Strategies)Toolbox)

Exceptionality
Name

Learning
Disability (LD)

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Emily)Caughey)
Feb)18)2015)

Definition & AB
Educ. Code

Characteristics &/ Observable

Behaviors

Teaching Strategies &

Resources

Links &/ or
Sources

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 (e.g.,
listening, speaking,
understanding), reading
(e.g., decoding,
comprehension), written
language (e.g., spelling,
written expression), and/or
mathematics (e.g.,
computation, problem
solving).

Individual students with a learning disability

can have very different profiles.
LD often encompasses co-occurring conditions
that can include problems in listening,
concentrating, speaking, reading, writing,
reasoning, math, or social interaction. Learning
disabilities are due to genetic, other congenital
and/or acquired neuro-biological factors and can
also appear in association with such medical
conditions as sensory impairments, or other
disabilities such as communication disorders
and emotional behavioural disorders.

Communication
-Talk to the student before class and
inform them that you will only call on
them when you are in front of their desk. --At any other time, the student can relax
and focus on the content of the lesson.
-Ask the students questions they can
answer to help build their confidence
-Waiting 7 seconds for an answer during
class discussions. Students can also have
quick discussion with the student next to
them before the class discussion.

Resources for the

identification and
Teaching of Students with
Specific Learning
Disability
https://www.gnb.ca/0000/
publications/ss/disability.
pdf

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.

Remove element of surprise

Sticky Notes: Write questions on sticky
notes for students to answer and hand them
out to students either the night before or
the day of

Code 54

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Supporting Students with

Learning Disabilities: A
Guide for Teachers
http://www.bced.gov.bc.c
a/specialed/docs/learning
_disabilities_guide.pdf
Learning Disabilities
Association of Alberta
http://www.ldalberta.ca

Scaffolding
Students with learning disabilities can also
experience difficulties retrieving academic and
everyday information. Learning disabilities may
also cause difficulties with organizational skills,
social perception, and social interaction.

Learning Disabilities
Association Vancouver
http://www.ldav.ca/parent
-resources/#im-a-teacher

Exceptionality
Name)
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EBD!
(Emotional!
Behaviour!
Disorder)!
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Definition & AB Educ. Code)

Characteristics &/ Observable

Behaviors)

Teaching Strategies &

Resources)

Links &/ or
Sources)

ADHD:))

NNeural)and)physiological)disorder.))
Three)types:)hyperactiveNimpulsive,)inattentive,)
and)combined.))
NDifficulty)with)attention,)impulsivity)and)
completing)tasks)in)school.))
Impulsivity:)Signs)of)restlessness,)interruption,)
difficulty)following)rules)and)managing)
frustration)
Inattention:)forgetful,)tuning)out,)poor)
organization,)difficulty)with)short)term)memory))
NMay)result)from)an)unorganized)home)life,)runs)
in)the)family)and)boys)are)more)often)diagnosed.)))

Provide)students)with)
fidgets,)Break)Cards,)write)
or)draw)their)ideas)before)
blurting)them)out,)
collaborate)with)parents)and)
have)similar)structure)
practiced)at)home)and)the)
classroom.)Organized)
classroom)set)up,)systematic,)
teaching)social)behavior)
Treatment:)medicate)
through)a)doctor)with)the)
Conners)scale)

Alberta)
Government))
http://canlearnso
ciety.ca/resources
/takeNtenNseries)
)
DSM)IV)
)
Learn)Alberta)
http://www.learn
alberta.ca/content
/inmdict/html/pd
f/ADHD.pdf)

NStubborn)saying)no)blaming)others)for)own)
mistakes)having)temper)outbursts.)
NCharacteristics)includes)negativity,)defiance,)
disobedience,)hostility)directed)towards)
authority)figures)that)is)persistent,)has)lasted)at)
least)6)months)and)is)disruptive))
NSpecific)behavior:)temper)tantrums,)
argumentative)with)adults,)vindictive,)act)
aggressively)towards)peers,)academic)problems,)
lack)of)selfNesteem)

