Exceptionality Chart
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Exceptionality Chart
EXCEPTIONALITY CHART
EXCEPTIONALITY
&
DEFINITION
CRITERIA FOR
SERVICES
CHARACTERISTICS GENERAL TEACHING METHODS/
INSTRUCTIONAL STRATEGIES/
TECHNOLOGY
1) Autism Spectrum
Disorder
“A variety (or spectrum) of related
disorders that affect a child’s social
development and ability to
communicate and that include
unusual behavioral manifestations
such as repetitive motor
movements” (Kirk, et al, 2015,
p.143).
DSM-5
An individual must meet criteria A, B,
C, and D:
A. Persistent deficits in social
communication and social
interaction across contexts, not
accounted for by general
developmental delays.
B. Restrictive, repetitive patterns
of behaviors, interests, or
activities.
C. Symptoms must be present in
early childhood (but may not
become fully manifest until
social demands exceed limited
capacities).
D. Symptoms together limit and
impair everyday functioning.
(Kirk, et al, 2015, p146)
Lack of Theory of the Mind
(the ability of human beings to
understand the thinking and
feelings of other people that’s
necessary for understanding,
predicting, and shaping the
behavior of others).
Acting out or aggressive
behavior due to limited ability
to communicate.
Hypersensitivity to sensory
stimuli
Trouble with important
thinking skills like decision-
making, problem solving,
executive function, and the
more complex mental
processes of reasoning and
evaluation.
Difficulty with a range of
motor skills such as gross
motor, fine motor, and motor
planning.
(Kirk, et al, 2015, pp. 148-150)
Early intervention and early
diagnosis
Naturalistic intervention Peer-
mediated instruction and
intervention
Social narratives of social stories;
Comic strip conversations
Prompting; visual supports
Creating Structure
Improving Social Skills
Functional Behavior Assessment
Assistive Technology (voice output
communication aids)
Focused Intervention Practice
Comprehensive Treatment Models
(TEACCH, EIBI)
(Kirk, et al, 2015, pp. 154-161)
2) Emotional/Behavioral
Disability
“A condition exhibiting one or more
of the characteristics over a long
period of time and to a marked
degree that adversely affects a
child’s educational performance.”
(Kirk, et al, 2015).
There are 4 key concepts that must be
met:
1) The student exhibits social,
emotional, or behavioral
functioning that is generally
out of the norm for their age,
and it adversely affects their
academic progress, social and
classroom adjustments, and
self-care or vocational skills.
A: An inability to learn that cannot be
explained by intellectual, sensory, or
health factors.
B: An inability to build or maintain
satisfactory interpersonal relationships
with peers and teachers.
C: Inappropriate types of behavior or
feelings under normal circumstances.
D: A general pervasive mood of
unhappiness or depression.
“A continuum of educational placements is
necessary to appropriately serve students
who are EBD. Some students who are EBD
are appropriately served in regular education
classrooms with supplementary aids and
services, while others may require self-
contained or pullout programming for all or
part of their school day. There is an increased
emphasis on developing positive behavior
intervention plans (BIPs) as part of the IEP
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Exceptionality Chart
2) “the behaviors are severe,
chronic, and frequent, occur at
school and at least 1 other
setting, and the student
exhibits at least 1 of 8
characteristics or patterns of
behavior indicative of EBD.”
3) “the IEP team used a variety
of sources of information
including observations and has
reviewed prior, documented
interventions.”
4) “the IEP team did not identify
or refuse to identify a student
as EBD solely on the basis of
another disability.”
("Special Education Program
Areas", 2019)
E: A tendency to develop physical
symptoms or fears associated with
personal or school problems.”
(Kirk, et al, 2015).
when the student's behavior impacts his/her
learning or that of others.”
