language
https://archive.education.alberta.ca/teachers/program/esl/
Benchmark Summary
http://www.learnalberta.ca/content/eslapb/documents/ESL%20Benchmarks%20Division%20Levels%20S
%20Gr%204-6.pdf
Assessment Tips for the ELL
http://www.learnalberta.ca/content/eslapb/assessment_tips.html

Exceptionality
Name
Definition &
Alberta Ed.
Code

Fetal Alcohol Spectrum Disorder (FASD)

Fetal Alcohol Spectrum Disorder or FASD is a birth defect that is caused by mothers consuming alcohol w
Individuals who are born with FASD often have learning and behavioural deficits that can affect their dev
skills. They may also exhibit physical characteristics that include smaller head size, a smooth ridge just un
and below average height and weight.

Many children have difficulties with school and daily life because of the symptoms they experience from
including extreme impulsivity, poor judgement and memory, difficulty learning basic skills, organization
language and speech delays, and gross and fine motor delays. In many cases, those who have FASD also h
exceptionalities, such as ADHD, or health factors, such as seizures or difficulty hearing and seeing, that co
their difficulty in school.

There are four main indicators of FASD: alcohol exposure, growth deficiency, facial features, and brain d

FASD is labeled as a spectrum disorder because of the diversity of possible effects on the child, which reside a
continuum, as well as the effects from different levels of prenatal alcohol exposure. Only a small percentage of
display the full pattern of FAS. Those who have FASD are considered to be on a spectrum which ranges from
have the full syndrome to those who have only a few issues with learning and behaviour, and no facial or grow
Code 44

Characteristics
and/or
Observable
Behaviors

Children with FASD often experience

trouble with learning basic facts (such as multiplication)
difficulty with memory and organizational skills
strengths in visual arts and music
success with repetitive work and structured situations
enjoyment in physical activities
more responsiveness to smaller teaching groups

Teaching
Strategies and
Resources

Provide the student with lesson notes while teaching so the student can follow along rather than struggle ta
possible, have fill in the blank spots to keep them on task.
o If parents are receptive, send student home with extra or the next days lesson material so they have time
and try to understand it ahead of time. Then, when the lesson is presented, the student will have already
introduced to the material and may not have as many struggles or questions.
Colour code each subject a specific colour so that the student can easily organize and manage their materi
a separate area of the room where they can keep their personal belongings if the desk is too disorganized f
Give the student extra time to complete tests or assignments (only if needed).
When giving assignments, break down the steps more clearly and into smaller, manageable pieces.
Use assistive technology.
Teach the student self-regulation strategies.
Have set routines and schedules that are followed and repeated as often as possible.
Non effective strategies
Removing students with FASD from the room and making them sit in the hallway after defiant behavior is
the best option. These students often lack the understanding to know what they did was not acceptable and
more upset as they feel they have been punished for no reason. Try to help the student figure out what ups
find ways to cope beforehand that will signal to you that they need help.
Do not change their Education Assistant if possible. These students can have attachment issues that becom
when they move from grade to grade, or if they have to change EAs. These students especially need to for
and having an EA that stays with them through many years of schooling can be beneficial to their growth
development.
Treating them as if they have ODD doesnt work, being strict and stern is not good, they are mad and they
why, so treating them this way makes them more upset.
These students may have a shorter attention span and keeping them on task can be difficult. Try to make the le
or have time set aside to help them individually if they are giving signs of disinterest.

