Gifted, Creative, and Talented

Students who have high levels of performance intellecutally, creatively, artisticly, or in leadership or specific academic fields. Characterized by learning things more quickly and easily at a younger age than most children. Usually advanced in their language, memory, problem-solving skills, and academic achievement, with good motivation, attention span, and a love of learning the things that interest them. Causation is still widely varied and theoretical.

Strategies:
Provide additional opportunites for them to learn and achieve - individual projects, science fairs, involvement with art or music competitons, etc. Make sure your general classwork includes a wide range of activities that help all ability levels learn and be engaged. Give opportunites to help solve real problems.

Accomodations:
Provide work that studies the regular classwork more in depth or progresses more quickly. Establish activities for those who finish early to have additional learning. Use a variety of instructional strategies.

Technology Resources:
http://www.davidsongifted.org/db/Articles_id_10436.aspx
http://www.nsgt.org/resources/educators.asp
http://www.nagc.org/
http://www.uniquelygifted.org/

Hearing and Vision Loss

A complete or partial loss of vision or hearing, caused by biological (congenital) or acquired factors. Hearing loss characteristics: slower learning (but not less intelligent), poor speech skills, lacks some social skills with the "hearing" world. Vision loss characteristics: misunderstanding of spatial concepts, some language skills suffer (inability to associate words with objects), difficulty organizing thoughts, struggles in orientation adn mobility.

Strategies:
For Vision Loss: be very verbal - use descriptive words, let students know where you are in the classrooom, verbal notice of assignments and events (nothing only written on the board, everything announced). Have a very orderly, neat room with no sharp corners, no chords that could be tripped over, etc.
For Hearing Loss: be very visual - use visual aides, don't speak and write on the board at the same time, face the student when speaking, have classwork and schedules writing out on the board. Use brief and clear instruction. Speak clearly and allow time for interpretation.

Accomodations:
Provide braille, guide dog, use audiobooks. Captioned films and videos, interpreter, have a note taker, write down auditory materials for them.

Technology Resources:
hearing aides, captioned films, brailee keyboard, low-vision projector screen
http://www.lssproducts.com/resources
http://www.as.wvu.edu/~scidis/vision.html
http://www.as.wvu.edu/~scidis/hearing.html#sect0

Environmental Resources:
Avoid background noise or having the student sit in busy areas, make sure they can clearly see the teacher, keep the room orderly.

Autism Spectrum Disorder

This is an umbrella term used to discribe one of many disorders characterized by communication and language deficits, intelligence deficits, and a lack of appropriate and effective social behaviors. Causation is currently only theoretical. Possilities are psychodynamic and biological.

Strategies:
Educational, psychological, and medical interventions. Examples: consistent schedules with warning of change; appropriate amount of task time; role play/model rules, expectations, situations instead of only giving verbal cues; include social skills as part of instruction; try to prevent meltdowns by understanding and reading their cues; set realistic expectations; offer a few acceptable choices when possible.

Accomodations:
Assigned to teachers who are positive and understanding with an ability to give cues and direction in a clear cut, non-social fashion. Have a "safe" room where they can go if they become frusterated. Cater instruction towards preparation for adulthood. Functional academic programs. Use visual boundaries (on a shared table for example, around the classroom to mark different stations) and visual cues (such as a schedule with pictures).

Technology Resources:
http://www.invergrove.k12.mn.us/ASD_Visual_Strategies_Resources.html
http://www.invergrove.k12.mn.us/Software_Resources.html
http://www.prep-prc.org/id47.html
http://www.ltschools.org/academics/k12/special-education/autism

Environmental Resources:
Keep the classroom organized, clutter free, and consistent with clocks, schedules, and visuals posted.

Traumatic Brain Injury

Traumatic Brain Injury (TBI) is a direct injury to the brain, including tearing of nerve fibers, bruising of brain tissue, brain stem trauma, and swelling. The highest causation is from vehicle injuries. It can also be caused by falls and physical abuse. Characteristics are a decrease in motor and sensory function, ability to problem solve, headaches, deficits in memory, aggressive behavior, and depression.

Strategies:
Medical and psycholocical services, rehabilitation services, teacher awareness, paitence and lower expectations, consistent schedules and rules

Accomodations:
Low-risk activities, content modification, reducing stimuli that triggers unwanted behaviors, appropriate behavior techniques

Technology Resources:
http://nolimitstolearning.blogspot.com/2011/02/tools-apps-and-resources-for-tbi.html
http://tbiresources.com/tools/assistive.shtml
http://www.bettyclooneyfoundation.org/resources.html

Enviromental Resources:
Above all else, people who have suffered a traumatic brain injurgy need an environment that is clear, consistent, repetitive, and safe.

Communication Disorder

Communication Disorder:

Any of a number of disorders, as autism or deafness that partially or totally prevents verbal or written expression or comprehension. Characterized by difficulty following directions, attending to a conversation, pronouncing words, perceiving what was said, expressing oneself, or being understood because of a stutter or a hoarse voice.

Strategies:

Communication disorders require strategies such as recording lectures or textbooks for them, allowing to sit in the room where their problems hearing/speaking will be lessened, providing a helper (but also encouraging independence).

Accomodations:

Specialized computers are used when needed, interpreters (ESL), and extensions on homework assignments.

Technology Resources:

http://www.as.wvu.edu/~scidis/text/comm.html

Emotional Behavior Disorder

Emotional Behavior Disorder

Behavior problems that are internal rather than external. Difficulty expressing or dealing with everyday emotions. Categorized by problems that are not intellectual, sensory, or health related. Usually there are very few satisfactory relationships formed with the person.

Strategies:

Services that address physical, emotional, social, and educational needs. Services are also catered to the child's unique situation, and families are full participants.

Accommodations/modifications:

Effective academic instruction, dedicated school personnel, and implementing schoolwide positive behaviors.

Technology Resources:

http://www.wrightslaw.com/info/discipl.index.htm

http://www.cec.sped.org/AM/Template.cfm?Section=Behavior_Disorders_Emotional_Disturbance

Attention-deficit/hyperactivity disorder (ADHD)

Difficulties in maintaining concentration. Characteristics are impulsive behavior, fidgeting, hyperactivity, and inability to focus attention. Possible causes are trauma-based neurological dysfunction, brain-structure neurological dysfunction, and hereditary transmission.

Strategies:

Two approaches that appear to show positive results are medication and behavior modification.

Modifications:

People with ADHD do a lot better withing the framework of a schedule. Teaching the importance of making exact plans and goals, and seeing that they are followed builds those positive habits.

Technology Resources:

www.cdc.gov/ncbddd/adhd

www.webmd.com/add-adhd/default.htm

www.aap.org/healthtopics/adhd.cfm

www.chadd.org/


Environmental Resources:

Children with ADHD can be successfully managed in a classroom with a set structure, clear rules and consistency in punishment.

Keep the room clear of clutter.

Help the student stay focused by tuning in to his/her needs and cues.