Exceptionality

Name
Autism
Spectrum
Disorder
(ASD)

Exceptionality
Name

Definition & AB
Education Code

Characteristics and/or
Observable Behaviour

Severe Physical Or
Medical Disability
(Code 44)
Mild or Moderate
Medical Disability
(Code 58)
-Is the most common
neurological disorder
and one of the most
common developmental
disabilities affecting
Canadian children,
which usually appears
before age 3.
-Children with autism
usually have particular
communication and
social characteristics and
repetitive behaviors to
different degrees, but
each child with autism
responds or behave in
unique way.

There are 4 main characteristics:

1) Communication (struggles
with nonverbal communication
and expressive language skills.
Repetitive and idiosyncratic
speech patterns and restricted
vocabulary)
2) Social integration (3
subtypes: aloof, passive, active)
3) Unusual/challenging
behaviour (inflexible adherence,
stereotypic & repetitive motor
mannerisms, fascination with
movement of objects)
4) Learning characteristics
(uneven patterns of
development)

Definition & AB
Education Code

There is also anxiety, unusual

patterns of attention and
responses to sensory stimuli.

Teaching Strategies and Resources

1) Provide visual support and hands on activities
These strategies can help with communication and
self-control. These include checklists, daily schedules,
simple picture instructions, labels, charts, etc. For
example. if teaching emotions, be sure to provide
pictures with different faces in various scenarios.
2) Use activity-based instruction.
Allows teachers to focus on multiple goals and skills.
An example is a partner puzzle activity promotes
communication skills.
3) Identify an alternative behaviour
Find appropriate behaviour that serves the same
function.
4) Find strengths, weaknesses, interests and talents
Communication with parents and teachers of the
student determines what motivates the student to
succeed, encourages good behaviour, and allows
them to enjoy school. This may also develop skills for
future employment. A home-to-school journal would
be a good way to keep track of the progress.

Links and /or Sources

http://www.autismsocietycanada.ca/
http://education.alberta.ca/media/825847/spedcod
ingcriteria.pdf
https://www.gnb.ca/0000/publications/ss/Teachin
gStudentswithAutismSpectrumDisorders.pdf
http://www.learnnc.org/lp/editions/picturesymbols
http://download.springer.com/static/pdf/855/art
%253A10.1023%252FA
%253A1025806900162.pdf?
auth66=1421796404_9d081542786c94934c7fee1
98176a735&ext=.pdf
http://education.alberta.ca/media/512916/autism1
b.pdf
http://education.alberta.ca/media/512925/autism3.
pdf
http://education.alberta.ca/media/512928/autism4.
pdf

Characteristics and/or Observable Behaviour

Teaching Strategies and

Resources

Links and /or Sources

Emotional:
Depression
AKA:
Major
depression
Major
depressive
disorder
Clinical
depression

- Feelings of severe
despondency and
dejection.
- It is an internalizing
disorder that involves a
childs feelings,
thoughts and
behaviours, exhibits
chronic and pervasive
behaviours that interfere
with the learning and
safety of the
student/child, other
students/children and
staff.
It 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.
- It may be caused by a
loss, by genetic or
biochemical factors, or
by past or ongoing
trauma. Students with

Changes in: feelings, physical health,

thinking & behaviour.
These changes can manifest themselves as:
-Extended periods of excessive sadness,
feelings of hopelessness, or crying.
-Loss of interest in activities.
-Sleep problems (too much or too little).
-Change in appetite. Lack of energy or
excessive fatigue.
-Feelings of worthlessness or guilt.
-Difficulties thinking or concentrating.
-Increased irritability or anger.
-Physical violence toward other persons
and/or physical destructiveness toward the
environment
-Somatic complaints (This Stomach-aches,
nausea, headaches, body aches or vague
complaints).
-Preoccupation with death.
Social withdrawal. Note: The most important
symptoms to watch for in children are
irritability and somatic complaints.
-Inability to establish or maintain satisfactory
relationships with peers or adults.
-Inappropriate behaviour or feelings under
ordinary conditions
-fears associated with personal or school
problems
-difficulty accepting the realities of personal
responsibility and accountability
- displays chronic, extreme with a severe and
pervasive behaviours and requires close and
constant adult supervision. ( can significantly