Create)a)cool!down)spot)in)
the)room)(a)tent)or)a)fort),)
break)cards:)allow)students)
to)go)for)a)3)minute)walk)
around)the)school)
Structure/)positive)env.)
Behavioural!Therapy:)
Encourage)students)to)try)
different)behaviours)and)
eliminate)(un)intentional)
reinforcement)of)unwanted)
behaviour)

Teachers)Gateway))
http://www.teach
speced.ca/oppositi
onalNdefiantN
disorder)
)
Childrens)Mental)
Health)Services))
http://www.cmhs
reach.org/disorde
r_odd.html)
)

NCharacteristics:)display)a)pattern)of)disruptive)
and)violent)behavior)and)have)problems)
following)rules)
NLong)lasting,)violates)the)rights)of)others,)goes)
against)accepted)norms)or)behavior)and)disrupts)
everyday)life.)Behaviour)is)antiNsocial,)
aggressive,)destructive,)deceitful,)and)violates)
rules))
NGetting)into)trouble,)setting)fires,)being)cruel)to)
animals)

Positive!environment/!
structure!
Create)a)pathway)of)
movement.)
Know)your)own)triggers)so)
that)you)are)not)drawn)into)
a)negative)interaction)
pattern.)
Predictable)classroom)
routines.)

Special)Education)
Support)Services))
http://www.sess.i
e/categories/emot
ionalNdisturbanceN
andorN
behaviouralN
problems/conduct
Ndisorder/tipsN
learningNandNteach)
)

Attention)Deficit/)Hyperactive)
Disorder)
Neurobiological)disorder)that)can)cause)
inattention,)hyperactivity)and/or)
impulsivity,)and)other)learning)
difficulties.)Most)likely)caused)by)
abnormalities)in)certain)
neurotransmitters)or)messengers)in)the)
brain,)resulting)in)inefficient)control)
impulses,)screen)sensory)input)and)
focus)attention))
Code:)Does)not)have)one)(either)under)
behavior)or)physical)disability)))))))))))
CODE:42)

ODD:)
Oppositional)Defiant)Disorder)
A)pattern)of)angry/)irritable)mood,)
argumentative/defiant)behavior,)or)
vindictiveness)lasting)at)least)6)months)
and)exhibited)during)interaction)with)at)
least)one)individual)whom)is)not)a)
sibling)
)
CODE:)42)

CD:)
Conduct)Disorder)
Psychological)disorder)that)is)a)
repetitive)and)persistent)pattern)of)
behavior)which)violates)that)basic)rights)
of)others)or)major)ageNappropriate)
norms.))))
!
CODE:)42)

Exceptionality Definition & AB Educ.

Name)
Code)

Characteristics &/
Observable Behaviors)

Teaching Strategies &

Resources)

Links &/ or Sources)

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Selective!
Mutism!)

Children experience selective

mutism in different ways:
-Completely mute and unable to
speak or communicate to anyone
in a social setting.
-Able to speak or whisper to
certain people.
-Freeze, be expressionless,
unemotional and may be socially
isolated.
-Children who are less severely
affected by selective mutism may
look relaxed or carefree on the
outside. However, they may be
unable to communicate
effectively to teachers or some
peers.
Extreme end of the spectrum for
timidity and shyness. It is
important to note that these
students understand what they are
learning and are able to articulate
it in other ways than speech. It is
out of fear that they are unable to
speak in certain social situations.)

