Ed 3602: Personal Strategy Toolbox Michael Page

Exceptionality Definition & Characteristics &/or Observable Teaching Strategies & Links &/or Sources
Name AB Ed Code Behaviours Resources

1. ADHD ADHD is a chronic Signs of hyperactivity may include -Giving a structured overview http://www.ldalberta.ca/dow
condition marked by restlessness, squirming and fidgeting, before the lesson. nloads/definition-of-ld/adhd/
persistent inattention, and excessive talking. Signs of -Using visual aids, http://www.learnalberta.ca/co
hyperactivity, and impulsivity may include acting demonstrations, simulations and ntent/inmdict/html/index.htm
sometimes impulsivity. without planning or thinking first, manipulatives to ensure that l
There are three types of difficulty following rules and steps, students understand concepts http://www.nimh.nih.gov/ind
AD/HD: predominantly interrupting others, and difficulty presented. ex.shtml
hyperactive-impulsive managing frustration, emotions and - Giving instructions visually and www.bced.gov.bc.ca/speciale
type, predominantly transitions. Signs of inattention may verbally, d/adhd
inattentive type, and include losing or forgetting things, - Pairing students to check work www.knowledgenetwork.ca
combined type. frequently "tuning out," difficulty - Assist the student to set short
(LearnAlberta.ca) following instructions, missing term goals and provide
Code: 42(severe), important details, etc. opportunities for self-evaluation.
53(mild/moderate)

2. ODD Oppositional defiant Common behaviours include frequent - Meet with the student and http://www.learnalberta.ca/co
disorder (ODD) is a temper tantrums, frequent arguing parents early in the school year to ntent/inmdict/html/index.htm
condition characterized by with both peers and adults, discuss how the school can l
a persistent pattern of intentionally annoying others, support this student's needs www.knowledgenetwork.ca
aggressive and defiant blaming others for own mistakes, and related to ODD. www.difficultstudents.com
behaviour and a need to appearing angry and vindictive. - Develop a system for sharing www.specialedabout.com
annoy or irritate others. information with relevant staff
(LearnAlberta.ca) members about the student's
Code 30/53 condition and successful
strategies.
- Be proactive in recognizing
triggers and plan accordingly.
- Avoid verbal power struggles.
 Ed 3602: Personal Strategy Toolbox Michael Page

3. Conduct Conduct disorder is a
Disorder condition characterized by
a persistent pattern of
behaviour in which the
basic rights of others are
ignored. (LearnAlberta.ca)
Code: 30/53
Children and teens with conduct
disorder tend to be impulsive and
behave in ways that are socially
unacceptable and often dangerous.
Children with conduct disorder have
four main types of chronic and
persistent behaviour: aggressive
conduct; property damage or theft;
lying; and serious violations of rules.
Conduct disorder may be a result of
genetics, chaotic home environments,
the child's temperament, physical
causes or neurological factors.
- Meet with the student and http://www.learnalberta.ca/co
parents early in the school year to ntent/inmdict/html/index.htm
discuss how the school can l
support this student's needs www.knowledgenetwork.ca
related to conduct disorder. www.kidsmentalhealth.ca/do
- If the student is taking cuments/EBP_concut_disord
medication during the school day, er.pdf
discuss with the parents possible www.aacap.org
side effects.
- Provide necessary supervision
to ensure safety of the student and
others.
- Be flexible in choice given with
instruction.
- Clearly describe desired
behaviour or expectations.