("Special Education Program Areas", 2019)
EXCEPTIONALITY CHART
EXCEPTIONALITY
&
DEFINITION
CRITERIA FOR
SERVICES
CHARACTERISTICS GENERAL TEACHING METHODS/
INSTRUCTIONAL STRATEGIES/
TECHNOLOGY
3) Hearing Impairment/Deaf
“[Deafness is] a hearing
impairment so severe that a child is
impaired in processing linguistic
information through hearing, with
or without amplification, that
adversely affects a child’s
educational performance…. [and
hearing impairment is] an
impairment in hearing, whether
permanent or fluctuating, that
adversely affects a child’s
educational performance but is not
included under the definition of
deafness.”
(Kirk, et al, 2015).
1) The hearing impairment or
deafness has to adversely affect
educational performance,
speech perception and
production, and language and
communication skills.
2) A current evaluation from a
licensed audiologist.
("Special Education Program Areas",
2019)
1) Unable to hear conversations
due to hearing impairment or
deafness.
2) Having a hard time
communicating due to speech
difficulties
3) Sometimes they can be
intellectually and
developmentally delayed.
If the impairment is severe, there are
sometimes special schools that are
specialized towards the hearing impaired or
deaf. If it is not severe, most students can
still be in a normal classroom setting with the
help of a hearing aid or even ASL interpreter.
Sometimes the way different tests or
assessments are given differently to help the
student.
(“Special Education Program Areas”, 2019).
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Exceptionality Chart
4) Intellectual Disability
“Significantly subaverage general
intellectual functioning, existing
concurrently [at the same time]
with deficits in adaptive behavior
and manifested during the
developmental period, that
adversely affects a child’s
educational performance.”
(Kirk, et al, 2015).
The student must have a standard score
or two or more deviations in the
following areas:
1) Intellectual functioning
2) Adaptive functioning
3) Educational performance
("Special Education Program Areas",
2019)
1) Ability to use memory,
concept ideas, and problem
solve are limited.
2) Could be delayed in language
development
3) Ability to absorb information,
and classification and
organizational skills are
adversely affected.
4) Ability to make good
decisions and have good
judgment is limited.
(Kirk, et al, 2015)
“Students with an Intellectual Disability are
educated using a variety of educational
program options according to the individual
needs of each student and their least
restrictive environments. It is up to the IEP
team to decide what the least restrictive
environment is for each individual student.”
(“Special Education Program Areas”, 2019)
There are also different levels of aids that
could come in the form of different forms of
how they get information (i.e. getting
images, text to speech, etc.)., how they are
allowed to express themselves, and how they
engage. (Kirk, et al, 2015).
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Exceptionality Chart
EXCEPTIONALITY CHART
EXCEPTIONALITY
&
DEFINITION
CRITERIA FOR
SERVICES
CHARACTERISTICS GENERAL TEACHING METHODS/
INSTRUCTIONAL STRATEGIES/
TECHNOLOGY
5) Learning Disability
“Children who, despite average or
above aver intelligence, seemed to be
encountering problems with school.”
(Kirk, et al, 2015).
“Before an IEP team can
determine a student has a SLD,
it must document the student,
after intensive intervention,
demonstrates inadequate
achievement and insufficient
progress in one or more of the
following areas: oral
expression, listening
comprehension, written
expression, basic reading skill,
reading fluency skills, reading
comprehension, mathematics
calculation, and mathematics
problem solving . The IEP team
may not identify a student as
having SLD if the student's
achievement problems are
primarily due to one or more
exclusionary factors.”
(“Special Education Areas”,
2019).
Because learning disabilities can be
affect any area of processing, the
characteristics for each person could
be present themselves drastically
different.
A common characteristic in all are
problems in language development,
academic learning, motor
coordination, social and emotional
self-regulation, and focusing
attention.
(Kirk, et al, 2015).
“Students with SLD are educated using a variety of
approaches including individual, small and large
group instruction. Special education and related
services often consist of specialized instruction in
academic compensatory skills as identified by a
student's IEP team. The majority of students with
SLD receive most of their instruction in the general
education setting with supplemental specialized
instruction and support provided by certified special
education teachers. Collaboration between general
and special educators is critical to the success of
these students.”