Class!Discussions!!
Inform)student)that)you)will)only)ask)
them)questions)during)class)
discussion)when)you)are)standing)in)
front)of)their)desk.)Only)ask)question)
you)know)they)can)answer)to)help)
build)their)confidence.)
)
Use)nonCverbal!cues)during)class)
discussions.)Ie.)Thumbs)up)or)raise)
fingers)
)
Find)other)outlets/!methods!to)help)
students)express)themself.)Ie.)
Artwork)or)writing)
Extend)options)to)entire)class)so)
student)does)not)feel)singled)out.)
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Private!praise!and!encouragement)
when)student)speaks)during)class)
discussion.))
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Have)students)write)positive)
comments)about)what)the)student)
did)during)their)presentation.))

Alberta Education resources:

http://www.education.alberta
.ca/admin/supportingstudent/
safeschools/mhm/understand
.aspx
http://www.learnalberta.ca/c
ontent/inmdict/html/selectiv
e_mutism.html
http://www.acposb.on.ca/Le
arnChall/MUTISM.html

Selective mutism is most frequently

linked to an underlying anxiety
disorder the student has. Children with
selective mutism speak normally in
some situations (at home, with their
parents) but they may be unable to
speak in certain social situations,
however. Other symptoms of selective
mutism are: excessive shyness,
withdrawal, dependency upon parents
and oppositional behaviour.
Selective mutism was formerly known
as aphasia voluntaria (1877-1934) and
elective mutism (1934-2000).
The diagnostic criteria for selective
mutism, as mentioned in the DSM-IVTR are consistent failure to speak in
specific social situations despite the
ability to speak in others, this
interferes with educational
achievement or social communication,
the duration of occurrence lasts longer
than one month (not including the first
month of school), there is no lack of
knowledge with the language required
in the social situation they are put in,
the occurrence does not happen due to
a communication disorder or
prevailing psychotic disorder.
Code: 53 (emotional/behavioural
disability))

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Teaching)Strategies)
http://www.selectivemuti
sm.org/resources/library/
School%20Issues/Classroo
m%20Strategies%20for%
20Teachers%20of%20SM
%20Children.pdf)

)
What You Need to Know
About Selective Mutism
http://www.cheo.on.ca/uploa
ds/Selective%20Mutism/Sel
ective%20Mutism%20ENG.
pdf

Exceptionality
Name)

Definition & AB Educ.

Code)

Characteristics &/
Observable Behaviors)

Teaching Strategies &

Resources)

Links &/ or Sources)

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Complex neurological disorder that

affects the functioning of the brain. It
is accepted as a genetic condition.

Communication:
Verbal or non- verbal
Facial expressions may not align
with social cues (ie no eye
contact)

Adapting Physical Environment:

Allow student to sue fidgets and
place student at a desk that is close to
the teachers desk with limited
distractions.

Learn Alberta
http://www.learnalberta.ca/
content/inmdict/html/autis
m.html

Social Interactions:
Difficulty associating mental state
with social actions (do not
understand if someones crying)

Social story:
Pictures of student doing daily
activities. Student can look through it
and talk about what happened and
what student did in these regular
situations.

Types of conditions include: Autism

Disorder, Retts Disorder, Childhood
Disintegrative Disorder (CDD),
Selective Mutism, Expressive
Language Disorder, Pervasive
Developmental Disorder Not
Otherwise Specific (PDD-NOS)

Autism!

Lifelong developmental disabilities

that effects how people understand
what they see, hear and other wise
sense.
High functioning to low functioning
75% have less then average
intelligence
Code 299.00

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Unusual Challenging
Behaviors:
This can include repetitive motor
mannerisms, fascination with
certain objects, tantrums,
aggression, destruction,
screaming and self harm.
Learning
Moderate to severe intellectual
disabilities. Difficulty paying
attention, planning and
organizing. Can have a sensitivity
to sensory stimulus (noise, light,
smell, touch)

Visual aids:
Allow student to use an i-pad (at
home and school). Ie. Use a daily
organizer so the student has visual
cues that allows student to anticipate
what is next in the daily schedule
FASCD
(Family support for child disability
services)
Provides support for families with a
child who has a chronic illness.
Family centered approach to help
support a childs healthy
development. Ages 0 -18

22 Methods to teach students

who have autism
http://teaching.monster.com/
benefits/articles/8761-22tips-for-teaching-studentswith-autism-spectrumdisorders
Autism Teaching Strategies
http://autismteachingstrategi
es.com
DO2 Learn
http://www.do2learn.com/di
sabilities/CharacteristicsAnd
Strategies/AutismSpectrum
Disorder_Strategies.html

Exceptionality Definition & AB Educ.