Links/Sources

Exceptionality
Name
Definition &
Alberta Ed.
Code

http://www.cdc.gov/Features/FASD/
https://archive.education.alberta.ca/media/414085/fasd1f.pdf
http://www.learnalberta.ca/content/inmdict/html/fasd.html
https://education.alberta.ca/diverse-learners/special-education-statistics/
http://www.ave.ee/download/Alcohol_and_Pregnancy_prevention_and_legal_issues_of_FASD.pdf
http://bccewh.bc.ca/wp-content/uploads/2014/09/Canadian.Policy-on.Subst-Use-+-Preg.Sept-2-2014web.pdf
http://canadiancrc.com/newspaper_articles/Issue_Fetal_Rights_Canada_Wintermans_25NOV05.aspx
http://fasd.alberta.ca/assessment-and-diagnosis.aspx
http://www.usd.edu/~/media/files/medicine/center-for-disabilities/fasd-educational-strategies-handbook.ashx?l
http://www.interprofessional.ubc.ca/AdultsWithFASD2014/G4Whitford.pdf
Edmonds ,K., & Crichton, S. (2008). Finding ways to teach to students with FASD: A research study. Internati
of Special Education, 23(1), 54-73.
http://fasd.alberta.ca/
http://fasd.alberta.ca/documents/Strategies_Not_Solutions_Handbook.pdf
http://www.lfsfamily.ca/dacapo_disability/fasd_clinic.php

Gifted

Gifted students vary in type and severity

The Special Education Coding Criteria defines giftedness as: exceptional potential and/or performan
wide range of abilities in one or more of the following areas: general intellectual, specific academic, c
thinking, social, musical, artistic, and kinesthetic.
This document separates coding into two categories: severe or mild/moderate. Gifted students are inc
mild/moderate category

Code 80

Characteristics
and/or
Observable
Behaviors

General Characteristics
remember things very quickly
work independently and quickly
show a high level of interest and curiosity
are able to see abstract relationships and patterns, and can provide ideas, theories, solutions and expla
give surprising and unusual responses
relate more to adults than to children of their own age
can be perfectionists

highly perceptive to others feelings and emotions

Teaching
Strategies and
Resources

Traits of Gifted Children:

1. Perfectionism
2. Underachievement: describes gifted students whose achievement level is far below their cognitive abi
3. Asynchronous Development: uneven development in the rates of intellectual, emotional, and physical
This means students who are gifted may:
o be more complex or intense than their peers
o feel out-of-sync with peers of the same age group
o demonstrate different maturity levels in different situations (social and em
adjustments)
4. Learning Difficulties: potentially have ADHD
5. Aspergers Syndrome
1. Tiered Assessments: parallel tasks that have varied levels of complexity, depth, abstractness and support. St
class all focus on the same learning outcome but work on different levels of activities related to the outcome.
2. Flexible Pacing: allows students to move through the graded curriculum at a different rate. Flexible pacing
variety of forms. You can allow students to complete tasks more quickly or to spend additional time on things.
allow students to move up a grade in one or more subject areas.
3. Differentiated Instruction: manipulate the content through differentiated instruction in order to develop con
the learning needs of gifted students. Consider how abstract complex, interrelated and constrained the material
accordingly for the gifted student so that they are challenged.
4. Adjust the Environment: gifted students tend to benefit from learning environments where they have oppor
understanding of self and others, explore their own learning strengths and needs, learn and practice coping skil
their growth and development, and take risks and see mistakes as learning opportunities.
5. Curriculum Compacting: this strategy either eliminates learning activities for skills and information that has
previously mastered or streamlines work to match the students ability. The advantage of this strategy is that st
the class time freed up by compacting to pursue enrichment activities that align with their individual learning n
interests.

Links/Sources

Exceptionality
Name

Journey Through School Chapter 4: Information for parents, teachers and administrators of children who
https://archive.education.alberta.ca /media/448801/journey4.pdf
Info on Code 80
http://www.lss.ecsd.net /gifted/code80.html
Special Education Coding Criteria
https://open.alberta.ca/dataset/ee2ccea8-97fe-41a1-aa11-ed9f21421364/resource/99dcf34f-9800-43c3-913
a0dcb23f5e51/download/3656041-2014-Special-Education-Coding-Criteria-2014-2015.pdf
Planning For Students Who are Gifted
https://archive.education.alberta.ca/media/525558/ipp92.pdf

Emotional Disability & Gifted

(Selective Mutism)

Definition &
Alberta Ed.
Code

Selective mutism is a medically diagnosed disability in which a person who is capable of normal speech becom
of speaking in specific social settings, usually due to underlying chronic anxiety patterns

A person who is gifted is academically diagnosed as being talented and displays exceptional potential or perfor
or more academic areas. These exceptional abilities may include: general intellect, music, social, specific acad
kinesthetic, creative thinking or the arts
Code:
Mild/Moderate (30, 53)
ECS
Grade 1-12
Severe (42)
ESC- Grade 12
Gifted (80)

Characteristics
and/or
Observable
Behaviors

Selective mutism characteristics include excessive shyness, withdrawal, dependence upon parents and students
oppositional behaviour such as refusing to do tasks or freezing.