(“Special Education Areas”, 2019).
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Exceptionality Chart
EXCEPTIONALITY CHART
EXCEPTIONALITY
&
DEFINITION
CRITERIA FOR
SERVICES
CHARACTERISTICS GENERAL TEACHING METHODS/
INSTRUCTIONAL STRATEGIES/
TECHNOLOGY
6) Multiple Disabilities
“Concomitant impairments (such as
intellectual and developmental
disabilities—blindness or intellectual
and developmental disabilities—
orthopedic impairment) that result in
severe educational needs that require
special services” (Kirk et al, 2015,
p.423).
- Having to be assessed to
figure out which disabilities
the student may have.
Depending on the severity,
this could be a long process.
- The evaluation must be
appropriate to the needs of
the child.
(Kirk, et al, 2015).
There are so many characteristic that
can come with someone having
multiple disabilities. Some of the
characteristics range from physical
issues, to mental or developmental
problems, and even blindness or
deafness.
(Kirk, et al, 2015)
This really depends on the disabilities
involved as there are so many ways students
can get help. The specific needs and
accommodations must be reported in the
child’s IEP.
(Kirk, et al, 2015).
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Exceptionality Chart
7) Orthopedic Impairment
“A severe orthopedic impairment that
adversely affects a child’s
educational performance (e.g.,
cerebral palsy, amputations, and
fractures or burns that cause
contractures)” (Kirk et al, 2015,
p.423)
Medically diagnosed and must meet
state requirements for needing
assistance.
- Does the student have a
congential anomaly?
- Does the student have
impairments caused by
disease?
- Is education performance
affected?
(“Special Education Areas”, 2019)
1) Potentially not able to use
part or all of their limbs
2) Trouble will muscle
movements
3) Swelling, stiffness,
tenderness of joints
4) Spinal curvatures
(Kirk, et al, 2015)
“Students with physical disabilities who do
not have significant cognitive delays will
still need support (modified physical
interactions with materials, assistive
technologies, or communication boards with
vocabulary, for instance) to access the CCSS.
Teachers must plan these in advance of their
lessons.”
(Kirk, et al, 2015).
EXCEPTIONALITY CHART
EXCEPTIONALITY
&
DEFINITION
CRITERIA FOR
SERVICES
CHARACTERISTICS GENERAL TEACHING METHODS/
INSTRUCTIONAL STRATEGIES/
TECHNOLOGY
8) Other Health Impairment
“Limited strength, vitality, or
alertness, including heightened
alertness to environmental stimuli,
that are due to chronic or acute health
problems… that require special
educational services” (Kirk et al,
2015, p.423).
“Medical experts take the lead on
diagnosis and planning medical
interventions.”
(Kirk, et al, 2015).
- Asthma
- attention deficit disorders
- diabetes
- epilepsy
- cystic fibrosis
- heart conditions
- lead poisoning
- leukemia
- nephritis
- ulcerative colitis and
Crohn’s disease
- rheumatic fever
- sickle cell anemia
- Tourette syndrome
(Kirk, et al, 2015)
“The support needed for each child will
depend on the range and severity of the
problem…. While the general education
teacher takes responsibility for need daily
supports and for knowing the appropriate
protocol’s for initial response in an
emergency.”
(Kirk, et al, 2015).
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Exceptionality Chart
9) Speech-Language Impairment
A communication disorder such as
stuttering, impaired articulation, a
language impairment, or a voice
impairment that adversely affects a
child’s educational performance.
(Kirk, et al, 2015).
- Child’s scores are below
average on speech
assessment
- There is documentation that
their oral communication is
delayed.
- Significantly affects their
education progress
(“Special Education Areas”, 2019).
