Disabilities Explanation and Strategies

Cognitive,
Behavioral &
Social
Characteristics
Instructional
Strategies
Technological
Strategies
Learning Disabilities *Students often have
average to above
average intelligence
*Learning disabilities
affect the brains
ability to receive,
process, store and
respond to
information.
*Multiple Types of
Directions- giving
directions both
verbally and in
writing.
*Notes- all students
to borrow notes from
a classmate or use a
tape recorder.
*Extra Time- to finish
schoolwork,
homework, and
tests.
*Reading Machines-
this machine reads
books aloud to
students.
*Voice Recognition
Systems- This allows
the students to write
by talking to the
computer.
Emotional/Behaviora
l
Disabilities
*Interested in
listening to stories,
audiotapes, songs
and a variety of
listening activities. Is
competent physically.
Remembers the
facts.
*EBD is having a
hard time controlling
behavior and/or
feelings
*Specific Seating
arrangements-
arrange seats by
keeping potentially
harmful objects or
substances away
from easy access.
*Reward System-
Illustrate the rules
with clear examples
and specify rewards
for following rules as
well as
consequences when
rules are disobeyed.
*Behavior Chart-
teach students to
monitor their own
behavior.
*Motivaider- buzzer
or pager to remind
students to stay
focused and on task.
*Brainpop- website
used to supplement
curriculum.
Intellectual
Disabilities
*Students with an
intellectual disability
are often extremely
helpful and like set
schedules and
routines.
*Intellectual
Disabilities include
limitations that will
cause a child to learn
and develop more
*Break Time- include
transition time for
students to go from
one task to another.
*Realia- use real life
objects and materials
to help students
understand a
concept. As
mentioned in Sullo,
with new information,
*iPads- allow
students to explore
instructional games
on the ipads for extra
support.
*Timers- allow
students to know how
much time they have
to complete an
assignment or how
long they must work
slowly than a typical
child. Also causes
difficulty
understanding social
rules.
our perceptions more
closely approximate
the real world.
Students need to be
able to directly relate
their learning to their
life.
*Immediate
Feedback- provide
frequent, immediate
feedback to reinforce
concepts being
learned.
before moving on to
another task.
ADHD/ADD *Students with ADHD
are often creative
and daring.
*Attention Deficit
Hyperactivity
Disorder makes it
hard for a student to
sit still, control
behavior, and pay
attention.
*Classroom Jobs-
giving an assigned
job can help students
focus and be
involved in the
routines of the
classroom.
*Class Schedule- a
posted class
schedule will allow
for the student to
know what to expect
throughout the entire
day.
*Pair/Share- giving
students a partner to
work with during a
lesson can help with
focusing and staying
on task.
*AlphaSmart-
portable keyboards to
use for notetaking.
*SmartBoard- if
accessible, this is a
great hands on,
interactive tool.
Autism *There are varied
degrees in which
include difficulties in
social interaction,
verbal and nonverbal
communication and
repetitive behaviors.
*Social Stories-
teaching students
social skills through
stories that explain
that specific skill.
*Sensory
Opportunities- use of
different objects for
students to use as
fidget items.
*Task Analysis- the
breakdown of a task
in sequential order.
*Video Models- use
of videos to teach
social skills.
*PECS- a way for
students to use
pictures to
communicate their
needs.
Shown below is a lesson plan that uses a variety of strategies to teach students in an
SAI classroom about idioms.
UNIVERSITY OF LA VERNE
SPECIAL EDUCATION LESSON PLAN
TEACHER:
Miss Padilla

SAI
SUBJECT:
Language arts
GRADE:
4
th
& 5th
Site Support Provider:
Miss Smith
LESSON TITLE:
Idioms
LENGTH OF LESSON:
60 minutes


CONTENT STANDARDS AND CONTENT OBJECTIVES
Grade Level State Content Standard:
Apply knowledge ofidioms to determine the
meaning of words and phrases.

Instructional Strategies:
Multi-sensory approach, auditory and visual
Q & A
Brainstorming
Positive comments n students attempts
Pair/share
Discussion
Team work
Matching game for practice
Random student grouping
IEP GOAL:
When given 5 idioms, students will explain what
idioms mean in trials as measured by student
demonstration and graphic representation.
Instructional Objective:
Students will learn how figurative language is used
to express meaning in reading and writing. Students
will demonstrate their knowledge by pairing idioms
and creating their own illustrations of given idioms.
Pre-Requisite skills:
Working in small groups
ASSESSMENT
PRE ASSESSMENT:
As a group, students will share what they know about idioms and what an idiom is. Create a working list of
known idioms as a group.
CFU:
1. Q & A example: Given the literal meaning of an idiom, what do you think the real meaning is? 2.
Working in pairs or groups of 3, students will pair idioms with their figurative language. 3. Questions and
answers throughout story read.
FINAL ASSESSMENT:
Students will create a chart representing both literal and figurative meanings of a given idiom.

LEARNING ENHANCEMENTS
Strategies for Universal Access and Differentiated Instruction:
Lots of visuals, use of white board to write out idioms, and use of different colored pens. Use of book with
visuals of idioms. Students grouped in random groupings for matching game, use of cards to match
idioms.
Materials, equipment and adaptive technology (identify low to high):
Matching cards for game. Book More Parts by Tedd Arnold. Construction paper.

STEPS THROUGH THE LESSON
INTO:
T. will introduce idioms by asking students
questions about what they already know. Ask
students: what do you think the word idiom means?
T. will give students the definition of an idiom.
Then T. will write student brainstormed idioms on
the board in different colored makers.
T. will discuss the idioms on the board and what
they mean.
RATIONALE:
Into will attract student attention by having students
pull on prior knowledge and be able to share with
the class.
Repetition is sued to make sure students
understand concepts.
Use of white board and different colored markers for
attention.
Use of student sharing with supportive T. comments
to engage all learners.
Discussion can help students generalize memory
strategies.
THROUGH:
T. will transition to reading a short story about
idioms.
First ready will be a straight read through.
During second reading, T. will ask students
questions about the figurative and literal language
in the story.
Students will then be randomly assigned a pair or
group of 3. Each group will get a set of cards with
idioms on half of the cards and their meanings on
the other half of the cards. Students will work
together to match each card. T. will discuss the
right answers with the group as a whole..
RATIONALE:
An interesting short story will attract students
attention. Hearing idioms within a context will have
more meaning to the students.
Q & A is a good way to CFU
Working in pairs or groups will enhance
interpersonal social skills.
T. will observe and comment on positive
interactions , help to intervene on negative
interactions.
Matching cards will reinforce concept.

BEYOND:
Each student will individually complete a T-chart
illustrating what a given idiom sounds like and what
it actually means.
.
RATIONALE:
Students will be able to demonstrate their
knowledge of idioms through illustrations.
Para Professionals Role: Work with a separate group, keeping them on task and focused.
References
Sullo, Bob. (2007), Activating the desire to learn, Alexandria, VA., ASCD