Often individuals with selective mutism are able to speak in controlled social settings like their home, but may
unable to speak in public, at school or within the community.
Students who are gifted may exhibit behaviours such as perfectionism, asynchronous development of abilities
underachievement or may display learning difficulties.

Some students that are gifted have dual exceptionalities and experience learning difficulties in the form of Aut
disorder or attention deficit/hyperactive disorder. Other students that are gifted have learning disabilities in are
and reading.

Teaching
Strategies and
Resources

Work with the child, parent and other teachers to implement appropriate communication behaviours in other
situations
Set up an IEP designed to reduce anxiety
Seek guidance from their therapist to develop essential tools if they are able to treat Selective Mutism
Develop strategies for non-verbal communication with their peers
Treat the student with selective mutism like everyone else, but do not over praise or ask them direct questions
expectation that they will speak
Use small groups to reduce anxiety
Reduce unknowns through clear explanation and allow time to process
Familiarize the student with the classroom before the school year begins, make home visits if appropriate to g
student so they can feel more comfortable around you
Teach and practice soothing coping strategies
Educate all staff members on appropriate protocols and expectations when interacting with the student
Have patience and be supportive

Links/Sources

http://www.learnalberta.ca/content/ieptLibrary/documents/en/is/developmental_considerations.pdf
http://www.selectivemutism.org/resources/library/School%20Issues/Classroom%20Strategies%20for%20Teac
%20SM%20Children.pdf
http://www.selectivemutism.org/resources/new-memberpacket/20_Tips_for_Parents_of_Children_with_Selective_Mutism.pdf
http://www.acposb.on.ca/LearnChall/MUTISM.html
http://www.ohioslha.org/pdf/Covention/2013%20Handouts/SpeechDMS16F.pdf
http://www.asha.org/public/speech/disorder/SectiveMutism/
http://www.anxietybc.com/parenting/selective-mutism
http://www.learnalberta.ca/content/inmdict/html/selective_mutism.html

Woolfolk, A., Winnie, P., & Perry, N. (2013). Educational Psychology: Sixth Canadian Edition. New Jersey: Pe
Education.

Exceptionality
Name
Definition &
Alberta Ed.
Code

Characteristics
and/or
Observable
Behaviors

ADHD

Attention deficit/hyperactivity disorder (AD/HD) is a neurobiological condition that can cause inattention, hyp
and/or impulsivity, and other learning difficulties. Research suggests that AD/HD is most likely caused by abn
certain neurotransmitters or messengers in the brain, making the brain inefficient or sluggish in the areas that c
impulses, screen sensory input and focus attention. There are three types of AD/HD: predominantly hyperactiv
type, predominantly inattentive type, and combined type. Signs of hyperactivity may include restlessness, squi
fidgeting, and excessive talking. Signs of impulsivity may include acting without planning or thinking first, dif
following rules and steps, interrupting others, and difficulty managing frustration, emotions and transitions. Sig
inattention may include losing or forgetting things, frequently tuning out, difficulty following instructions, m
important details, difficulty staying on-task and completing assignments, poor organizational skills, difficulty w
memory and recall, distractibility and problems with focusing and maintaining attention. Students with predom
inattentive type AD/HD may not be diagnosed until upper elementary and junior high school when the demand
organization and independence increase. Combined type AD/HD is diagnosed when six or more signs of hyper
type and inattentive type are present. No one direct cause of AD/HD has been identified. Attention deficit/hype
disorder tends to run in families, and does occur in both boys and girls but boys are much more likely to be dia
Code 58
Reasons Students with AD/HD Misbehave
1. Frustration because they have a different perception of the situation.
2. Lack of structure.
3. They act the role of being bad.
4. They dont know how to ask to get what they need so they act out.
5. The classroom is full of distractions.
6. The child feels misunderstood.
7. Hunger.
8. They feel overwhelmed with tasks assigned.
9. They feel criticized.
10. They are stuck in the victim cycle.