- Potentially could perform
below grade level
- Problems communicating
with classmates, thus could
have social issues
- Expressive language
delayed
- Inability to formulate
speech and complex
language to express ideas
- Stuttering
(Kirk, et al, 2015)
- For some students, speech therapy
helps a lot, and depending on
severity, could reverse a speech-
language impairment.
- Most children, do not need to be
placed in special education classes.
- Teachers using cooperative learning
tactics to help with student
communication.
- For more severe cases, the services
will be recorded in the students IEPs
and a pathologist will usual help in
guiding steps for the student to
succeed.
(Kirk, et al, 2015).
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Exceptionality Chart
EXCEPTIONALITY CHART
EXCEPTIONALITY
&
DEFINITION
CRITERIA FOR
SERVICES
CHARACTERISTICS GENERAL TEACHING METHODS/
INSTRUCTIONAL STRATEGIES/
TECHNOLOGY
10) Traumatic Brain Injury
“An acquired injury caused by an
external physical force, resulting in
total or partial functional disability
and/or psychosocial impairment that
requires special educational services”
(Kirk et al, 2015, p.423).
- An assessment to see if the
student acquired the injury to
the brain following a period
of normal development, and
an assessment of what
happened.
- Is the students educational
performance adversely
affected?
(“Special Need Areas”, 2019).
- Learning disabilities
- Attention-deficit disorder
- Personality changes
- Cerebral palsy
- Other physical disabilities
- Other cognitive, social, and
language deficits
- Potential to recover
(Kirk, et al, 2015)
Depends on the severity of the issues, but
there are a lot of accommodations that could
be met.
Some go through physical therapy to reverse
the injuries or learn to live with them.
11) Visual Impairment, including
Blindness and Deafblindness
Deafblindness: “Concomitant hearing
and visual impairments, the
combination of which causes severe
communication, developmental, and
other educational needs that require
special services” (Kirk et al, 2015, p.
423).
- Must have documentation
that the child struggles with
vision or deafblindness
- Students education
performance is adversely
affected
- Assessment on what needs
are needing to be met at
school due to what goes on at
home.
(“Special Need Areas,” 2019)
- Many have other cognitive
or physical disabilities
present as well
- Could develop slower than
other children
- Delay in social maturity
(Kirk, et al, 2015).
- Exposure to various types of
environments throughout their
education careers and life could help
with them learning the world around
them.
- The students IEP usually help to
determine the specific services
needed for education since the visual
impairments can vary greatly.
- Most are served in general education
classrooms
(Kirk, et al. 2015).
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Exceptionality Chart
EXCEPTIONALITY CHART
EXCEPTIONALITY
&
DEFINITION
CRITERIA FOR
SERVICES
CHARACTERISTICS GENERAL TEACHING METHODS/
INSTRUCTIONAL STRATEGIES/
TECHNOLOGY
12) Developmental Delays
“In the United States, defined by each
state, and can occur in any of the five
critical domains: cognitive,
communicative, social-emotional,
motor, and adaptive development”
(Kirk, et al, 2015, p.79).
- Check the age limit of the
child
- Assessment of the
significance of the delays
- Can other physical, mental,
or learning disabilities be
ruled out?
- Health history
(“Special Need Areas,” 2019)
- Delayed language
- Problems with speech
production and with booth
expressive and receptive
language.
- Usually occurs in younger
children with no other
disabilities showing
themselves present.
(Kirk, et al, 2015).
The developmental delays involved
determine what kind of help the child will
receive, but if no other disabilities are
presented some ways to help the child along
are:
-Use the student’s preferences and interests to
build lessons (get input from parents).
-Allow student time to complete tasks and
practice skills at own pace.
-Acknowledge level of achievement by being
specific.
-Be specific when giving praise and
feedback.
-Break down tasks into smaller steps.
-Demonstrate steps, and then have student
repeat the steps, one at a time.
-Demonstrate what you mean rather than
giving directions verbally.