Name)
Code)

Characteristics &/
Observable Behaviors)

Teaching Strategies &

Resources)

Links &/ or
Sources)

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Mind symptoms:
-Racing thoughts
-Thinking in circles about one particular
thing
-Feelings of fear or dread
-Difficulty concentrating
-Worry
-Fear of losing control

Teach anxiety management strategies:

-Positive visual reminders about how to
manage anxiety
-Recognize when they become stressed
and how they can calm down
-Positive self talk

Tips for Teachers

http://www.ocdsb.ca/com/
Mental%20Health%20Doc
s/Tips%20for%20Teachers
%20Anxious%20Students.
pdf

General term for several disorders,

which include nervousness, fear,
apprehension, and worrying.
An excessive and persistent sense
of apprehension along with
physical symptoms, such as
sweating, palpatons, stomachaches
and feelings of stress.
Biological and environmental
causes, and is usually treated with
therapy or medicine

Anxiety!!
(Emotional!
Disability)!

Can coexist with a number of

other disorders and disabilities
Code: 54

Common body symptoms include:

-Sweating eg. Neck tension
-Stomach Butterflies eg. Diarrhea or
nausea
-Heart Palpitations eg. Fast heart rate
-Fast Breathing eg. Dizziness
-Numbness/ Tingling eg. Dry mouth
-Shortness of Breadth eg. Difficuly
breathing

Identify anxiety triggers and limit

them in the classroom
Schedule
-If a student has test anxiety, inform
them when their tests are and avoid pop
quizzes
Chunk test into sections so they do not
look as intimidating or differentiate the
format
Quiet Spot
Include a spot in the back of the class
that students can go to if they need a
quiet area to work. This will also avoid
singling out students if there are a couple
spots available to the whole class
Fidgets
Provide students with fidgets that will
not disturb others to help release some of
their anxiety

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Health Central
http://www.healthcentral.c
om/anxiety/school258065-5.html
Learn Alberta
http://www.learnalberta.ca/
content/inmdict/html/anxie
ty_disorders.html
http://www.learnalberta.ca/
content/insp/html/managin
g_anxiety.html
School and Classroom
Strategies: Anxiety
http://studentsfirstproject.o
rg/wpcontent/uploads/AnxietyQ
uickFactSheetStrategies.pd
f

Exceptionality
Name)

Definition & AB
Educ. Code)

Characteristics &/
Observable Behaviors)

Teaching Strategies &

Resources)

Links &/ or
Sources)

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Gifted)learners)are)generally)
students)who)possess)natural)
academic)gifts)or)talents,)and)
who)may)display)superior)
abilities)in)the)areas)of)
intellectual)reasoning,)specific)
academic)areas,)creative)
thinking,)musical,)artistic)or)
athletic)talents)for)their)age.))
)
Naturally)curious)and)enjoy)
being)challenged)
)
2N5%)of)students)are)gifted)
)
Code:)80)
)

Behavior:))
NAdvanced)learners)
NWork)quickly)
NHeightened)emotions/)
sensitivities))
NUse)abstract)points)of)view)
NGood)knowledge)retention)
NNeed)improvement)in)social)
situations,)generally)hang)out)with)
older)ages)
NCan)struggle)and)underachieve)in)
school,)environment)does)not)cater)
to)their)exceptionality))
NParents)can)put)them)under)more)
pressure)(experience)anxiety)when)
they)are)pushed)to)do)better))
NHigh)rate)of)depression)and)
suicide)because)they)struggle)
socially))

