Lauren Connellan, Sam S*****h, Megan L***s, Rachel N****n

Exceptionality Toolbox

Table of Contents
Exceptionality #1: Learning Disability (LD) .............................................................................. 2
Exceptionality #2: Emotional Behavior Disorder (EBD) ........................................................... 3
Exceptionality #3: Anxiety ..................................................................................................... 5
Exceptionality #4: Autism Spectrum Disorder......................................................................... 6
Exceptionality #5: Deaf/Hard of Hearing ................................................................................ 7
Exceptionality #6: Depression ................................................................................................ 9
Exceptionality #7: English Language Learners (ELL) ............................................................... 11
Exceptionality #8: Down Syndrome ..................................................................................... 13
Exceptionality #9: Fetal Alcohol Spectrum Disorder (FASD) .................................................. 14
Exceptionality #10: Gifted.................................................................................................... 17
Exceptionality #11: Selective Mutism ................................................................................... 19

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Exceptionality #1: Learning Disability (LD)

Definition:

- Includes various disorders that may affect the acquisition, organization, retention,
understanding, or use of verbal or nonverbal information
- Range in severity
- Often interfere with:
- the acquisition and use of oral language (ex. listening, speaking, understanding)
- reading (ex. decoding, comprehension)
- written language (ex. spelling, written expression)
- mathematics (ex. computation, problem solving)
Characteristics &/or Observable Behaviors:

- Individual students with a learning disability can have very different profiles
- Include problems in listening, concentrating, speaking, reading, writing, reasoning, math, or
social interaction
- Due to genetic, other congenital and/or acquired neuro-biological factors
- Associated with medical conditions as sensory impairments, or other disabilities such as
communication disorders and emotional behavioural disorders
- Dyslexia is a severe impairment of the ability to read and spell
- Dysgraphia is characterized by difficulties in handwriting, spelling, or composition
- Dyscalculia is an impairment of the ability to pick appropriate strategies for math
- Experience difficulties retrieving academic and everyday information
- Difficulties with organizational skills, social perception, and social interaction
- Classes are often too fast they cannot process the information at the same rate
- Easily distractible cant focus anything out. Everything gets their attention
Teaching Strategies & Resources

- Talk one on one with LD students communication is key

- Arrange with LD students that you wont call on them for an answer unless you are standing in
front of them this lets them mentally prepare for a question
- Ask questions that you know the LD student is capable of asking
- Call on LD students first so that their answer isnt already taken
- Provide oral and written instructions
- Allow LD students extra time to process and respond to verbal information
- Provide explicit & specific feedback when students demonstrate positive social skills
- Provide opportunities for students to listen to recordings of books while reading along
- Reduce the amount of work to complete
- Make checklists and to-do lists, estimating how long tasks will take
- Fairness does not mean that everyone gets the same things, fairness means that everyone gets
what they need

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Links &/or Sources

- Key Components of Programming for Students with Learning Disabilities

- Supporting Students with Learning Disabilities
- Strategies for Students with a Learning Disability
- Strategies for Learning Disabilities

Exceptionality #2: Emotional Behavior Disorder (EBD)

Definition:

- Emotional Behavioral Disorder is an umbrella term for a wide variety of disorders

- Consists of a behavior that becomes problematic for the child or others around them
- Interferes with growth and development of the child/peers around them
- Is not a temporary response to external stimuli
- Typically consist of inappropriate behaviors, unhappiness or depression, fears and anxieties and
trouble with relationships (Woolfolk, Winne & Perry, 2010)
- Three main disorders: Attention-Deficit/Hyperactivity Disorder (ADHD), Oppositional Defiant
Disorder (ODD) and Conduct Disorders (CD)
Characteristics &/or Observable Behaviors

Attention Deficit Hyperactivity Disorder (ADHD):

- Inattention, hyperactivity and impulsivity

- three types of AD/HD: predominantly hyperactive-impulsive type, predominantly inattentive
type, and combined type
- Most common of the Emotional Behavioral Disorders
- Is a struggle for control
- Difficulty behaving in a way that they wish to behave
- Developmental disabilities inhibit students from behaving well
- Students will do things for no apparent reason
- Completing tasks is very hard it is difficult to stay on task
- Struggle with reading and writing
- Often results in aggressive play
- May include restlessness, squirming and digesting, and excessive talking
- Acting without planning or thinking first, difficulty following rules and steps, interrupting others,
and difficulty managing frustration, emotions and transitions
Oppositional Defiant Disorder (ODD):

- A persistent pattern of aggressive and defiant behaviour and a need to annoy or irritate others
- Common behaviours include frequent temper tantrums, frequent arguing with both peers and
adults, intentionally annoying others, blaming others for own mistakes, and appearing angry and
vindictive.

