1. Students with Disabilities
Chapter Five
Students with Disabilities
© 2016 Taylor & Francis

2. In This Chapter You Should:
Identify the role of the team in determining the existence of disabilities, especially learning disabilities, intellectual disabilities, and emotional disturbances
Understand the primary characteristics of the disabilities under IDEA
Recognize the importance in considering the individual person rather than the characteristics of the disability in determining an educational plan
Recognize the types of instructional considerations needed to determine the appropriate education for a student with disabilities
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3. High-Incidence Disabilities
Learning Disabilities (LD)
What should the team consider?
Intellectual Disability (ID)
Emotional Disturbance (ED)
Speech and Language Impairment (SLI)
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4. Low-Incidence Disabilities
There are nine “low incidence” categories
Combined, these categories account for 20% of students served under IDEA
May involve a medical diagnosis
e.g., autism, OHI, etc.
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5. Low Incidence Disabilities
Autism
What should the team consider?
Deaf-Blindness
Deafness
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6. Low Incidence Disabilities
Hearing Impairment
What should the team consider?
Multiple Disabilities
Orthopedic Impairment
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7. Low Incidence Disabilities
Other Health Impairment
What should the team consider?
Traumatic Brain Injury
Visual Impairment Including Blindness
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8. Developmental Delay: Only used by some states
Additional Category
Developmental Delay: Only used by some states
Delays in one or more of the following areas:
physical development;
cognitive development;
communication development;
social or emotional development; or
adaptive development.
Because of the developmental delays, the student needs special education and related services.
Ages 3–9
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9. Accommodations versus Modifications
Supports
Do not change expectations
Students show knowledge without interference of disability
Modifications
Lower expectations
Change curriculum
Make student accountable for less
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10. Instructional Strategies
Type of instruction
Direct
Specific
Concrete
This may involve:
Explaining
Teaching
Modeling
Practicing
© 2016 Taylor & Francis