Higher!level!questioning!!
)
Mentorship!program)
ie.)Big)Brothers)Big)Sisters)
)
Improve!students!social!skills!
NGroup)work)helps)gifted)students)
improve)social)skills)
)
Collaborate!with!parents!to!find!the!
strengths!of!the!child!!
)
Goal!setting))
NThrough)the)use)of)journals,)1N1)
parents)conferences,)teacher)and)adult)
modeling)on)goal)setting,)SMART)
(Specific,)Measurable,)Achievable,)
Relevant,)TimeNLimited))
N)Allow)student)to)go)ahead)in)the)
curriculum)so)that)they)are)challenged))
)
Multiple!Intelligences!!
Allow)students)to)work)on)a)project)
based)on)their)individual)interests.)
This)will)avoid)singling)out)the)student)
and)benefit)the)whole)class)
)
*Avoid)using)the)student)as)a)tutor)
for)students)who)are)struggling))

The)Journey)
https://education.alberta
.ca/media/448831/journ
ey.pdf)
)
Learn)Alberta)
http://www.learnalberta
.ca/content/inmdict/htm
l/learning_disabilities.ht
ml)
)
Teachers)First))
http://www.teachersfirst
.com/gifted.cfm)
)
Canadian)Information)
Concerning)Bright)and)
Gifted)Children))
http://www3.bc.sympati
co.ca/giftedcanada/page
6.html)
)

Gifted!

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Exceptionality
Name)

Definition & AB
Educ. Code)

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Depression may be
caused by a loss, by
genetic or biochemical
factors, or by past or
ongoing trauma. Students
with disabilities/gifted are
as vulnerable to
depression as the general
population. Depression is
usually treated with
counselling and/or
medication.
Depression affects
students academic
performance and social
relationship

Depression!

Characteristics &/
Observable Behaviors)
Behaviour:
Students may show feelings of sadness
and grief, hopelessness, anger and
irritability, may start avoiding people, lost
of interest in activities, criticise
themselves, have difficulty concentrating
and making decisions, appetite or weight
changes, pessimistic or hopeless about the
future, loss of energy and/or thoughts of
death, suicide or harm to others.
Irritability is frequently the predominant
symptom in depressed adolescents and
teens.
Depressive disorder is diagnosed if two
or more symptoms are present: anxiety,
sleep disturbance, irritability, suicidal
thoughts, eating disturbances, school
refusal, phobias, alimentary disorders,
obsessions, hypochondrias

Code: mild/ moderate:

code 53 severe: code 42

Characteristics of depression are often

more noticeable in a school setting.
Teachers may notice things like:
-Notable drop in academic behaviour,
especially if the student has performed
well in the past
-Problems with authority
-Dramatic change in personality or
appearance
-Withdrawal from friends and activities

Types of Depression:
-Major Depressive
Disorder
-Dysthymia
-Bipolar Disorder
-Adjustment Disorder
with Depressed Mood
-Seasonal Affective
Disorder)

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Teaching Strategies &

Resources)

Links &/ or Sources)

Creating positive classroom

environment:
- Place that the student feels safe
enough to take healthy risks. Avoid
singling out the student. Find out
what motivates students for
lessons/conversations
-Make accommodations for
assignments by providing a quiet
space and check regularly to ensure
student is on track with class
assignments
Planning and awareness:
-It is important for teachers to work
with the parents/guardians for support
and to find out the strengths,
interests, and needs of the student
- Maintain communication between
home and school - and keep messages
factual and positive. Develop a
system for sharing information.
Teach organizational strategies
- Prompt students to use agenda
books, can start to gain some feelings
of control over their own lives
- Encourage student before they
begin assignments
- Encourage students to use positive
self talk and problem solving skills
Provide Students with Resources
- Counsellors, information, toolkits,
etc.)