Teachers can play an important

role by observing the warning
signs and creating a school
environment that is sensitive to
the needs of children with
depression.
1. Communicate with parents to
discuss strategies for helping
children learn and feel better.
2. Invite children to share their
feelings and create routine
opportunities for reflecting on
and sharing their feelings (e.g.,
circle time or journal writing).
3. Refer children to and
encourage children to use the
PEERS feelings strategies.
4. Be consistent with routines
and use visual schedules.
5. Focus on the positive.
6. Create opportunities for
healthy living.
7. Teach shortterm goalsetting
for academic work.
8. Build a support network by
promoting peer assistance.
9. Record unusual behaviours
(e.g., in a log) and communicate
concerns with mental health
professionals (e.g., school
counselor).
10. A welldesigned classroom:
layout, movability, etc.

Children, youth, and depression. (n.d.). Retrieved from

Canadian Mental Health Association: mental health for all
website:
http://www.cmha.ca/mental_health/children-anddepression/#.VLxkbYrF9XZ
PEERS program mental health roundtable session for
teachers: Depressive symptoms in children [Fact sheet].
(n.d.). Retrieved from
http://www.psych.ualberta.ca/~hoglund/PEERSlab/assets/pee
rs-roundtable-depressive symptoms.pdf
Supporting positive behaviour in Alberta schools: A
classroom approach [Fact sheet]. (2008).
Retrieved from
http://www.learnalberta.ca/content/inspb2/html/supporting_p
ositive_behaviour_orange.pdf
Medical/Disability information for classroom teachers:
Depression [Fact sheet]. (n.d.). Retrieved from
http://www.learnalberta.ca/content/inmdict/html/depression.h
tml
Teaching students with mental health disorders ministry of
education: Resources for teachers [Fact sheet]. (n.d.).
Retrieved from
http://www.bced.gov.bc.ca/specialed/docs/depression_resourc
e.pdf
Special education coding criteria 2012/2013. (2012).
Retrieved from
http://education.alberta.ca/media/8708251/spedcodingcriteria
_2012-2013.pdf

disabilities are as
vulnerable to depression
as the general
population.
-There is no one cause
for depression, research
suggests a dynamic and
complex interplay
between several factors.

interfere with both learning and safety)

-could have a diagnosis of: conduct disorder,
schizophrenia, bi-polar disorder, OCD.
- may display self-stimulation or selfinjurious behaviour

11. Establish an I need a break

system. Refer to pg. 13 of
Supporting positive behaviours
in Alberta schools
12. Establish High levels of
structure and routine
.

Alberta Childrens Hospital. (2011). Services. Retrieved from

http://www.calgaryhealthregion.ca/ACH/programs_services/s
ervices.html
AntayMoore, Dana. (2008). Supporting Positive Behaviour
in Alberta Schools. Edmonton AB: Alberta Education.

Coding: 30, 42, 53

(ECS: Code 30; Grades
112: Code 53)

Exceptionality
Name
Down
Syndrome

Definition & AB Educ.

Code

Down Syndrome is
a genetic disorder
whereby a person has
three copies of
chromosome 21

instead of two. It is
the most common
genetic
(chromosomal)

intellectual disability
occurring from 1 in

Characteristics &/or Observable

Behaviours
Lower level of task

persistence and higher level of

off-task behavior which

interferes with task completion.