(Educational Resources for Special Needs)
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Exceptionality Chart
13) Cognitive
Functioning/Impairment
“Cognitive impairment is when a
person has trouble remembering,
learning new things, concentrating, or
making decisions that affect their
everyday life.”
("Cognitive Impairment: A Call for
Action, Now!", 2011).
“Cognitive impairment shall be
manifested during the developmental
period and be determined through the
demonstration of all of the following
behavioral characteristics:
(a) Development at a rate at or below
approximately 2 standard deviations
below the mean as determined through
intellectual assessment.
(b) Scores approximately within the
lowest 6 percentiles on a standardized
test in reading and arithmetic. This
requirement will not apply if the
student is not of an age, grade, or
mental age appropriate for formal or
standardized achievement tests.
(c) Lack of development primarily in
the cognitive domain.
(d) Impairment of adaptive behavior.
(e) Adversely affects a student’s
educational performance.”
(“Special Need Areas, 2019).
“Cognitive impairment ranges from
mild to severe. With mild
impairment, people may begin
to notice changes in cognitive
functions, but still be able to do their
everyday activities. Severe levels of
impairment can lead to losing the
ability to understand the meaning or
importance of something and the
ability to talk or write, resulting in
the inability to live independently.”
("Cognitive Impairment: A Call for
Action, Now!", 2011).
“Students with significant cognitive
disabilities will likely have IEPS that include
alternative curriculum standards and focus on
functional applications of reading and math.
These alternate standards must be aligned
with grade-level standards buy may differ in
complexity and difficult.”
(Kirk, et al, 2015).
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Exceptionality Chart
EXCEPTIONALITY CHART
EXCEPTIONALITY
&
DEFINITION
CRITERIA FOR
SERVICES
CHARACTERISTICS GENERAL TEACHING METHODS/
INSTRUCTIONAL STRATEGIES/
TECHNOLOGY
14) Language Developmental
Disorder
“This disorder involves difficulties
with any combination of spoken,
written, and symbol systems used to
share ideas and messages. Language
disorders may impact understanding
and use of (a) language form
(phonology, morphology, syntax), (b)
language content (semantics), or (c)
language function (pragmatics)”
(Kirk, et al, 2015, p.293).
“A Comprehensive evaluation of a
child’s ability to communicate will
include an assessment of both
receptive and expressive language
strengths and needs…. It is essential
to assess each element of language to
establish areas in which difficulties
are encountered.”
“Will likely include both formal and
informal assessments, combining
standardized tests with systematic
observations.”
(Kirk, et al, 2015).
- Could struggle social due to
language barriers
- Develop slower
- Lower self-esteem
- Trouble with expressive or
receptive language skills
- Could have other disabilities
present
(Kirk, et al, 2015).
The help needed varies widely depending on
what the student needs help with language
wise, but some examples that could help are:
-Use large clear pictures to reinforce what
you are saying.
-Speak slowly and deliberately.
-Paraphrase back what the student has said.
-Clarify types of communication methods the
student may use.
-Identify and establish functional
communication systems for students who are
non-verbal.
-Reinforce communication attempts (e.g.
their gestures, partial verbalizations) when
the student is non-verbal or emerging verbal.
-Label areas in the room with words and
pictures.
(Educational Resources for Special Needs)
15) Social Developmental Disorder
“Social communication disorder is
characterized by difficulties with the
use of verbal and nonverbal language
for social purposes. Primary
difficulties are in social interaction,
social cognition, and pragmatics.”
("American Speech-Language-
Hearing Association")
“Due to the pervasive nature of social
communication impairments, children
and adolescents with social
communication disorder are eligible
for speech-language pathology
services, regardless of cognitive
abilities or performance on
standardized testing of formal
language skills.”
("American Speech-Language-
Hearing Association")
“Specific deficits are evident in the
individual’s ability to:
- communicate for social
purposes in ways that are
appropriate for the
particular social context;
- change communication to
match the context or needs
of the listener;
- follow rules for
conversation and
storytelling;
- understand nonliterate or
ambiguous language; and
- understand what is not
Social Developmental Disorders can present
themselves in different ways. Some general
ways to help are:
-Use strategies to assist student in separating
from parent.
