Exceptionality Chart
Lashawnda M. Richardson
Liberty University
EXCEPTIONALITY
&
DEFINITION
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).
EXCEPTIONALITY CHART
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)
EXCEPTIONALITY CHART
CRITERIA FORCHARACTERISTICS
SERVICES
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.
2
GENERAL TEACHING
METHODS/
INSTRUCTIONAL STRATEGIES/
TECHNOLOGY
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)
Emotional/Behavioral
Disability
Behavior disorder; implies
that the child is causing
disturbance/disruption or
trouble to someone.
Emotional disorder; implies
that the child has a manifested
feeling of unhappiness.
(Kirk et al, 2015, p 247)
EXCEPTIONALITY CHART
By Federal Definition: A
condition exhibiting one or more
of the following characteristics
over a long period of time and to
a marked degree that adversely
affects a child’s educational
performance:
An inability to learn that
cannot be explained by
intellectual, sensory, or
health factors.
An inability to build or
maintain satisfactory
interpersonal
relationships with peers
and teachers.
Inappropriate types of
behavior or feelings
under normal
circumstances.
A general pervasive
mood of unhappiness or
depression.
A tendency to develop
physical symptoms or
fears associated with
personal or school
problems.
The term includes schizophrenia.
The term does not apply to
children who are socially
maladjusted, unless it is
(Kirk et al, 2015, pp. 148-150)
Information processing is
impacted by emotional and
behavioral disorders.
Visual, olfactory, and
auditory abilities function
normally; however,
perception of stimulus is
altered. Effecting how the
child interprets social
interaction towards
Aggression
hyperactivity
inattention
poor peer relationships
Clouded ability to
communicate verbally or
written due to externalization
and/or internalization
(Kirk et al, 2015, p 260)
3
Transactional theory
RtI Model
Universal group behavior support;
school-wide management
strategies, setting rules and
standards expected student
behavior.
Tier II activities for group
interventions
Tier III activities for individual
interventions
Functional Behavioral
Assessments (FBA) – collection
of methods for gathering
information about a child’s
behavior
Applied behavior analysis
Wraparound approach
(Kirk et al, 2015 pp 262-268)
Social Skills
Positive Behavior Interventions
and Supports (PBIS)
Scaffolding
Teaching self-determination
(Kirk et al, 2015, pp. 126-129)
EXCEPTIONALITY
&
DEFINITION
Hearing Impairment/Deaf
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
(Kirk, et al, 2015, p 5)
EXCEPTIONALITY CHART
determined that they have
an emotional disturbance.
(Kirk et al, 2015, p. 5)
A hearing loss is defined by the
degree of loss, the type of loss,
and the age at which the loss
occurred.
Hard of hearing is an impairment
in hearing that is permanent or
fluctuating and affects
educational performance but not
included under the definition of
deafness.
(Kirk et al, 2015, pp. 352-355).
EXCEPTIONALITY CHART
CRITERIA FORCHARACTERISTICS
SERVICES
Hard of hearing-
Post lingual hearing loss
Prelingual deafness
Moderate intellectual
delays
Speech delay
Moderate hearing loss of
50 decibels (use of
hearing aids)
Language developmental
delays
Mild hearing loss
Moderate hearing loss
Severe hearing loss
Profound hearing loss
(Kirk et al, 2015, pp. 352-355)
4
GENERAL TEACHING
METHODS/
INSTRUCTIONAL STRATEGIES/
TECHNOLOGY
Use of hearing aids
Speech-language therapy
Audiometric testing
RtI model
Manual communication:
American sign language, Cued
speech, Pidgin Sign English,
Signing Exact English, and finger
spelling
Alter Curriculum – design lessons
to provide additional specialized
skills. (Speech reading, manual
communication, etc.)
Use of assistive technology
Use of caption on videos or
movies viewed in classroom
Allow student to use white boards
to respond to questions instead of
speaking
Sign language interpreter
(Kirk et al, 2015, pp. 371-378).
Intellectual Disability
Intellectual disability (IDD)
is “a disability characterized
by significant limitations
both in intellectual
functioning and in adaptive
behavior, which covers many
every day social and adaptive
skills. This disability
originates before the age of
18” (Kirk, et al, 2015, p.
107).
“Significantly sub average
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 p 5)
EXCEPTIONALITY CHART
The first area is significantly
below average intellectual
functioning; the second domain
reflects limitations in three
general indicators of adaptive
skills:
Conceptual, mainly the
use or misuse of language
and self-direction;
Social, problems in
interpersonal relationships
such as gullibility and
naiveté, and
Practical, including the
ability to use money,
travel in the community,
and personal care.