Communication barriers may
be present, and many struggle
by knowing far more than they
can express.
Some students may have

sensory and/or motor difficulties

and may have difficulties

Teaching Strategies & Resources

Maintain a positive attitude and reinforce students for specific tasks
since many students will work for positive recognition and affirmation.
Encourage the parents to work with you to learn what works best for
their child.
Use many verbal and visual cues when giving instruction (eg.
rhythmic songs, repetition phrases, large photos, tactic manipulatives).
Establish a daily routine with the student and allow practice time to
review the schedule daily. This will minimize outbreaks due to change.
Use pictures, symbols or signs to communicate if there are
communication barriers, and do not be afraid to ask the student to
slow down or try again if there is difficulty in understanding what

Links &/or Sources

Indian Journal of Medical
Sciences
http://www.bioline.org.br/reque
st?ms09011
Canadian Down Syndrome
Society
www.cdss.ca
Teaching Students with Down
Syndrome

700 up to 1 in 1000
live births.
Down Syndrome is
named after the
English doctor, John
Langdon Down, who
was the first to

categorize the
common features of
people with the

condition.
Coding 51, 54, 57,
41, 43

processing information from

many sources at once. This may
cause them to act out or

become excited if their senses

are not working properly
together.
The mean IQ of children with
Down Syndrome averages about
45. (range, 25-70)
Older children and young

adults are described as having

primarily a positive demeanor
and tend to be predictable in
their behavior.
Physically, people with Down
Syndrome have almond-shaped
eyes and a short stature. They
often have a short neck, with
excess skin at the back of the

neck and white spots on the

colored part of the eye (called
Brushfield spots). Often they
also have wide, short hands with
very short fingers.
People with Down Syndrome
have an increased risk for heart,
respiratory, orthopedic, skin,
hearing, or vision problems.
These vary from person to
person.

they are trying to express. It is also important that teachers model

appropriate communication strategies.
Be aware that loud noises, unusual light, and activities around them
will distract and hinder focus. Therefore provide quiet spaces or
noise cancelling headphones that all students in the classroom have the
option to use. You can also teach students to work through distractions
as well.
Allow students to film material done in class, so that they can review
it at home with parental support.
Create differentiated scaled assessments and activities, and use the
same accommodations in testing as was used in teaching.
Speak slower and with fewer words, and allocate sufficient wait time
in order for students to process and respond before repeating
instructions/questions.
It is important to recognize that a child with Down's syndrome may
still acquire many of the cognitive and social skills most other people
develop. It simply takes more time, and a child should be allowed to
move forward at their own pace.
Alberta Education has created sample individualized program
planning (IPP) templates to help identify the level and types of
teaching strategies and supports each student requires. Template B is
designed for students with moderate to severe cognitive disabilities,
such as Down Syndrome. The purpose of this particular template is to
identify 5 individual learning goals in order to increase the students
engagement in learning, (particularly literacy and numeracy). Template
A is designed for students with mild cognitive disabilities. The purpose
of this particular template is to find strategies that meet the students
strengths and needs, while also reducing learning barriers.

http://www.cdss.ca/images/pdf/
parent_information/teaching_st
udents_with_down_syndrome.
pdf
Global Down Syndrome
Foundation
http://www.globaldownsyndro
me.org/about-downsyndrome/facts-about-downsyndrome/
Medical/Disability Information
for Classroom Teachers
http://www.learnalberta.ca/cont
ent/inmdict/html/down_syndro
me.html
Special Education Coding
Criteria 2012/2013
http://education.alberta.ca/medi
a/825847/spedcodingcriteria.pd
f
Sample IPP Templates
http://www.learnalberta.ca/cont
ent/ieptLibrary/lib07.html

Exceptionality
Name

Definition & AB
Educ. Code

Gifted

Code 80:
Demonstrated or
potential
abilities to show
exceptionally
high capability
in specific
disciplines,
intellect, or
creativity.
Students who
are advanced in
one area or in
many areas and
exceed the
expectations of
parents or of the
school
curriculum in
specific areas or
development are
described as
gifted

Characteristics &/or Observable

Behaviours

Work quickly
Generate explanations,
theories, ideas and solutions
Show curiosity and/or
strong interests.
Does not work well in
normal classrooms
May have
accompanying disabilities
(Autism Spectrum)
Have great vocabulary,
fluency, memory, insight,
reasoning, observation skills,
problem-solving skills,
imagination and motivation
Be highly self-directed
and independent
Be unusually perceptive
of or sensitive to feelings and
expectations of others
Seem intense in
expression or feelings of justice
and/or empathy
Demonstrate
perfectionism and high task
commitment
Seem out of synch with
age-mates or prefer the company
of adults.
Very sensitive,