Teaching
Strategies and
Resources

Implications for Planning and Awareness

Meet with the student and parents early in the school year to discuss how the school can support this student
to AD/HD. This could include finding out about: the students strengths, interests and areas of need the stud
symptoms successful strategies used at home or in the community that could be used at school. If the student
medications during the school day, discuss with the parents possible side effects.
Follow school and/or jurisdictional policies and protocols in storing and administering medication. Be aware
students may be uncomfortable discussing or taking medications in front of peers. Collaborate with the student
determine how best to support the student. Collaborate with the parents and student to consider if, and how, the
to share specific information on AD/HD with peers. If they wish to do this, consultation with health care provi
school or community health nurses, may be helpful.

Implications for Instruction

Give clear, brief directions. Give written or visual directions as well as oral ones.
Teach active listening strategies. Encourage students to delay their responses, since this is frequently an effec
help them process more deeply what has been said. Remind students to stop, think and listen before respond
making a choice.
Break tasks and assignments into short, easy-to-manage steps. Provide each step separately and give feedbac
way. Help the student make a plan for a task by identifying the goal, breaking the task into steps, and identifyin
start and end. Encourage the student to use self-talk to work through more challenging tasks (e.g., First I have
then I have to___.).
Provide checklists, graphic organizers, visual referents and examples to help the student plan ahead and to sta
Design learning activities that require a high response rate. For example, provide students with individual wh
chalkboards, response cards or electronic tools so they can respond while working in large groups.
Teach strategies for self-monitoring, such as making daily lists and personal checklists for areas of difficulty.
Use instructional strategies that include memory prompts, such as mnemonics and visual prompts.
Teach specific problem-solving strategies, and use visual supports to help the student remember what the step
strategies for what to do while waiting for help (e.g., underline, highlight or rephrase directions; jot down key
questions on sticky notes).
Provide extra time for tasks or reduce the amount of work required. Provide direct instruction and practice in
formation and page organization. If handwriting continues to be difficult as the student gets older, reduce expe
copying, provide extra time for written work and explore the use of a word processor.

Links/Sources

Exceptionality
Name

Implications for Social and Emotional Well-being

Engage the student and parents in planning for transitions between grade levels, different schools and out of s
Remind yourself and the student that AD/HD is a biologically based disorder.
Reframe how you view the student. For example, consider that, rather than being lazy the student avoids wor
or she finds it too difficult.
Alberta Education. Focusing on Success: Teaching Students with Attention Deficit/ Hyperactivity Disorder.
http://education.alberta.ca/media/511987/focus.pdf
Centre for ADD/ADHD Advocacy, Canada. Information for Educators on ADHD. http://www.caddac.ca/cm
50
Teach ADHD. http://research.aboutkidshealth.ca/teachadhd
U.S. Department of Education. Teaching Children with Attention Deficit Hyperactivity Disorder: Instructiona
and Practices. http://www2.ed.gov/rschstat/research/ pubs/adhd/adhd-teaching.html

ODD

Definition &
Alberta Ed.
Code

Is a condition characterized by a persistent pattern of aggressive and defiant behaviour and a need to annoy or

Treatment for oppositional defiant disorder may include counselling, behaviour therapy, parent education and m
The number of symptoms tends to increase with age and, if not recognized early, behaviour patterns can becom
established and more resistant to treatment. Students with ODD also may have other disorders and difficulties,
attention deficit/hyperactivity disorder, learning disabilities or depression, and are at risk for developing condu
Some younger students exhibiting characteristics of oppositional defiant disorder may develop a more serious
disorder later in life.
Code 42, 53 (mild or moderate)

Characteristics
and/or
Observable
Behaviors

Common behaviours include frequent temper tantrums, frequent arguing with both peers and adults, intentiona
others, blaming others for own mistakes, and appearing angry and vindictive. Oppositional defiant disorder usu
in children by eight years of age and sometimes as early as three years. Oppositional defiant disorder may deve
of dealing with depression, inconsistent rules or standards, or a traumatic event or situation, such as divorce, tr
conflict.