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- Usually shows up in children by eight years of age and sometimes as early as three years.
- May develop as a way of dealing with depression, inconsistent rules or standards, or a traumatic
event or situation, such as divorce, trauma or conflict.
- Treatment for oppositional defiant disorder may include counselling, behaviour therapy, parent
education and medication.
- May include other disorders and difficulties, such as attention deficit/hyperactivity disorder,
learning disabilities or depression, and are at risk for developing conduct disorder.
- Stubborn, saying no, difficulties with following instructions, may constantly challenge every
instruction, pushes boundaries
- Often first diagnosed with ADHD, and ODD. Treating ADHD symptoms can help with defiant
behaviours but not always.
Conduct Disorder (CD):

- Persistent pattern of behaviour in which the basic rights of others are ignored
- Students act impulsive and behave in ways that are socially unacceptable and often dangerous
- Four main types of chronic and persistent behaviour: aggressive conduct; property damage or
theft; lying; and serious violations of rules
- Aggression, vandalism, theft, angry
- Difficulty controlling behaviour, aggressive to other children, harmful to pets, tend to get in
trouble. Bad behaviour.
- Often judged as bad kids because of delinquent behaviour. Often leads to the students isolating
themselves away from support.
- Unhappy, uncertain about why they feel they way they do.
- Anti-social conduct
- Fire lighters, and abusive to animals are common misconducts and tell tale signs of young
individuals with conduct disorder. Persistent behaviour.
Teaching Strategies & Resources

- Implement routines
- Tell students in advance what they are going to do next
- Keep students on track during tasks with simple reminders and/or countdowns
- Reduce the amount of written work such as note copying
- Reward good behavior and consequence bad behavior
- May be a result of genetics, chaotic home environments, the child's temperament, physical
causes or neurological factors
- Consistency
- Role Playing and Interventions
- Earlier intervention has better success rates
- Avoid power struggles, do not argue back with the student
- Collaborate with parent
Links &/or Sources
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- What is an Emotional Behavioral Disorder?

- 5 Tips for Handling EBD Kids
- Educational Strategies for Students with Emotional Behavioral Disorder

Exceptionality #3: Anxiety

Alberta Education Definition:

- Anxiety disorders are characterized by an excessive and persistent sense of apprehension along
with physical symptoms, such as sweating, palpitations, stomach aches and feelings of stress.
Anxiety disorders have biological and environmental causes, and are usually treated with
therapy and/or medication.
- Anxiety disorders can coexist with many other disorders and disabilities.
Characteristics &/or Observable Behaviours:

- Students with anxiety disorder are often difficult to notice because they often do not interrupt
the class or act out in any way.
- Characteristics such as shyness and a tendency to be avoidant are typically found in students
with an anxiety disorder.
- Common symptoms of test anxiety include headaches or nausea prior to tests
Teaching Strategies & Resources:

- Help student to both make and meet goals that are realistic.
- Work with the student to create beneficial coping techniques such as positive self-talk.
- Medication regimes in and of themselves can cause anxiety; work with students and their
parents to show that you are ready to support treatment regimes.
- Differentiate assignments and lessons to create the most positive and fostering environment for
the student.
- Try to keep the student within their comfort zone. This includes allowing extra time for
assignments and exams, not overloading the students with work, and working to get the
students mind off the cause of their anxiety by engaging them in fun activities and/or
stress/anxiety reduction practices.
- Provide routines, limit changes in schedule and give a heads up when a change is unavoidable.
- Sensory input devices (fidgets)
- Meet with the student and parents early on in the school year to discuss how the school can
support the students needs
- Take the time to develop trust with the student and watch for behavioural cues
- Work with the student to develop strategies to reduce anxiety, such as:
- Moving to a quiet place
- Doing relaxation exercises
- Focusing on a sensory input (like a squeeze ball)
- Using visual reminders, cues, or prompts
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- Allow the student to get up and move around (reduces feeling of confinement)
Links &/or Sources:

- Learn Alberta: Strategies for Planning and Awareness, Instruction, and Social & Emotional Well-
being for students with anxiety
- http://www.learnalberta.ca/content/inmdict/html/anxiety_disorders.html
- Canadian Psychiatric Research Foundation: When Somethings Wrong: Strategies for Teachers.
This handbook is divided into sections about different mental health issues you may encounter
in your classroom. Each section provides: a brief description of the behaviour you may
encounter, suggested strategies to help you deal with these issues, summaries of existing
medical or therapeutic treatments, and a list of resources for further information or professional
help.
- http://www.kidsmentalhealth.ca/documents/res-cprf-teachers-2007.pdf
- Public Health Agency of Canada: Provides a list of different types of anxiety disorders and
information on causes and treatment of anxiety disorders.
- http://www.phac-aspc.gc.ca/publicat/miic-mmac/chap_4-eng.php
- Anxiety and Depression Agency of America: Information specific to test anxiety - causes,
symptoms, and tips for managing test anxiety.
- http://www.adaa.org/living-with-anxiety/children/test-anxiety