-Set a routine in saying goodbye (such as
finding a book to read).
-Value and acknowledge student’s efforts.
-Provide opportunities for students to play in
proximity to one another.
-Provide opportunities for students to interact
directly with each other.
-Work to expand the child’s repertoire of
socially mediated reinforcers (e.g. tickling,
peek-a-boo, chase, etc.).
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Exceptionality Chart
explicitly stated.”
("American Speech-Language-
Hearing Association")
-Explore feelings through use of play.
-Teach students to express their feelings in
age-appropriate ways.
(Educational Resources for Special Needs)
EXCEPTIONALITY CHART
EXCEPTIONALITY
&
DEFINITION
CRITERIA FOR
SERVICES
CHARACTERISTICS GENERAL TEACHING METHODS/
INSTRUCTIONAL STRATEGIES/
TECHNOLOGY
16) Cultural/Ethnic/Socioeconomic
Factors/ELL
“Many students for whom English is
a second language have difficulty
learning in American schools and
may be referred to special education
as a result” (Kirk et al, 2015, p.57).
The criteria for services should be the
same for the exceptionality of a
student with English as the primary
language as it is for a student with
English as a second language.
Students who fall under the
characteristics of a specific disability,
but also who have other
cultural/ethnic/socioeconomic factors
or variables.
Test students with nonbiased
assessment that include the use of
interpreters, “culture fair” tests, and
separate norms. (Kirk et al, 2015,
p.56).
Mindful interpretations of the tests.
“The RtI model Tier II, which
allows for additional support for
learning short of referral to special
education” (Kirk et al, 2015, p.57).
17) Medical Aspects/Major Health
Impairments
A broad range of exceptionalities that
involve medical attention/care.
“When children are dealing with
serious health problems, their life and
education will be impacted. The
support needed for each child will
depend on the range and severity of
the problem…medical experts take the
lead on the diagnosis and planning
A wide variety of medical health
impairments that could include:
Asthma
Cancer
Sickle Cell Anemia
HIV/AIDS
Acquired Diseases
“Advances in medicine have led to lifesaving
interventions for children with physical
disabilities and health impairments. As
medical interventions have improved, the life
expectancy for children with severe
disabilities has been extended. Improved
medical interventions are also increasing the
survival rate for soldiers who have been
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Exceptionality Chart
medical interventions, while the
general education teacher takes
responsibility for needed daily
supports and for knowing the
appropriate protocols for initial
response in an emergency” (Kirk et al,
2015, p.427).
wounded…medical supports also can
enhance the quality of individuals who have
lost limbs regain functioning, new blood
sugar monitors can maintain a continuous
check to help regular diabetes, improvements
in surgical procedures for infants allow
doctors to repair heart defects, and new
treatments for cancer have led to nearly 80
percent survival rates for children” (Kirk et
al, 2015, p.421).
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Exceptionality Chart
References
American Speech-Language-Hearing Association. (n.d.). Retrieved February 13, 2020, from
https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589934980§ion
Cognitive Impairment: A Call for Action, Now! (2011, February). Retrieved February 13, 2020, from
https://www.cdc.gov/aging/pdf/cognitive_impairment/cogimp_poilicy_final.pdf
Educational Resources for Special Needs. (n.d.). Retrieved February 16, 2020, from
https://do2learn.com/disabilities/CharacteristicsAndStrategies/DevelopmentalDelay_Strategies.html
Kirk, S., Gallagher, J., & Coleman, M. (2015). Educating exceptional children (14th ed.). Stamford, CT: Cengage. ISBN: 9781337065733.
Special Education Program Areas. (2019, May 7). Retrieved February 12, 2020, from https://dpi.wi.gov/sped/program
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