Teaching Strategies & Resources

Tiered assignments- Teacher prepares a range of

distinct assignments, from simple to complex, focusing on
key learning outcomes. Once gifted students complete the
required part, they can move on to more complex activities.
Ability Grouping- students work with their
intellectual peers on a regular basis in or outside the
classroom. This could mean having gifted students spend
part of the day with a different grade level for enrichment.
Mentor Programs- gifted students apply their
knowledge hands-on, in real-life settings under the
supervision of an adult.
Authentic Problem Solving- Students apply their
knowledge and skills to problems that are significant in
their own lives.
Telescoping- Gifted students can do two curricula
in one year.
Open Ended Assignments- Students are given
options for completing and deciding how far to take their
learning.
Let your child follow his or her passion. Some
childrens intensity may lead to immersion in a passion to
the exclusion of all else
Participating in their own SMART goal setting
helps students who are gifted to practise higher-order and
metacognitive thinking.
Open-ended questions invite critical and creative
thinking, and nurture the development of students
capacities to frame their own questions.
Independent projects offer challenge and
engagement for students who need academic enrichment.

Links &/or
Sources
Class
Coursepack
(Chapter 3Exceptional
Students:
Learning and
Behaviour
Exceptionalities)
http://education.a
lberta.ca/media/8
25847/spedcodin
gcriteria.pdf
https://education.
alberta.ca/media/
448831/journey.p
df
http://education.a
lberta.ca/media/1
234009/13_ch10
%20gifted.pdf

emotionally and even physically

Advanced Placement (AP): Students participate in

senior high school courses that follow the prescribed AP
program and students who successfully complete
examinations in the program may apply for advanced credit
or placement at post-secondary institutions

Exceptionali
ty Name

Definition & AB
Educ. Code

Characteristics &/or Observable Behaviours

Teaching Strategies &

Resources

Links &/or Sources

English
Language
Learners
(ELL)

- Also known as
English Second
Language
Learners (ESL),
it is an
exceptionality in
which the
students first
learned language
is a language
other than
English. This
lack of English
proficiency
makes full
participation in
learning
opportunities
difficult to the
students.

- There is a wide range of characteristics and behaviours for

ELL students. An overview of these can be found at
http://www.learnalberta.ca/content/eslapb/documents/characte
ristics_of_english_language_learners.pdf with respect to the
Profiency Benchmarks.

-Use a variety of instruction and

assessment strategies.
-Use visuals during instruction
and accompany print material
with visuals for clarification and
explanation.
-Slow down your speech and use
shorter sentences, examples,
gestures, demonstrations, and
avoid expressions or sayings that
are only common in your culture.
-Follow predictable routines.
-Involve students culture and
family in school events and
projects
-Allow students to substitute
drawings, pictures, or diagrams,
graphs, charts for a written
assignment
-Reduce length and allow more

- Alberta Education: English Second

Language Learners:
http://education.alberta.ca/teachers/a
isi/themes/esl.aspx

- Behaviours are organized into 5 different levels based on

English speaking ability. These include: Beginning,
Developing, Expanding, Bridging and Extending.
- Students who are in the Beginning Level show behaviours
such as high self-consciousness, frustration and fatigue as the
day goes on, and heavy reliance on visual representations.
- As students progress through the levels, there is an increase
in their comfort speaking English as well as their confidence
in learning.
-Teachers of ELL students often misjudge their language
abilities. There is an observable difference between the

- Supporting English Language

Learners:
http://www.learnalberta.ca/content/e
slapb/
http://www.edutopia.org/blog/strateg
ies-and-resources-supporting-elltodd-finley webpage is a portal to
multiple other websites, articles, and
resources.
http://education.jhu.edu/PD/newhori
zons/strategies/topics/English
%20Language
%20Learners/Articles/Effective