Reasons children with odd and cd misbehave Underdeveloped emotional regulation skills Low tolerance of
Little to no problem solving capabilities Inability to adapt to new situations Language development impairm
in urban, low-socioeconomic settings. Witness of violence or being the victim of violence or abuse Stressfu

Teaching
Strategies and
Resources

Meet with the student and parents early in the school year to discuss how the school can support this s
related to ODD. This could include finding out about:

o the student's strengths, interests and areas of need

o the student's specific symptoms
o if the student has any other associated disorders that need to be considered at school
o successful strategies used at home or in the community that also could be used at school.
If the student is taking medication during the school day, discuss with the parents possible side effects
school and/or jurisdictional policies and protocols in storing and administering medication.
Learn as much as you can about how ODD may affect learning and social and emotional well-being.
asking questions and talking to qualified professionals will build your understanding and help you ma
support the student's success at school.
Collaborate with the school and/or jurisdictional team to identify and coordinate any needed consultat
supports, such as behavioral therapists.
Develop a system for sharing information with relevant staff members about the student's condition a
strategies.
School staff working with the student should be trained in crisis management and non-violent crisis in
techniques.
Know what your own triggers are to avoid being drawn into a negative interaction pattern with the stu
The physical placement of the student with ODD should be chosen carefully (e.g., who to sit beside, p
distractions, room to move, proximity to the teacher). It is important to avoid choosing a physical loca
isolates the student, since this may make other students less willing and able to interact positively wit
Create pathways for movement. Pathways should eliminate the need to step over objects or between p
Maintain predictable classroom routines and rules for all students.
Use "start" requests rather than "stop" requests. "Do" requests are more desirable than "don't" request
Make one request at a time, using a quiet voice and, when in close proximity, using eye contact.

Links/Sources

When appropriate, offer a choice (e.g., "Do you want to work at your desk or at the table?").

Alberta Education. Supporting Positive Behaviour in Alberta Schools. http://education.alberta.ca/media/6979

complete%20for%20posting.pdf
Minnesota Association for Children's Mental Health. "Fact Sheet for the Classroom: Oppositional Defiant
Disorder."http://www.macmh.org/publications/fact_sheets/ODD.pdf

Center for Mental Health in Schools at UCLA. Conduct and Behavior Problems: Intervention and Resources
Aged Youth. http://smhp.psych.ucla.edu/pdfdocs/conduct/CONDUCT.pdf

Exceptionality
Name
Definition &
Alberta Ed.
Code

Characteristics
and/or
Observable
Behaviors

CONDUCT DISORDER

Is a condition characterized by a persistent pattern of behaviour in which the basic rights of others are ignored.

Conduct disorder may occur with other conditions such as attention deficit/hyperactivity
depression; there are correlations between conduct disorder and oppositional defiant dis
Students with conduct disorder generally exhibit more severe forms of chronic behaviou
students with oppositional defiant disorder. Many young children with oppositional defia
may develop conduct disorder as they get older. Mild forms of conduct disorder tend to i
the child grows older; however, without intervention conduct disorder can lead to schoo
injuries, teenage pregnancy, mental health issues and conflict with the law.

Code 42
Children and teens with conduct disorder tend to be impulsive and behave in ways that
unacceptable and often dangerous. Children with conduct disorder have four main types
and persistent behaviour: aggressive conduct; property damage or theft; lying; and serio
violations of rules. Conduct disorder may be a result of genetics, chaotic home environm
child's temperament, physical causes or neurological factors. Conduct disorder is treate
counselling, usually focused on developing appropriate behaviour and coping skills, and
medications.