->Resiliency Project: reduce

the amount of student
depression/suicide
http://www.albertahealthservic
es.ca/10473.asp
->Website that provides links
to magazines, brochures,
books and classroom tool kits
teachers can use to provide
their students with resources
http://www.albertahealthservic
es.ca/SchoolsTeachers/if-schcsh-provincial-teacherresource-list.pdf
->Mental Health Kit Be
Kind to Yourself and Others
Jr.High
http://www.albertahealthservic
es.ca/ps-7344-mhk-jhsmanual.pdf
Elementaryhttp://www.albertahealthservic
es.ca/7599.asp
-> Students First Fact Sheet
for Teachers
http://studentsfirstproject.org/
wp-content/uploads/Schooland-Classroom-DepressionStrategies.pdf
-> Students Against
Depression
http://studentsagainstdepressio
n.org/understand-depression/

Exceptionality
Name)

Definition & AB Educ.

Code)

Characteristics &/
Observable Behaviors)

Teaching Strategies &

Resources)

Links &/ or
Sources)

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A spectrum of disabilities
associated with fatal alcohol
exposure

Characteristics:
Alcohol exposure, growth deficiency,
facial features and brain damage.

Give student classroom job/ special

task, ie. Watering the plants, taking
something down to the office

Variety of physical changes and

neurological and or psychometric
patterns of brain damage
associated with fetal exposure to
alcohol during pregnancy.

Diagnoses: (4 Point Scale)

1 (No Presence) --> 4 (Strong Presence)

Goal setting

Alberta Education:
Teacher Resources
http://education.alberta.
ca/teachers/resources/fa
sd.aspx

Effects may include physical,

mental behavioral and/or learning
disability

FASD!
(Fetal!Alcohol!
Spectrum!
Disorder)!

Code: 44 (severe mental/ physical

disability)

Brain breaks and consistent schedule

Facial features:
Upturned nose, smooth philthrum,
curved pinky finger, thin upper lip, small
eye openings, growth deficiency
Learning Behaviours:
Concentration issues, decreased memory
recall, violent outbursts, impulsivity,
difficulty with complex learning,
decreased social skills, irritability, below
average/ average scores on cognitive
tests, difficulty with literacy, difficulty
mastering fine motor skills, difficulty
with numeracy

Improve communication skills

Modeling and using direct instruction
that is easy to understand through the use
of concrete language. Use visual aides to
assist in learning.
Comprehensive communication with
parents and caregivers
-Provides teacher with better insight
about students talents and needs.
-Allows teacher to develop a more
personalized relationship
One instruction at a time
-Allows student to focus their thinking in
order to complete a task
-Ensure tasks are focused and broken in
to small steps
Use cues during transition between
activities
Create calm learning environment
that is not over stimulating

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)

Medical/ Disability
Information
http://www.learnalberta
.ca/content/inmdict/htm
l/fasd.html
FASD Support and
Resources
http://fasd.typepad.com
/fasd_support_in_albert
a/blog_index.html

Exceptionality Definition & AB

Name)
Educ. Code)

Characteristics &/
Observable Behaviors)

Teaching Strategies & Resources) Links &/ or

Sources)

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Different)depending)on)the)
student)and)how)severe)there)
hearing)loss)is.))
)
Deaf:)
NMay)have)difficulty)with)
socialization))
)
Hard!of!Hearing:!
NAsk)for)repeated)instruction)
)
Both:!
NFeel)isolated)if)they)have)
difficulty)communicating))
NMay)use)sign)language)or)have)
speech)delay)
NAppear)inattentive)
NBehavior)problems)due)to)the)
inability)to)communicate)
NMay)have)troubles)with)writing)
NMay)suffer)from)speech)delays))