Coding:
Canadian-born
(303)
Foreign-born
(301)

conversational language and academic language these

students use. This misunderstanding can lead to
misconceptions about the intelligence or motivation levels of
ELL students. Jim Cummins helped clarify this disparity by
introducing two language continua called BICS (Basic
Interpersonal Communicative Skills) and CALP (Cognitive
Academic Language Proficiency). For more information
about BICS and CALP visit
http://www.educ.ualberta.ca/staff/olenka.Bilash/best%20of
%20bilash/bics%20calp.html.

time for written assignments

-for more specific strategies and
activities, visit
http://www.educ.ualberta.ca/staff/
olenka.bilash/best%20of
%20bilash/strategiesactivities.htm
l

%20Instructional%20Strategies
%20for%20English%20Language
%20Learners%20in%20Mainstream
%20Classrooms/
-12 simple ways to support ELL
students in the classroom
http://www.cultofpedagogy.com/sup
porting-esl-students-mainstreamclassroom/

Exceptionality
Name

Definition & AB
Education Code

Characteristics and/or
Observable Behaviour

Teaching Strategies and Resources

Links and /or Sources

Fetal Alcohol
Spectrum
Disorder
(FASD)

Students/ECS children
diagnosed with fetal
alcohol spectrum
disorder (FASD) in the
most severe cases
should be reported under
Code 44 rather than
Code 42.
Fetal Alcohol Spectrum
Disorder (FASD) Coined in 1973 to
describe physical
malformation and
mental retardation
observed in children
born to alcoholic
mothers.

Affected Regions:
Frontal Lobes: Executive
Functions
Limbic System:
Regulates emotions,
social and sexual
behavior, the fight or
flight response, and
empathy. [Hippocampus,
Amygdala,
Hypothalamus]

1. Strategy: Structure the physical learning environment, which means that students
with FASD can be easily distracted if they have poor sensory processing, and so
structuring the classroom to have less visual stimuli might help these students
accomplish more work.

http://fasd.alberta.ca/ind
ex.aspx Government of
Alberta Website
Dedicated to FASD
https://education.alberta.
ca/media/377037/fasd.p
df

Behavior:
varying degrees
of learning
disabilities
low intelligence
test scores

How to apply: Create a quiet and calm environment.

How to use it in the classroom: Teachers can use tennis balls on the bottom of chairs
and on desk legs to reduce noise as students move their desks and chairs. We can
also consider using window coverings, relaxing music, and headphones for quiet
time as other uses in the classroom to create a quiet and calm environment.
2. Strategy: Its important to teach social and adaptive skills because most students
with FASD have trouble with adaptive and functional living skills. These skills are
often an essential part of programming for students with FASD.
How to apply: Use role-playing and practice in context.
How to use it in the classroom: Role-playing allows students to explore
communication skills in a safe environment. As teachers we can provide specific
situations to role-play, and provide tips for being participants and tips for being an
observer; it is important to follow role-playing with discussion. It is just as

http://www.gov.mb.ca/
healthychild/fasd/fasde
ducators_en.pdf
http://www.education.a
lberta.ca/media/352661
/build.pdf
http://education.albert
a.ca/media/377037/fasd
.pdf
http://www.learnalbert

Fetal Alcohol System

(FAS) - profound
physical and neural
abnormalities in
offspring caused by
exposure to high ethanol
levels in utero.

Exceptionality
Name
Sensory
Disability:
Visual
Impairment

hyperactivity
social problems

Definition & AB Education Code

Visual impairment is a limitation of one
or more functions of the eye that cannot be
corrected with the use of glasses or
contacts. The exceptionality is considered
to have a low-incidence rate amongst
students. There are two Alberta Education
codes for visual impairments:
Code 56: VISUAL DISABILITY (ECS:
Code 30; Grades 112: Code 56):A
student/ECS child identified with a mild to

moderate visual disability is one whose

vision is so limited that it interferes with
the ability to learn and requires
modification of the learning environment.

important to acquire skills through being an observer as it is through participating

in the role-playing. Through observation listening skills are acquired, appropriate
use of encouragement and feedback are learned, and body language can also be
studied.
FASD students:

struggle to learn basic facts, such as multiplication facts

have difficulties with memory and organizational skills

have strengths in visual arts and music

enjoy repetitive work and succeed in structured situations

enjoy physical activities

respond to smaller teaching groups.