(Kirk et al, 2015 p. 107)
limited cognitive ability, or
the central processing of
memory, association,
classification, reasoning, and
evaluation
Identifying mild IDD by
Intellectual below
average/developmental delay
and adaptive behavior
deficits.
Low IQ Scores:
oMild (IQ 50–70)
oModerate (IQ 35–50)
oSevere (IQ 20–35)
oProfound (IQ below
20)
(Kirk et al, 2015, p. 107)
5
Direct instruction and much
practice to learn classification is
needed.
Tier II support of RtI model
IEP and multidisciplinary team
implementation; including speech
and language pathologist,
psychological therapy,
occupational therapy,
General education/classroom
inclusion.
Universal Design for Learning
model
oMultiple means of
expression including,
artwork, drama, music,
video
oMultiple means of
representation including
digital talking books, text
to speech, graphic
depictions, flow charts
oMultiple means of
engagements including
computer use, design for
EXCEPTIONALITY CHART 6
individual student’s
interest, mnemonic
strategies, cooperative
learning
Academic accommodations and
modifications to curriculum;
including alternative assessments
Tiered assignments
Language exercises
Reciprocal teaching
(Kirk et al, 2015, pp. 114-129)
EXCEPTIONALITY
&
DEFINITION
Learning Disability
Students with disabilities have
difficulties with processing
information; leading to
problems/issues in language
development, academic
learning, motor coordination,
social and emotional self-
regulation, and focusing
attention (Kirk, et al, 2015, p ).
EXCEPTIONALITY CHART
EXCEPTIONALITY CHART
CRITERIA FORCHARACTERISTICS
SERVICES
The U.S. Department of Language Development:
Education (2004): Delays in learning to
Specific Learning speak
Disability: “means a Difficulties with
disorder in one or more of naming objects and
the basic psychological word retrieval
processes involved in Voice modulation
understanding or in using (loud/soft; tone) may
language or in using be problematic
language, spoken or Limited vocabulary
written, which disorder and word usage
may manifest itself in the Reading:
imperfect ability to listen, Delays and difficulties
think, speak, write, spell, with skills (phonemic
or do mathematical awareness, word
calculations” (Kirk et al, recognition,
2015 p. 176).comprehension)
May have stronger
listening
comprehension
Slow reading rate
Substitutes words or
leaves out words when
reading
Written Language:
Avoids or dislikes
writing and copying
tasks
7
GENERAL TEACHING METHODS/
INSTRUCTIONAL STRATEGIES/
TECHNOLOGY
Hands-on interactive learning
Early intervention/evidence-based
intervention – comprehensive
evaluation of students’ needs or
Response to Intervention (RtI) model
(on all three tiers).
504 Plan
Individualized Education Plan (IEP)
Collaborative general and special
education
Universal screening/progress
monitoring (at each tier)
Use of Information Processing Model (IPM)
and Universal Design for Learning UDL);
includes multiple ways to represent
information, multiple ways to engage the
learner, and multiple ways to assess
learning. Examples:
Video/pictures
Books/tapes
Color coding
Manipulatives
Graphics and charts
Use of all senses
Small groups
Structural rules
Safe environments
Encouragement rewards vs.
EXCEPTIONALITY CHART
Reverses letters and
words
Uneven and poorly
spaced/shaped
penmanship
Poor spelling
Math:
Difficulty with
arithmetic facts and
skills
Challenges with
telling and estimating
time
Problems with
memorizing
information
Difficulty with
interpreting graphs
and charts
Social and Emotional:
Difficulty interpreting
and understanding
others’ moods/feelings
Problems with self-
control and
impulsivity
Difficulty with
realistic goal setting
Challenges
understanding peer
and group
expectations
Gross and Fine Motor Skills
May be awkward or
clumsy
Difficulty with
8
punishment
Breaks for movement
Direct Instruction on Content &
Strategies
Reading using SQ3R(Survey,
Question, Read, Recite, Review)
Note Taking (outline headings)
(Kirk et al, 2015, pp. 190-198)
EXCEPTIONALITY
&
DEFINITION
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).
EXCEPTIONALITY CHART
buttons, hooks, snaps,
zippers, shoelaces
Awkward pencil grasp
Dislikes and avoids
games with balls, bats,
moving parts
(Kirk et al, 2015, pp.174-
175).
EXCEPTIONALITY CHART
CRITERIA FORCHARACTERISTICS
SERVICES
Severe and multiple disabilities Learning disabilities due to
as defined by the National mild or severe brain injury.