Exceptionality #4: Autism Spectrum Disorder

Alberta Education Definition:

- Autism or autism spectrum disorders (ASD) are complex, lifelong neurological disorders that
affect the functioning of the brain.
- Individuals with ASD have developmental disabilities that can impact how they understand
what they see, hear and otherwise sense, which in turn can result in difficulties with
communication, behaviour and relationships with other people.
- ASD can range from mild to severe and may be accompanied by other disorders, such as
learning disabilities, anxiety, attention difficulties or unusual responses to sensory stimuli.
Characteristics &/or Observable Behaviours:

- struggles with communication and social interactions

- exhibit stereotyped patterns of behaviour (e.g. hand flapping, body rocking, repeating back
words and phrases, resistance to change
- symptoms must exist in early development period
- may have exceptional abilities in visual, musical and academic skills
- extremely anxious, anxiety driven behaviour
- unusually clingy and insecure
- displays unusual or no emotional responses
- signs of stress: crying, tantrums
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- unable to handle unstructured periods of times

Teaching Strategies & Resources:

- Applied Behavioural Analysis- Early intervention with intensive therapy. Involves operant
conditioning, emphasizing on positive reinforcement for certain behaviours. Can only be
administered by certified APA therapists, but these individuals may be a good resource if
struggling with an autistic student.
- Visual Aids- Visual cues and pictures accompanying instructions, and can be used to clarify tasks.
Visuals can be held onto students for a longer period of time, and can help students to focus on
the message.
- Collaborate with parents- often structure is needed for students at both home and in the school.
Some strategies may be able to translate into both areas, and increased structure and routine
can be beneficial for many autistic students. Setting goals as a team, that involves parents as
well as counselors and experts, can provide students with the best steps forward towards
independence.
- Clarity/Time- Ensure tasks have a clear beginning and end, clear instructions, a model to follow,
and enough time to complete task for this student.
- remove extraneous materials and objects from desks
- present only the material you wish read, highlight the specific sentences
- Break of large tasks into smaller, clearly defined instructions
Links &/or Sources:

- www.autismspeaks.ca/about-autism/treatment/applied-behaviour-analysis
- www.bacb.com/wp-content/uploads/2015/07/ABA
- http://archive.education.alberta.ca/media/51195/autism.pdf
- www.researchautism.org/resources/OAR
- www.visualaidsforlearning.com/index.php
- www.learnalberta.ca/content/inmdict/html/autism.html

Exceptionality #5: Deaf/Hard of Hearing

Alberta Education Definition:

- Students who are deaf or hard-of-hearing have a diagnosis, from an audiologist, which identifies
the presence and degree of hearing loss.
- The Canadian Academy of Audiology defines hearing loss as mild (2640 decibels), moderate
(4155 decibels), moderate to severe (5670 decibels), severe (7190 decibels) or profound
(90+ decibels).
- The degree of hearing loss does not predetermine how students function in auditory,
educational and social situations.
- Students with a moderate hearing loss may function as deaf, but with current technologies,
students with severe to profound hearing loss may function as hard-of-hearing.
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- Legally Deaf (Code 45) - a student with a severe to profound hearing loss is one who:
- has a hearing loss of 71 dB or more unaided in the better ear that interferes with the
use of oral languages as the primary form of communication, or has a cochlear implant
preceded by a 71 dB hearing loss unaided in the better ear
- requires extensive modifications and specialized educational supports
- has a diagnosis by a clinical or educational audiologist
Characteristics &/or Observable Behaviours:

- speaking louder than necessary

- constantly asking for words to be repeated
- straining to hear
- misunderstanding conversations
- favoring one ear
- thinking that people always mumble
- withdrawing from social contact
- ringing or buzzing in one or both ears
- appearing dull and disinterested, slow to respond, or just not quite with it
Teaching Strategies & Resources:

- learning team
- parents, support staff, specialist, student and teacher
- amplification technology
- specialist to determine if and how AT can support learning
- FM system for teacher to wear amplification technology and their voice is transmitted
directly to the students cochlear implant
- CART translates spoken word into text on a computer screen
- there are many more
- IPP
- this exceptionality is coded, so an IPP is needed
- working document that can be altered as needed
- Classroom setup
- put student close to you and away from typically loud spaces (eg. microwave or fan)
- use of ASL
- differentiation
- pre-teaching may be beneficial - setup time with student outside of instructional time to
do some foundational work
Links &/or Sources:

- Alberta Education. (1995). Teaching Students who are Deaf or Hard of Hearing. In Eric .
Retrieved from http://files.eric.ed.gov/fulltext/ED392233.pdf

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- Alberta Education. (2007). Essential Components of Essential Components: Students who are
Deaf or Hard of Hearing. In Standards for Special Education . Retrieved from
https://education.alberta.ca/media/1477210/ecep_deaf_or_hard_of_hearing.pd

- Canadian Hearing Society. (2013, November 14). Signs of Hearing Loss . Retrieved January 15,
2016, from http://www.chs.ca/signs-hearing-loss

- Government of Alberta. (2014). Special Education Coding Criteria . In Open Alberta . Retrieved
from https://open.alberta.ca/dataset/ee2ccea8-97fe-41a1-aa11-
ed9f21421364/resource/99dcf34f-9800-43c3-9138-a0dcb23f5e51/download/3656041-2014-
Special-Education-Coding-Criteria-2014-2015.pdf

- Learn Alberta. (n.d.). Hearing Loss . In Medical/Disability Information for Classroom Teachers.
Retrieved from Government of Alberta . (2014). Special Education Coding Criteria . In Open
Alberta . Retrieved from https://open.alberta.ca/dataset/ee2ccea8-97fe-41a1-aa11-
ed9f21421364/resource/99dcf34f-9800-43c3-91

Exceptionality #6: Depression

Alberta Education Definition:

- Characterized by symptoms such as:

- persistent feelings of sadness, hopelessness, dejection and guilt
- withdrawal from activities and people
- poor concentration
- lack of energy
- inability to sleep
- weight loss or gain
- anxiety, irritability or agitation
- thoughts of death or suicide.
- May be caused by a loss, by genetic or biochemical factors, or by past or ongoing trauma.
- Students with disabilities are as vulnerable to depression as the general population.
- Usually treated with counselling and/or medication
- Code 42 (Severe Emotional/Behavioural Disability)
- Described under Code 42 as having severe self-injurious behaviour.
- Coding only occurs with a clinical diagnosis of a severe emotional/behavioural disorder
by a psychiatrist, registered psychologist, or a developmental pediatrician in addition to
extensive documentation of the quality, nature, frequency and severity of the disorder
by school authorities. (Alberta Government)
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Characteristics &/or Observable Behaviours:

- depressed or irritable mood

- motor restlessness
- slowed psychomotor responses
- feelings of worthlessness and/or excessive guilt
- changes in appetite
- changes in social activity
- weightloss or weight gain
- fatigue or loss of energy
- diminished interest in usual activities
- difficulty concentrating or making decisions
- suicidal ideation
- threats or attempts to hurt/kill oneself
- looking for the means to kill oneself
- making final arrangements such as writing will or farewell letters
- preoccupation with suicide or dying (often expressed through writing, art, music etc.)
- showing sudden improvement after a period of extreme sadness and/or withdrawal
Teaching Strategies & Resources:

- designated support person, validation, student initiated self-time-out and teach and model
self-awareness of moods and patterns (depressed or irritable mood)
- provide written copies of class notes/assignments and allow flexible deadlines (slowed
psychomotor responses)
- model that it is okay to make mistakes and how to reframe these mistakes into learning
opportunities (feelings of worthlessness)
- sunlight, physical activity, healthy snacks, reduce workload and have flexibly deadlines (fatigue
or loss of energy)
- encourage student to work with peers that you know will be a positive influence, but dont force
it (diminished interest in activities)
- help students with goal setting and keeping a day planner (difficulty concentrating and staying
focused)
- Approach your schools nurse/psychologist or mental health crisis team immediately (suicidal
tendencies)
Links &/or Sources:

- https://open.alberta.ca/dataset/ee2ccea8-97fe-41a1-aa11-ed9f21421364/resource/99dcf34f-
9800-43c3-9138-a0dcb23f5e51/download/3656041-2014-Special-Education-Coding-Criteria-
2014-2015.pdf
- http://studentsfirstproject.org/wp-content/uploads/School-and-Classroom-Depression-
Strategies.pdf

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- https://myhealth.alberta.ca/Health/Pages/conditions.aspx?hwid=ty4640
- http://www.ascd.org/publications/educational-leadership/oct10/vol68/num02/Responding-to-
a-Student's-Depression.aspx
- https://www.bced.gov.bc.ca/specialed/docs/depression_resource.pdf
- https://www.cmha.ca/mental_health/children-and-depression/
- http://www.helpguide.org/articles/depression/dealing-with-depression.htm#negative
- http://www.healthyplace.com/depression/symptoms/how-depression-affects-psychomotor-
skills/

Exceptionality #7: English Language Learners (ELL)