Characteristics and/or
Observable Behaviour
Characteristics &
Observable Behaviours:
Students who are visually
impaired may experience
the following:
- Uncomfortable/uneasy
in unfamiliar settings
- Feeling of isolation due
to their disability
- Increased feelings of
stress
- Struggle to pick up on
social cues
- May use a cane or have

Teaching Strategies and Resources

Strategies:

Braille textbooks: Braille is a type of written language where the

words are written with a pattern of raised dots on a page that is
felt by fingers. When using Braille in the classroom, it is

important to ensure that the student can read Braille. This may
require that the school provides the student with an assistance to
teach them how to read Braille.
Laptop programs (eg. Zoomtext):Assignments/notes can be
uploaded into the program so that they can be enlarged and
easier for the student to see. This program also allows students
to respond to assignments by being able to type in the program.
Student would need to have a laptop/computer all the time.
Teacher must also have digital copies of each assignment or set

a.ca/content/inmdict/ht
ml/fasd.html
http://www.learnalberta.
ca/content/inmdict/html/
fasd.html

Links and /or Sources

Resources:
Voice Print http://www.ami.ca/Pages/defau
lt.aspx
Speaking Graphing
Calculator http://shop.aph.org/webapp/wc
s/stores/servlet/Product_Orion
%20TI-84%20Plus%20Talking
%20Graphing
%20Calculator_1-0734000P_10001_11051
Sample Activities http://vision.alberta.ca/media/8

A student/child who is designated as

having limited vision should have a visual
acuity of less than 20/70 (6/21 metric) in
the better eye after correction and/or a
reduced field of vision
Code 46:
BLINDNESS:
A student/child with severe vision
impairment is one who
:has corrected vision so limited that it is
inadequate for most or all instructional
situations, and information must be
presented through other means; and
has a visual acuity ranging from 6/60
(20/200) in the better eye after correction,
to having no usable vision or a field of
vision reduced to an angle of 20 degrees.
For those students/ECS children who may
be difficult to assess (e.g., cortical
blindness-developmentally delayed), a
functional visual assessment by a qualified
specialist in the field of vision or a medical
professional may be sufficient to support
eligibility.

Cerebral
Palsy
-

Cerebral Palsy (CP)

a seeing eye dog

- May appear to be
unable to focus
- Shorter attention span

Depending on which areas of the brain are

damaged, CP can cause one or more of the

of notes to email to the student.

Voice recorder: Used to record teacher lectures. Students can
used this as a study tool, rather than having to review notes
through a program like Zoomtext.

Scribe (for assignments or testing):An academic

accommodation for students who are visually impaired is to
have a scribe to write for them. This will allow for the students
to express their ideas during tests and quizzes and allow them
the same opportunities for achievement as other students.

Voice Print (http://www.ami.ca/Pages/default.aspx):Voice print

is a Canadian website that provides audio for various
newspapers, free of charge. This would be an excellent way to
have your exceptional student be able to participate in some of
the Social Studies units that involve current events. It would be
easy to implement into the classroom as long as you have access

to technology.
Visual Efficiency Skills:These skills are used to accurately
interpret visual information and complete visual tasks as
efficiently and effectively as possible. With comprehensive,
systematic training and practice, most students can learn to use
their remaining vision more effectively and efficiently.Visual
efficiency training may include blur interpretation, scanning and
location skills, strategies to improve visual efficiency (e.g., use
of appropriate lighting or wearing tinted lenses to reduce glare),
and strategies which enhance a given students access to visual

information.

1.