4. ELL English-language learners,
or ELLs, are students who
are unable to communicate
fluently or learn effectively
in English, who often come
from non-English-speaking
homes and backgrounds,
and who typically require
specialized or modified
instruction in both the
English language and in
their academic courses.
Code 55
ELL students are often
underrepresented and sometimes
ignored. This will lead to them being
self-conscious, confused, silent for
long periods, or only give short
responses. They will often be able to
copy and repeat oral instructions,
questions and modeled responses.
Depending on their academic level
they may depend on visuals, pictures,
or common phrases in order to
communicate.
- Follow Alberta Education
Proficiency Benchmarks. In first
link provided.
- Create a supportive language
learning environment with clarity
in formats of lessons, daily
schedules and visuals.
- Create an environment that
values cultural diversity. Visuals
and modelling respectful
behaviour.
- Differentiate content, process
and products. This primarily
means to be open to alternatives
that add comfort.
http://www.learnalberta.ca/co
ntent/eslapb/index.html
http://www.asba.ab.ca/wp-
content/uploads/2014/07/fgm
14sl_admin.pdf
http://www.jstor.org/stable/4
0015434
http://www.supportrealteache
rs.org/strategies-for-english-
language-learners.html
http://education.alberta.ca/tea
chers/program/esl/resources.
aspx
 Ed 3602: Personal Strategy Toolbox
5. Deaf A student identified with a
mild to moderate hearing
disability is one who: Has a
hearing condition that
affects speech and
language development, and
interferes with the ability to
learn. Code 55
Student with severe
hearing loss has a hearing
loss in one or more ears
that requires extensive
modification such as a
hearing aid or cochlear
implant. Code 45
6. Depression Depression is 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; and/or thoughts
of death or suicide.
Code 42
Characteristics may include: speaking
louder than necessary, asking
constantly for words to be repeated,
straining to hear, misunderstanding
conversations, susceptibility to
background noise, favouring one ear,
thinking people mumble,
withdrawing from social contact,
ringing or buzzing in one or both
ears, appearing disinterested and
disengaged.
Characteristics and behaviours may
include: Irritable mood, Motor
restlessness, slowed psycho-motor
responses, feeling of worthlessness,
excessive guilt, changes in appetite,
fatigue or loss of energy, diminished
interest in usual activities, difficulty
concentrating or making decisions,
suicidal behaviour.
Michael Page
- Involve parents, support staff,
hearing specialist, student and
teacher. This will determine the
students strengths and comfort
level to adjust instruction and
leaking of information.
- Amplification technology:
available for both the student and
teacher.
- Create a personalized IPP.
- Set up classroom according to
student’s needs. Place them close
and away from background noise.
- Differentiate instruction
- designate a support person and
incorporate them into routines.
- give opportunity for a self time-
out.
- Integrate physical activity in
lessons.
- Flexibility in deadlines and
question/answers.
- Model that it is okay to make
mistakes.
- Separate student from negative
peers.
- Collaborate with school nurse.
- Provide student with tools that
stimulate their motor senses.
http://files.eric.ed.gov/fulltex
t/ED392233.pdf
https://education.alberta.ca/m
edia/1477210/ecep_deaf_or_
hard_of_hearing.pdf
http://www.chs.ca/signs-
hearing-loss
https://open.alberta.ca/datase
t/ee2ccea8-97fe-41a1-aa11-
ed9f21421364/resource/99dc
f34f-9800-43c3-9138-
a0dcb23f5e51/download/365
6041-2014-Special-
Education-Coding-Criteria-
2014-2015.pdf
https://myhealth.alberta.ca/H
ealth/Pages/conditions.aspx?
hwid=ty4640
https://www.cmha.ca/mental
_health/children-and-
depression/
http://www.helpguide.org/art
icles/depression/dealing-
with-depression.htm#negati
http://www.healthyplace.com
/depression/symptoms/how-
depression-affects-
psychomotor-skills/
 Ed 3602: Personal Strategy Toolbox
7. Autism Autism is a brain disorder
that often makes it hard to
communicate with and
relate to others. With
autism, the different areas
of the brain fail to work
together. Most people with
autism will always have
some trouble relating to
others. But early diagnosis
and treatment have helped
more and more people who
have autism to reach their
full potential
Code 44
8. FASD Fetal alcohol spectrum
disorder (FASD) is a
pattern of birth defects,
learning and behavioural
problems affecting
individuals whose mothers
consumed alcohol during
pregnancy. FASD causes a
variety of symptoms,
including extreme
impulsivity, poor
judgement, poor memory,
difficulty learning basic
skills, and gross and fine
motor delays.
Code 44
- Exhibit stereotyped patterns of
behaviour (e.g., hand flapping, body
rocking, echolalia [the repeating back
of words and phrases], insistence on
sameness and resistance to change.
- Classroom behaviours can include:
sign of stress, reclusiveness,
depression, anxious feelings that
drive behaviour, fear of being
centered out, clinginess and
insecurity, long time completing
tasks, unusual response to emotional
situations, loud noises, forgetfulness,
trouble getting a task started, etc.
The three overarching characteristics
of FASD are CNS damage, growth
deficiency and three distinct facial
features which include small eye
openings, flattened vertical columns
on upper lip and thin lower lip.
Some observable behaviours include:
Verbal delays, memory problems,
difficulty maintaining attention and
focus, moods swings that result in
explosive behaviour, difficulty
understanding social cues, sensory
and motor deficits, challenges with
body awareness and difficulty with
cause and effect reasoning.
Michael Page
- Creation of a safe and inclusive