Alberta Education Definition:

- students often coming from non-English speaking homes/backgrounds

- are unable to communicate/learn fluently in English
- usually require modified instruction for academic courses and the ENglish language
Characteristics &/or Observable Behaviours:

- often overrepresented or underrepresented in special education courses

- this is due to misunderstanding or lack of knowledge of childs educational background
- ELL students can also be underrepresented in special education due to mistaking
learning disabilities for English language learning
- ELL students often carefully observe their surroundings
- smile hesitantly, appear self-conscious
- ELL students may copy/repeat short/simple responses or remain silent
- they may copy and repeat oral instructions, questions, and modeled responses
- may rely on visuals or actions of others to cue action or communication
Teaching Strategies & Resources:

- ELL students should not be assessed using standard or traditional intelligence testing (e.g. IQ
tests) that do not consider cultural variations.
- ELL students should be assessed in their native language wherever possible
- teachers must make themselves aware of potential biases and underlying assumptions they may
hold so culturally & linguistically diverse students are set up to succeed
- build relationships with parents and staff to best support student
- provide extra time for assignments and tasks
- be clear on how the student will be assessed- have clear outlines, rubrics, exemplars of good
work, opportunities for self-reflection, etc.
Specific Learning Strategies

1) Alberta Education Proficiency Benchmarks

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a) provide teachers with detailed descriptions of the English language abilities that
students typically demonstrate at each proficiency level (Kindergarten, grades 1-3,
grades 4-6, grades 7-9, and grades 10-12)
b) these benchmarks are used:
i) when ELL students enter the school system to establish their baseline
proficiency,
ii) to identify the level and types of instructional supports these learners require
iii) at each reporting period to re-assess students current English language
proficiency
iv) on an ongoing basis to monitor language growth and progress to inform
instructional planning
v) and at transitions between each grade, schools and/or programs
vi) follow these benchmarks to ensure students are only being taught at the
language level appropriate for them
2) Create a Supportive Language Learning Environment

- This includes:
- visuals, such as: pictures, charts, graphs, word walls, anchor charts of lessons,
and completed graphic organizers
- language mini-lessons that state clear objectives directly related to content,
with guided practice opportunities
- regularly scheduled routines and events, marked by changes in location and
visuals
- clear lesson formats across subjects, from day to day.
3) Create an Environment that Values Cultural Diversity

- visuals: posters around the room, books and movies

- cultural diversity is supported through resources with positive and realistic images and
information
- each students native language is valued and encouraged where possible
4) Differentiating Content, Process, and Products

- differentiating content: modify language level, adjust delivery of content

- differentiating process: provide various options for students in terms of the way they work
through content (e.g. scaffolding learning tasks, providing models or templates, or
demonstrating collaborative strategies for ELL students working with a partner or small group
- differentiating products: allow students to represent their knowledge in various ways (e.g.
produce a poster, multimedia presentation, piece of written work, etc.)
Links &/or Sources:

- http://edglossary.org/english-language-learner/
- http://www.learnalberta.ca/content/eslapb/search.html
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- http://www.learnalberta.ca/content/eslapb/assessmenttools.html

Exceptionality #8: Down Syndrome

Alberta Education Definition:

- Trisomy 21, or Down Syndrome, is a chromosomal disorder that causes delays in physical and
mental development. Students with Down Syndrome have specific facial and physical
characteristics.
- students abilities and associated medical conditions will vary depending on the severity of the
individual disorder. They can range from mild to severe.
- heart problems, thyroid issues, and gastrointestinal issues are all common medical conditions.
- other physical characteristics include hearing and visual impairments, low muscle tone, and
instability in the ligaments holding the neck together
- Down Syndrome is caused by the child being born with a third chromosome on chromosome 21,
and can be diagnosed while the mother is still pregnant with the fetus through ultrasounds and
blood tests, with diagnostic tests confirming later on. Blood tests after birth can also confirm.
- Coding:
- Code 52: Moderate Cognitive Intellectual DIsability
- Code 59: Multiple Disability
- Code 43: Coding for students with Down Syndrome varies depending on the severity of
the case. However, the most severe Down Syndrome cases are reported as a severe
mental disability
- Code 55- Hearing Disability
- Code 57: Communication Disability
Characteristics &/or Observable Behaviours:

- often have superior visual processing skills

- students with Down syndrome often struggle with verbalizing- oral tasks are more challenging
than visual tasks
- often have short attention spans, so physically and visually stimulating activities become
essential
- Visible physical characteristics include:
- small mouth, slanting eyes, distinct facial characteristics
- short neck, arms, legs
- low muscle tone
Teaching Strategies & Resources:

- chunking tasks into smaller sections can help students, and providing brain breaks and variety in
activity benefits learning too
- lots of visual and tactile cues are necessary
1) Computer and Multimedia Integration
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a) cognitive challenges can be helped through the use of computers and multimedia,
especially with mathematics
b) it breaks up the lesson and puts things in a sequential and simple format
c) can be used through iPads, laptops, etc.
d) traditional teaching methods have shown to be less effective in teaching students with
Down Syndrome math than using multimedia
2) Feelings Chart
a) to approach communication challenges, having a feelings chart with cues can help the
child express how they feel when they are having difficulty verbalizing.
b) the child can point to a certain colour block/piece of paper to indicate confusion, anger,
frustration, etc.
3) Seating
a) to aid visual, hearing, and attention problems, seating can be used to best meet the
needs of that student
b) having students closest to the front can assist with this, or providing a chair or seat for
students during floor time.
4) Distraction Reduction
a) to assist with focus and attention issues, decreasing distractions is important.
b) can use a cardboard trifold, or noise cancelling headphones
c) less distractions leads to more independent learning and increased focus
5) Buddy System
a) building relationships is important, and pairing students up with a buddy allows
students to integrate into the class and maintain friendships and relationships necessary
for emotional growth and well-being
Links &/or Sources:

- http://www.dsrf.org/media/Technology%20&%20Talking%20Handouts.pdf
- http://www.dsrf.org
- http://www.vcu.edu/partnership/C-
SAL/downloadables/PDF/DisabilityAwarenessPacket.pdf
- http://www.examiner.com/article/understanding-speech-difficulty-for-down-syndrome
-

Exceptionality #9: Fetal Alcohol Spectrum Disorder (FASD)

Alberta Education Definition:

- A pattern of birth defects due to mothers consuming alcohol during pregnancy

- Includes learning and behavioural problems
- Symptoms include: impulsivity, poor judgement, poor memory, difficulty learning basic skills,
organizational difficulties, language and speech delays, and gross and fine motor delays.
- Other physical and psychological disorders such as seizures, hearing or vision problems,
attention deficit disorder, anxiety and depression.
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- Every one out of 100 babies are diagnosed with FASD

- A Severe Physical or Medical Disability (Code 44)
Characteristics &/or Observable Behaviours:

- Three overarching characteristics: specific facial features, Central Nervous System (CNS)
dysfunction and growth deficiency
- Three distinct facial features: small eye slit openings, flattened vertical columns in the upper lip
(philtrum) and a thin upper lip
- CNS damage results in poor comprehension, difficulty planning/organizing, poor reasoning skills,
poor judgement, slow processing speed and poor memory.
- Individuals with FASD have an IQ that falls in the Below Average range.
- Growth deficiency which includes being short in height and having a low body weight.
- Medical factors include defects in the oral palate, kidneys, spine, heart and sensory system
- Overall challenges with academic learning.
- Verbal delays, which means that their expressive language is less complex and vaguer than
other individuals.
- Memory problems in the areas of short term recall and long term retrieval of information and
directions
- Difficulty interpreting metaphorical language and producing complex sentences both orally and
on paper.
- Difficulty maintaining attention and focus.
- Low attention/concentration, hyperactivity and mood swings.
- Mood swings include irritability, explosive anger, shut downs or withdrawal behavior.
- Difficulty understanding social cues, which leads to a lack of social awareness.
- Students are literal and concrete in regards to thinking; situations are black and white.
- Range of sensory and motor deficits which affect behavior.
- Poor balance and coordination, tremors, clumsiness, poor hand-eye coordination and
delays in sensory perception.
- Challenges with body awareness, decreased muscle control and poor co-ordination
- Children often seem clumsy, careless or aggressive
- Difficulty with cause and effect reasoning and adjusting to new or unfamiliar situations.
- Can positively affect the classroom through humour, creativity, caring, a love of animals,
determination, musical and artistic talent and a desire to please.

Teaching Strategies & Resources:

- Collect information and identify strengths and needs of the child

- Check the Students History
- Report cards from previous years
- A recent Individual Program Plan (IPP)
- Talk to the student
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- Discuss strengths, challenges and appropriate learning strategies

- Involve parents
- Observe the student in the classroom
- Prioritize the students educational needs and begin planning strategies
- What part of the day appears to be most/least productive for this student?
- Does the student follow classroom routines independently?
- How can we best work towards the outcomes of the Program of Studies?
- Make a plan and prioritize the students needs
- Access print resources and carry out further research
- Consult with professional peers