Teach all children skills regardless of their impairment. Modify

the activity appropriately to meet their needs. Realize that

3125/3%20section
%206%20resource%20kit
%20goals%20nov
%202010.pdf
Adapted program of studies
from the California
Department of Education http://www.cde.ca.gov/sp/se/sr/
documents/braillemathstand.pd
f
NSCC Disability Services http://www.disabilityservices.n
scc.ca/en/home/disabilitiesinfo
rmation/sensorydisabilities/def
ault.aspx
Standard for Special
Education https://education.alberta.ca/me
dia/511690/ecep_blind_or_visu
ally_impaired.pdf
Special Education Coding
Criteria http://education.alberta.ca/medi
a/8708251/spedcodingcriteria_
2012-2013.pdf
Information for Teachers http://www.learnalberta.ca/cont
ent/inmdict/html/visual_impair
ment.html

Teacher web:
http://teacherweb.com/ON/Joh

refers to a group of
disorders that result
from injury to the
developing brain, and
can affect movement
and muscle
coordination.
Muscle tightness or
spasms
Involuntary movement
Difficulty with gross
motor skills such as
walking or running
Difficulty with fine
motor skills such as
writing or doing up
buttons
Difficulty with
perception and
sensation

following:
- Muscle tightness or spasms
- Involuntary movement
- Difficulty with gross motor skills such as
walking or running
- Difficulty with fine motor skills such as
writing or doing up buttons
- Difficulty with perception and sensation
Individuals with CP may have:
- Cognitive
- Speech and language disorders
- Visual and hearing impairments
- Learning disabilities.

2.

3.

The parts of the body that are affected and

the severity of impairment can vary widely.
- Underdeveloped motor skills
4.
- Slow to reach developmental
milestones (rolling over, sitting, crawling,
smiling, walking)
- May have high levels of frustration
due to trouble communicating and being
misunderstood
- Abnormal or vacillating muscle
tone
- Decreased muscle tone- Hypotonia
- Increased muscle tone- Hypertonia
(stiff and rigid)
- May favour one side of the body or
one movement pattern
- Unusual and often awkward
posture

although a CP student may never become fully able to

conventionally perform a skill, it is still valuable for them to learn
it (eg. basketball for students in a wheelchair).
Implement stretch breaks in the classroom to assist the child
with CP into proper head positioning if necessary. Create
stretching routines, and as a teacher be aware of the student with
CPs head positioning so that s/he can use a normal arc of vision
to view the teacher or activity (check head & neck alignment). CP
students may have muscular stiffness, and may have difficulty
with head "righting" (focusing on target) or orientation.
Talk to the class about cerebral palsy, and if the child is
comfortable with the situation, have the child or parent explain
any adaptive needs. Encourage other students to find out how they
can assist and when they should assist the student with Cerebral
Palsy. This may help the student with CP to feel included and
welcome in the classroom. It also gives the rest of the class a
responsibility to including and accepting them into the
community.
85-95% of CP students have a speech disability and30% have
severely limited speech which cannot be easily understood.
Students and teachers may use various technologies to help
improve communication. Some examples of technology which can
be used in the classroom are:
i.
Digitized Speech Generator (Chat Box,
Liberator)
ii.
Bliss Board
iii.
Eye Movement Recognition Hardware
The use of technology to communicate allows the student with
CP to express themselves to the teacher and the rest of the class.
This is allow them to build relationships.

nMcGregorSecondarySchool/L
earningandEnrichmentCentre/C
erebralPalsy.pdf
Cerebral Palsy Learn Alberta:
http://www.learnalberta.ca/cont
ent/inmdict/html/cerebral_pals
y.html
Cerebral Palsy Association in
Alberta:
http://cpalberta.com/about/cere
bral-palsy-faq/
BC Education - Recognizing
the Child with Cerebral Palsy:
http://www.bced.gov.bc.ca/spec
ialed/awareness/32.htm
MyHealth.Alberta.ca:
https://myhealth.alberta.ca/heal
th/pages/conditions.aspx?
hwid=aa56262&#aa56262-sec
Cerebral Palsy Blog Teaching Strategies:
http://cerebralpalsyresource.we
ebly.com/teachingstrategies.html