Visual!aids!!
)ie.)Agenda)and)communication)board)
NHand)out)copy)of)lesson)plan)
NVisual)schedules)(use)symbols)the)student)
understands)clearly))
NGraphic)organizers))
!
NonCverbal!cues)with)student)(does)not)
bring)attention)to)student)to)avoid)singling)
them)out))
!
Clear!verbal!communication!
Speak)loudly,)clearly)with)clear)
pronunciation))
!
Reduce!background!noise)(ie.)shut)doors/)
windows,)tennis)balls)on)the)bottom)of)
chairs))
NCommunicate)with)parents)
Allow)student)to)sit)where)they)have)the)best)
vantage)point.)
!
Provide!student!with!a!signing!assistant!!
))

Students who are deaf (D),

or hard of hearing (HH) have
a diagnosis from an
audiologist, which identifies
the presence and degree of
hearing loss.

Deaf/!Hard!of!
Hearing!!

)
)
)

The Canadian Academy of

Audiology defines hearing
loss as
Mild (2640 decibels),
Moderate (4155
decibels)
Moderate to severe (5670 decibels)
Severe (7190 decibels)
Profound (90+ decibels)
Combination of these
levels
)
)
Code:)45/55)

Learn)Alberta)
http://www.learnalberta.c
a/content/inmdict/html/m
edicaldisabilityinformati
on.pdf
)
http://www.learnalberta.c
a/content/inmdict/html/h
earing_loss.html
)
See/)Hear)Teaching)
Strategies)
http://www.tsbvi.edu/see
hear/archive/strategies.ht
ml
)
Teaching)Strategies)
http://www.brighthubedu
cation.com/special-edhearingimpairments/67528-tipsand-strategies-forteaching-hearingimpaired-students/
)

Exceptionality
Name)

Definition & AB
Educ. Code)

Characteristics &/
Observable Behaviors)

Teaching Strategies &

Resources)

Links &/ or
Sources)

)
)
)
)
)
)
)
)
)
)
)
)

An ELL student is a student

whose primary heritage
language is not English and
would require additional
English language support to
develop reading, writing,
listening and speaking
skills. These students speak
minimal English or are
non-English speaking.
ELL students come from
multiple linguistic and
cultural backgrounds with a
wide variety of life
experiences.

Level 1- beginning
Level 2- developing
Level 3- expanding
Level 4- bridging
Level 5- extending

Visual supports
-Visual schedules
-May find pictures easier to interpret
linguistic sources

Support)Real)Teachers:)
Effective)Teacher)
Strategies))
http://www.supportrealt
eachers.org/strategiesN
forNenglishNlanguageN
learners.html)
)
Supporting)ELL)
http://www.learnalberta
.ca/content/eslapb/)
)
Education)Alberta)
http://education.alberta.
ca/media/1234005/12_c
h9%20esl.pdf)
)
Supporting)English)
Language)Learners)
http://www.edu.gov.on.c
a/eng/document/esleldp
rograms/guide.pdf)
)

ELL!!
(English!Language!
Learner)!

Code: 301 (for those who are

foreign born)
303 (those who are Canadian
born)
-Must be supported by annual
assessment)

-Hesitant or self-conscious and

careful to observe surroundings
-May experience silent period
-Observe behaviors by others
before attempting the task
themselves
-May come across uncooperative
due to lack of understanding
-Rely on other speakers of their
language for social interaction
- Likely to become frustrated when
they understand the question, but
cannot vocalize or write the answer
down correctly
-Difficulty with linguistic, written
and reading skills (copy text
without any understanding)
-Difficulty with cultural norms and
conventions

Assigned seating
-ELL students seated close to the front of
the class where the teacher is and/ or near
a student who has strong English speaking
skills
Clear communication
-Speak slowly, clearly and write down key
terms
-Students can connect these key terms with
spoken word
Handouts/ graphic organizers
-Helps student focus on what the teacher is
saying
-Can use ven diagrams, flow charts,
concept maps, split page note taking
Provide opportunities for student to
speak their native language