Reasons children with odd and cd misbehave Underdeveloped emotional regulation sk

tolerance of frustration Little to no problem solving capabilities Inability to adapt to n
situations Language development impairment Living in urban, low-socioeconomic se
Witness of violence or being the victim of violence or abuse Stressful life events
Key Points While we must emphasize prevention, problem behavior may still occur. P
are designed to Arrest problem behavior Ensure correct behavior occurs next time
escalation The next student behavior is often determined by initial (and subsequent) t
responses.

Teaching
Strategies and
Resources

Determine the implications of the student's academic difficulties related to conduct disorder. Students
disorder also may show low cognitive functioning, low academic achievement and reading disabilitie
Use "start" requests rather than "stop" requests. "Do" requests are more desirable than "don't" request
Make one request at a time, using a quiet voice and, when in close proximity, using eye contact.
When appropriate, offer a choice (e.g., "Do you want to work at your desk or at the table?").
Describe the desired behavior in clear and specific terms to reduce misunderstanding. Avoid entering
discussion or argument about the behavior.
Recognize that most behavior has a function. Use observation and data to determine the function of th
this will help in determining appropriate strategies to implement.
Develop a behavior support plan in which inappropriate behaviors are replaced with appropriate ones
When appropriate, involve the student in the development of this plan.
1.
2.
3.

Calm
School based triggers
Non-school based triggers

Dealing with Triggers: Pre correction: Anticipate when it will happen and provide cues for
behaviour. Social Skills training
4. Agitation Increases in behaviour: darting eyes, busy hands, moving around, off- and on-tas
in behaviour: starting into space, veiled eyes, nonconversational language, and withdrawal.
5. Managing Agitation Provide assurance and extra time Teacher empathy and support Per
or use movement tasks Provide choices Use relaxation Permit preferred activities (with
boundaries) Use teacher proximity Involve the student as appropriate
6. Acceleration Questioning and arguing Noncompliance and defiance Off-task behaviour
others Compliance with accompanying inappropriate behaviour Performing, but at a low
Rule Violation Whining and crying Avoidance and escape Threats and intimidation Ve
Destruction of property
7. Last Opportunity to Avoid Peak Behaviour Do NOT engage the student! Grabbing or touch
Use sudden or quick response Use sarcasm: You may think you are in preschool Be
defensive and argue
8. Last Opportunity to Avoid Peak Behaviour Do NOT engage the student by . Agitated beh
shouting Cornering the student Engaging in power struggle (In my classroom Movi
student s space DO: Maintain composure: disengage if necessary Speak privately Speak
Minimize body language Keep your distance
9. 5. Peak the most serious or intense behaviours Serious destruction of property Physical at
abuse Severe tantrums Running away out of control What to do? School/emergency pro
Safety issue Remember that it will usually run its course Follow-up and debriefing Trac
10. 6. De-Escalation Student displays confusion but with decreases in severe behavior. Social w
Denial Blaming others Minimization of problem. intervention is focused on removing exc
Dont nag. Avoid blaming. Dont force apology. Consider function of problem behavior
starting anew.
11. 7. Recovery Debrief Debriefing facilitates transition back to classroom without further neg
consequences Debriefing follows consequences for problem behavior The goal is to incre
appropriate behaviour

Links/Sources

Alberta Education. Supporting Positive Behavior in Alberta Schools. http://education.alberta.ca/media/69793

complete%20for%20posting.pdf
Minnesota Association for Children's Mental Health. "Fact Sheet for the Classroom: Conduct
Disorder."http://www.macmh.org/publications/fact_sheets/Conduct.pdf

Center for Mental Health in Schools at UCLA. Conduct and Behavior Problems: Intervention and Resources
Aged Youth. http://smhp.psych.ucla.edu/pdfdocs/conduct/conduct.pdf

Exceptionality
Name
Definition &
Alberta Ed.
Code

Williams Syndrome

Is a genetic condition that is present at birth and can affect anyone. It is characterized by medical problems,
cardiovascular disease, mild to moderate intellectual delays, and learning disabilities. These occur side by side
verbal abilities, highly social personalities and an affinity for music.
Codes 54, 55, 58