environment.
- Applied Behavioural Analysis to
bring about positive changes in
behaviour.
- Visual Aids
- Collaboration with parents or
guardians.
- Give clarity and time
- Promote independence
- Art therapy
- Teach/ model organizational
strategies.
- Early proactive support
- Determining the student’s
learning preferences and needs.
- Teach students in smaller
groups.
- Create structure, repeat
instruction and provide
supervision to keep student on
task.
- Provide concrete hands-on
learning activities.
- Model activities and expected
responses.
- Create a safe environment
- Teach organizational strategies
http://www.learnalberta.ca/co
ntent/inmdict/html/asperger_
syndrome.html
http://www.learnalberta.ca/co
ntent/inmdict/html/autism.ht
ml
https://archive.education.albe
rta.ca/media/511995/autism.
pdf
https://autismcanada.org/livi
ng-with-
autism/treatments/related/art-
therapy
http://www.learnalberta.ca/co
ntent/inmdict/html/fasd.html
https://archive.education.albe
rta.ca/media/414085/fasd1f.p
df
http://www.bced.gov.bc.ca/sp
ecialed/fas/
http://differentiationcentral.c
om/DIis.html
https://www.fasdoutreach.ca/
resources/print/for-
educators-curriculum-
resources
 Ed 3602: Personal Strategy Toolbox
9. Anxiety 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.
Anxiety disorders can
coexist with many other
disorders and disabilities
Code 42
- 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
Michael Page
- 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.
- Fidgets and establishment of a
quiet/safe place.
http://www.learnalberta.ca/co
ntent/inmdict/html/anxiety_d
isorders.html
http://www.kidsmentalhealth.
ca/documents/res-cprf-
teachers-2007.pdf
http://www.phac-
aspc.gc.ca/publicat/miic-
mmac/chap_4-eng.php
http://www.adaa.org/living-
with-anxiety/children/test-
anxiety
 Ed 3602: Personal Strategy Toolbox
10. Gifted Giftedness is exceptional
potential and/or
performance across a wide
range of abilities in one or
more of the following
areas:
• General intellectual
• Specific academic
• Creative thinking
• Social
• Musical
• Artistic
• Kinaesthetic.
Code 80
11. Down Down syndrome is a
Syndrome chromosomal disorder that
causes delays in physical
and mental development.
Students with Down
syndrome have a particular
set of facial and other
physical characteristics.
The student's abilities and
the severity of associated
medical conditions can
vary greatly, from mild to
severe.
Codes 52, 59, 43, 55, and
57 can all apply depending
upon the particular case.
Some characteristics and behaviours
include: advanced intellectual
achievement, high motivation and
interest verbal proficiency, problem-
solving ability, logical thinking
and/or creativity, perfectionism,
feelings of frustration and social
isolation, boredom and acting out,
asynchrony.
An uneven development in the rates
of intellectual, emotional and
physical development. This means
students may: be more
complex/intense than peers, feel out
of sync, demonstrate a different
maturity level, etc
Characteristics of Down Syndrome
include:
- Distinct facial features (example:
slanting eyes, small mouth)
- Short neck, arms, and legs
- Low muscle tone
- Below-average intelligence
Students with Down Syndrome often
have trouble verbalizing, appear to
have poor attention spans, have
superior visual processing skills and
develop more slowly than other
children.
Michael Page
- Independent projects more
suited to their academic level of
performance.
- Sponge activities to ensure they
always have something to do.
- Learning logs/portfolios to
encourage higher motivation and
performance.
- Acceleration: placing students at
a higher level to meet their needs.
- Telescoping: Reducing the
normal amount of time to cover
material.
- Learning centers
- Tiered assignments.
- Computer and multimedia
integration.
- Feelings charts
- Strategized seating
arrangements
- Distraction reduction
- Buddy system
- Differentiated approaches such
as: breaking up work into smaller
sections, allowing extra time for
work, changing environments and
using more tactile and visual
strategies.
http://www.learnalberta.ca/co
ntent/ieptLibrary/documents/
en/is/developmental_conside
rations.pdf
https://education.alberta.ca/di
verse-learners/students-who-
are-gifted/
https://www.bced.gov.bc.ca/s
pecialed/gifted/strategies.htm
http://site.ebrary.com/lib/ulet
h/reader.action?
docID=10887978
http://www.dsrf.org/media/T
echnology%20&%20Talking
%20Handouts.pdf
http://www.dsrf.org
http://www.vcu.edu/partners
hip/C-
SAL/downloadables/PDF/Di
sabilityAwarenessPacket.pdf
http://www.examiner.com/art
icle/understanding-speech-
difficulty-for-down-
syndrome
http://dx.doi.org/10.5014/ajot
.2014.009274
 Ed 3602: Personal Strategy Toolbox
12. LD Learning disabilities
include various disorders
that may affect the
acquisition, organization,
retention, understanding, or
use of verbal or nonverbal
information.
Learning disabilities range
in severity and interfere
with the acquisition and
use of oral language,
written language and/or
mathematics
Code 54
LD often encompasses co-occurring
conditions that can include problems
in listening, concentrating, speaking,
reading, writing, reasoning, math, or
social interaction. They can be
categorized by the 3 following
categories. 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
mathematics.
Michael Page
- Increased waiting time for
answers
- Avoid using sarcasm
- Have secrets cues for LD
students to help them answer
when you call on them.
- Be positive, positive
reinforcement.
- Use visual aids
- Do not make students feel
stupid by telling them something
is easy or by using negative
reinforcement.
http://www.learnalberta.ca/co
ntent/inmdict/html/learning_
disabilities.html
http://ed.ted.com/on/QEYl7S
6Z
http://www.learnalberta.ca/co
ntent/inmdict/html/learning_
disabilities.html
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