Infusing Assistive Tech

(Alberta Education):

https://education.alberta.ca/me
dia/525549/ipp9.pdf
Assistive Technology:
http://www.teachspeced.ca/cere
bral-palsy?q=node/688

Exceptionality
Name

Definition & AB
Educ. Code

Characteristics &/or Observable Teaching Strategies & Resources

Behaviours

Links &/or Sources

ADHD

Attention
deficit/hyperactivity
disorder (AD/HD) is
a neurobiological
condition that can
cause inattention,
hyperactivity and/or
impulsivity, and
other learning
difficulties.
Research suggests
that AD/HD is most
likely caused by
abnormalities in
certain
neurotransmitters or
messengers in the
brain, making the
brain inefficient or
sluggish in the areas

Inattention:
Be easily distracted, forget things,
and frequently switch from one
activity to another.
Become bored with an activity
quickly.
Have difficulty processing
information.
Struggling follow instructions.
Not seem to listen when spoken
to.
Have trouble completing
activities, often losing things (e.g,,
pencils, toys, assignments) needed
to complete tasks or activities.
Impulsivity:
Be very impatient
Blurt out inappropriate comments
and act without regard for
consequences.

Learn Alberta:
http://www.learnalberta.ca/con
tent/inmdict/html/adhd.html

1.

2.
3.

4.
5.

6.
7.

Teach active listening strategies. Encourage students to delay their

responses, since this is frequently an effective way to help them
process more deeply what has been said. Remind students to "stop,
think and listen" before responding, acting or making a choice.
Break tasks and assignments into short, easy-to-manage steps.
Provide each step separately and give feedback along the way.
Help the student make a plan for a task by identifying the goal,
breaking the task into steps, and identifying where to start and end.
Encourage the student to use self-talk to work through more
challenging tasks (e.g., "First I have to ___, and then I have
to___.").
Provide checklists, graphic organizers, visual referents and
examples to help the student plan ahead and to stay on-task.
Design learning activities that require a high response rate. For
example, provide students with individual white boards,
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

University of Alberta:
http://www.psych.ualberta.ca/~
hoglund/PEERSlab/assets/peer
s-roundtable-adhdhandout_10_11.pdf
Alberta Education:
http://education.alberta.ca/med
ia/513142/b_chap1.pdf

that control
impulses, screen
sensory input and
focus attention.

Have difficulty controlling

emotions.
Have difficulty waiting for their
turns in games.
Often interrupt conversations or
others activities.
Hyperactivity:
Have trouble sitting still or doing
quiet activities
Fidget and squirm in their seats
and be constantly in motion.
Talk nonstop.

mnemonics and visual prompts.

Teach specific problem-solving strategies, and use visual supports to
help the student remember what the steps are.
8. Teach strategies for what to do while waiting for help (e.g.,
underline, highlight or rephrase directions; jot down key words or
questions on sticky notes).
9. Provide extra time for tasks or reduce the amount of work
required.
10. Provide direct instruction and practice in letter formation and page
organization. If handwriting continues to be difficult as the student
gets older, reduce expectations for copying, provide extra time for
written work and explore the use of a word processor.
11. Design math tasks and materials that consider spatial
organization and fine motor difficulties. For example, reduce the
amount of information on a page; provide a "window box"
template to view one question at a
time; provide graph paper to align numbers correctly.
12. Provide opportunities for repetition and actively engage students
in using memory cues to remember basic math facts. If the student
continues to struggle with recall of math facts, provide reference
sheets so that the student has an opportunity to apply and extend
knowledge without being held back by memory issues.
13. Explicitly model and teach prereading strategies that activate prior
knowledge, build vocabulary and set a purpose for reading (e.g.,
K-W-L charts).
14. Teach strategies for monitoring comprehension during reading.
Physical supports, such as sticky notes or storyboard templates,
may be helpful.
15. Reduce distractions. For example, seat the student near your desk
or in an area away from distractions, such as doors; provide a
study carrel that all students can access; allow the student to listen
to music using a headset to screen out noise.
16. Help the student to organize belongings and work (e.g., label
school supplies, colour code subject notebooks).