Characteristics
and/or
Observable
Behaviors

Distinctive "pixie like" facial features

Short stature, slight build
Limited mobility in the joints
Curvature of the spine
Cardiovascular disease
Trying to talk non-stop, persistent questioning and use of language as a distraction when a task is too hard
Smiling a lot, being gregarious and overly empathetic
Being overactive, with a pervasive lack of attention
Having narrowed interests with very high levels of focus
Repetitive motor patterns
Poor motor coordination
Extreme sensitivity to certain sounds
Hearing impairments
May have strengths in verbal short-term memory and spoken language, combined with weaknesses in comp
gross and fine motor skills and visualspatial skills.

Teaching
Strategies and
Resources

1. Give clear, brief directions. Have the student repeat the directions back to you to monitor comprehension. B
the language you can reduce the student's habit of echoing or repetition that may be due to poor comprehension
language and directions.
2. Use the student's strong verbal skills to learn new skills by using self-talk through a task or activity (e.g., "F
___, then I have to___.").
3. To reduce anxiety and the number of questions asked teach strategies for self-monitoring, such as making an
lists and personal checklists.
4. Design math tasks and materials that consider spatial organization and fine motor difficulties. For example,
amount of information on a page; provide a "window box" template to view one question at a time; provide gra
align numbers correctly.

Links/Sources

Williams Syndrome Association: https://williams-syndrome.org/what-is-williams

Students with disabilities/medical conditions:

http://www.education.alberta.ca/admin/supportingstudent/diverselearning.aspx
Williams Syndrome Foundation. "Guidelines for Teachers." http://www.williamssyndrome.org.uk/resources/free_publications/Guidelines%20for%20Teachers.pdf
http://www.inclusiontoolbox.com/#

Exceptionality
Name
Definition &
Alberta Ed.
Code

Characteristics
and/or
Observable
Behaviors

LD

Refers to a number of disorders which may affect the acquisition, organization, retention, understanding or use
nonverbal information. These disorders affect learning in individuals who otherwise demonstrate at least avera
essential for thinking and/or reasoning. As such, learning disabilities are distinct from global intellectual defici
Learning disabilities result from impairments in one or more processes related to perceiving, thinking, rememb
learning. These include, but are not limited to: language processing; phonological processing; visual spatial pro
processing speed; memory and attention; and executive functions (e.g. planning and decision-making).
Learning disabilities range in severity and may interfere with the acquisition and use of one or more of the foll
oral language (e.g. listening, speaking, understanding);
reading (e.g. decoding, phonetic knowledge, word recognition, comprehension);
written language (e.g. spelling and written expression); and
mathematics (e.g. computation, problem solving).
Learning disabilities may also involve difficulties with organizational skills, social perception, social interactio
perspective taking.
Learning disabilities are lifelong.

Code 54
Learning disabilities are due to genetic and/or neurobiological factors or injury that alters brain functioning in
which affects one or more processes related to learning. These disorders are not due primarily to hearing and/o
problems, socio-economic factors, cultural or linguistic differences, lack of motivation or ineffective teaching,
factors may further complicate the challenges faced by individuals with learning disabilities.

Learning disabilities may co-exist with various conditions including attentional, behavioural and emotional dis
sensory impairments or other medical conditions.
For success, individuals with learning disabilities require early identification and timely specialized a
interventions involving home, school, community and workplace settings. The interventions need to b
for each individual's learning disability subtype and, at a minimum, include the provision of:

Teaching
Strategies and
Resources

Make sure your classroom has:

specific skill instruction;
accommodations;
compensatory strategies; and
Self-advocacy skills.
*Refer to resource links below

Links/Sources

http://www.ldac-acta.ca/learn-more/ld-defined/official-definition-of-learning-disabilities
http://www.ldao.ca/
http://www.helpguide.org/articles/learning-disabilities/learning-disabilities-and-disorders.htm
http://www.bced.gov.bc.ca/specialed/docs/learning_disabilities_guide.pdf