Specific Teaching Strategies

1) Determine the student's particular learning preferences, strengths and needs.
- Students with FASD typically have strengths in the visual arts, so incorporating mini-art
projects for a variety of subjects into their differentiated planning can be beneficial.
2) Teach students in smaller groups
- Using centres can decrease feelings of anxiety and helps students from becoming
overwhelmed in larger/louder settings.
- The groups can utilize peer teaching from students with a firmer understanding of the
material.
3) Keep the student on-task by creating structure, repeating instruction, and providing supervision.
- Students with FASD often have issues organizing thoughts and retrieving information
from memory.
- Teachers should create as much external structure as they can.
- Create routines and give them responsibilities in the classroom to create a positive
learning environment.
- Give warning prior to transitions and highlight key concepts through direct instruction
4) Provide concrete, hands-on learning activities
- Students with FASD can have difficulty with memory, maintaining attention, and with
abstract thinking.
- Hands-on learning activities and manipulatives are extremely beneficial.
- Hands-on activities can help keep the students attention while manipulatives can be
used as a cue to remind students of something they have learned.
- Manipulatives can help students with abstract thinking as they are able to connect their
thinking to something concrete.
5) Model activities and expected responses
- By modelling activities, a structure will be provided for the student as to how they are
supposed to go about and complete their work.
- This will ensure that students know what is expected of them. In addition, an example
can be provided.
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- By providing an example, any memory difficulties that the student has can be combated.
6) Teach organizational strategies
- Providing structure and routine allows students to know and to remember what is
expected of them. This could be accomplished by:
- Creating personal daily and weekly schedules for the student
- Personal list to track assignments
- Colour coding personal belongings
7) Create a Safe Place
- Students with FASD can often feel overwhelmed by their surroundings.
- Be aware of the student's level of responsiveness to sensory stimuli (e.g., lights, noise,
touch) and adjust activities and workspaces accordingly.
- A safe space or calming area should be created to aid students who have become over
stimulated.
- Students who feel overwhelmed can retreat to this space.
- This helps students regulate behaviour, as they understand that they can remove
themselves from the situation that is making them feel overwhelmed.
8) Keep language and instruction simple and specific
- Some students with FASD may find oral instruction difficult to process.
- It is important that teachers use brief and simple language.
- They also can chunk material into manageable steps and check on the students
comprehension frequently.

Links &/or Sources:

- Teaching Resource #1:http://www.learnalberta.ca/content/inmdict/html/fasd.html

- Teaching Resource #2: https://archive.education.alberta.ca/media/414085/fasd1f.pdf
- Teaching Resource #3: http://www.usd.edu/~/media/files/medicine/center-for-disabilities/fasd-
educational-strategies-handbook.ashx?la=en
- Teaching Resource #4: http://www.bced.gov.bc.ca/specialed/fas/
- Teaching Resource #5: https://www.fasdoutreach.ca/resources/print/for-educators-curriculum-
resources
- Teaching Resource #6: http://differentiationcentral.com/DIis.html

Exceptionality #10: Gifted

Alberta Education Definition:

- Giftedness is exceptional potential and/or performance across a wide variety of abilities

- Different areas of giftedness:
- General intellectual
- Specific academic

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- Creative thinking
- Social
- Musical
- Artistic
- Kinesthetic
- Gifted students minds are often ahead of their physical growth
- Alberta Education Code: 80
Characteristics &/or Observable Behaviours:

- Advances intellectual achievement

- High motivation and interest
- Verbal proficiency
- Good at problem solving
- Can think logically
- Creative
- Can be perfectionists
- May feel frustrated and socially isolated from peers
- Can become bored and act out
- Asynchrony
- Intellectual, emotional and physical development is uneven
- Students may be more intense than their peers
- Feel different than peers who are the same age
- Do not connect with age-appropriate learning activities and topics
- Maturity levels are very different from peers, can cause social strain
Teaching Strategies & Resources:

- Need to keep students occupied and challenged to prevent boredom

- Young gifted students must be constantly challenged intellectually to prevent them from
learning to underachieve in early grades
- Side projects that relate to content but are deeper in complexity
- ex. creating the review for the unity test
- Sponge activities to keep gifted students occupied
- Allow multiple ways for students to represent what they are learning
- Acceleration
- Moving students up a grade level in order to meet their learning needs
- Can be a complete grade or just certain subjects
- Includes advances curriculum
- Telescoping
- Reducing the time it takes to cover the curriculum
- Courses often involve overlapping content from one grade level to the next
- Compacting
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- Streamline the amount of time it takes to finish regular curriculum

- Allows students to demonstrate their knowledge, do necessary assignments and move
on to other curricular areas
- Independent Study
- Students pursue areas of personal interest
- Individually investigate course topics
- Tiered Assignments
- Students work on the same content, but are asked different questions
- Provided with activities that are differentiated for learning ability
- Do not stifle their desire to answer questions
- Have gifted students write their answers down to look at later
Links &/or Sources:

- Learn Alberta: Developmental Considerations for Gifted Students

- http://www.learnalberta.ca/content/ieptLibrary/documents/en/is/developmental_con
siderations.pdf
- Learn Alberta: Instructional Considerations for Gifted Students
- http://www.learnalberta.ca/content/ieptLibrary/documents/en/is/instructional_consi
derations.pdf
- Learn Alberta: Transition Considerations for Gifted Students
- http://www.learnalberta.ca/content/ieptLibrary/documents/en/is/transition_consider
ations.pdf
- Alberta Education Diverse Learners
- https://education.alberta.ca/diverse-learners/students-who-are-gifted/
- Psychological and Social Aspects of Educating Gifted Students
- http://www.jstor.org.ezproxy.alu.talonline.ca/stable/pdf/1493044.pdf?acceptTC=true
- British Columbia Ministry of Education: Gifted Education - A Resource Guide for Teachers
- https://www.bced.gov.bc.ca/specialed/gifted/strategies.htm
- Educating gifted students in middle school: a practical guide by Susan Rakow
- Challenges Faced by Gifted Learners in Schools and Beyond
- http://www.studentpulse.com/articles/330/challenges-faced-by-gifted-learners-in-
school-and-beyond
- Duke: Gifted Students
- http://tip.duke.edu/node/1737
- Advances in Special Education, Volume 26 : Gifted Education : Emerging Issues
- http://site.ebrary.com/lib/uleth/reader.action?docID=10887978

Exceptionality #11: Selective Mutism

Alberta Education Definition:

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- Often linked to an underlying anxiety disorder.

- Children with selective mutism can speak normally in certain situations, such as at home or
when alone with their parents.
- However, they may be unable to speak in other social situations, such as at school or at
places outside their home.
- Other symptoms can include excessive shyness, withdrawal, dependency upon parents and
oppositional behaviour.
- Are not the result of a single traumatic event, but rather are the manifestation of a chronic
pattern of anxiety.
- May be treated through various approaches, including behavioural, group and family therapy
and speech-language therapy.
Characteristics &/or Observable Behaviours:

- ability to communicate ranges: some students are completely nonverbal, others can talk freely
in certain contexts or situations
- often have difficulty responding or initiating communication in a nonverbal manner
- 20-30% of children with selective mutism have language/speech abnormalities or delays
- students with selective mutism almost always will speak in some settings and are rarely mute in
all settings- it just depends on context
- common behaviours can include stiff or awkward body language, chewing or twirling hair,
withdrawing from groups, playing alone
-
Teaching Strategies & Resources:

- Having a consistent and predictable classroom routine and structure benefits these students
- e.g. having a written schedule on the board each day, having a one-on-one discussion
with the student to show them what is going on for the day
- Accept nonverbal means of communication from the student initially, such as nodding,
pointing to words or images, drawing, gesturing, writing words down
- work towards means of verbal communication as the year progresses
- If a student answers a question, repeat it back to them in the form of a statement, to acknowledge
contribution to the class and encourage future participation

- sit the child to the side of the classroom, to alleviate the sense that they are the centre of attention
and being watched by peers

- Allow the student to come before or after a class to do any necessary presentations

- Allow student to use an anxiety scale to show how they are feeling, with teacher performing check-
ups regularly to monitor comfort and anxiety levels.

Links &/or Sources:

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http://www.learnalberta.ca/content/inmdict/html/selective_mutism.html
http://www.selectivemutismfoundation.org/
http://www.selectivemutismcenter.org/aboutus/whatisselectivemutism

http://www.selectivemutism.org/resources/library/School%20Issues/Classroom%20Strategies%20for
%20Teachers%20of%20SM%20Children.pdf

http://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0ahUKEwiL_PehpLXKAhV
Nz2MKHY1aD9kQFgggMAA&url=http%3A%2F%2Fwww.selectivemutism.org%2Fresources%2Flibrary
%2FSchool%2520Issues%2FClassroom%2520Strategies%2520for%2520Teachers%2520of%2520SM%
2520Children.pdf&usg=AFQjCNE1-ac8l2m6PD6PBuDo6e4TX-5QYA

http://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source=web&cd=5&sqi=2&ved=0ahUKEwjfm4zcq
bXKAhVE9WMKHe_pAXMQFgg4MAQ&url=http%3A%2F%2Fwww.anxietybc.com%2Fsites%2Fdefault
%2Ffiles%2Fresources%2Fdocuments%2FSchool%2520Tips%2520for%2520Teachers%2520of%2520C
hildren%2520with%2520Selective%2520Mutism.pdf&usg=AFQjCNElIfRXbuxcURGKRtskJQPAgzO7Q&b
vm=bv.112064104,d.cGc

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