Dissemination Center for Cerebral palsy
Children with Disabilities Other physical disabilities
(NINHCY) addresses children Cognitive, social, and
who have multiple disabilities, language deficits
but it also includes those whose Mobility deficits
primary area of disability Loss or lack of motor skills
creates extreme limitations in (Kirk et al, 2015, p. 427)
life functioning…who require
extensive ongoing support in
more than one major life
activity in order to participate in
integrated community setting
and enjoy the quality of life
available to people with fewer
or o disabilities. (NICHCY.
2004.)
(Kirk et al, 2015, pp 431-432)
9
GENERAL TEACHING
METHODS/
INSTRUCTIONAL STRATEGIES/
TECHNOLOGY
Universal access including
universal designs and
modifications including accessible
bathrooms, wheelchair ramps,
elevators, etc.
Dramatic advances using
technology; including increase in
mobility, communication, and
independent functioning.
(Kirk et al, 2015, pp. 420-421)
Functional skills
Assistive technology
Motor skills and mobility
Expanded core curriculum that
is functional and age
appropriate.
Augmentative communication,
including alternative methods
of speech such as
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)
EXCEPTIONALITY CHART
“Children with physical
disabilities will require direct
special education support”
(Kirk et al, p 424).
EXCEPTIONALITY CHART
Cerebral palsy
Neural tube defects
Quadriplegic
Hemiplegic
Diplegic
Seizure disorders
Traumatic brain injury
Muscular dystrophy
Juvenile arthritis
Spinal curvatures
(Kirk et al, 2015, pp. 424-427)
10
communication boards and
electronic devices with
synthesized speech output.
Writing aids
Universal access
Medical intervention
(Kirk et al, 2015, pp 440-445)
Universal access including
universal designs and
modifications including accessible
bathrooms, wheelchair ramps,
elevators, etc.
Dramatic advances using
technology; including increase in
mobility, communication, and
independent functioning.
(Kirk et al, 2015, pp. 420-421)
Functional skills
Assistive technology
Motor skills and mobility
Expanded core curriculum that
is functional and age
appropriate.
Augmentative communication,
including alternative methods
of speech such as
communication boards and
electronic devices with
synthesized speech output.
Writing aids
Universal access
Medical intervention
(Kirk et al, 2015, pp 440-445)
Speech-Language
Impairment
“Speech-Language impairment
is a communication disorder
such as stuttering, impaired
articulation, a language
EXCEPTIONALITY CHART
EXCEPTIONALITY
&
DEFINITION
Other Health Impairment
“Limited strength, vitality, or
alertness, including heightened
alertness to environmental
stimuli, that are due to chronic
or acute health problems such
as asthma, attention deficit
disorders, diabetes, epilepsy,
cystic fibrosis, heart
conditions, hemophilia, lead
poisoning, leukemia, nephritis,
ulcerative colitis and Crohn’s
disease, rheumatic fever, sickle
cell anemia, or Tourette
syndrome and that require
special educational services”
(Kirk et al, 2015, p.423).
CRITERIA FOR
SERVICES
Early intervention is essential to
improving a child’s ability to
communicate when they show
delays in language development
or have difficulty producing
speech sounds. When
difficulties with language
“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 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).
CHARACTERISTICS
A wide variety of medical
health impairments that could
include:
Asthma
Cancer
Sickle Cell Anemia
HIV/AIDS
Acquired Diseases
Moderate articulation and
phonology disorder
Language-related learning
disability
Intraindividual differences
Speech fluency
Stuttering
RtI model – Universal tier I, II,
and III
Speech-language pathology
Audiobooks
Vocabulary builders
Small group application
PowerPoint presentation
11
GENERAL TEACHING
METHODS/
INSTRUCTIONAL STRATEGIES/
TECHNOLOGY
“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 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).
EXCEPTIONALITY CHART
impairment, or a voice
impairment that adversely
affects a child’s educational
performance” (Kirk et al, 2015,
p. 5)
and/or speech interfere with
communication, children
experience problems that can
affect the formation of
friendships, school success, and
self-esteem.
(Kirk et al, 2015, p. 284, 286)
Sound substitutions
Cleft Palate
Disorders of Voice
(Kirk et al, 2015, pp. 286-298)
12
Flashcards
Graphs, Charts, Pictures
Assistive technology for
augmentative and alternative
communication
English-Language Learner
supportive strategies
(Kirk et al, 2015, pp. 303-307)
EXCEPTIONALITY CHART
Visual Impairment, including
Blindness and Deaf blindness
Deaf blindness: “Concomitant
hearing and visual
impairments, the combination
of which causes severe
communication,
developmental, and other
educational needs that require
EXCEPTIONALITY
&
DEFINITION
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).
CRITERIA FOR
SERVICES
The criteria for students with
TBI will be the same as
students with similar
exceptionalities for students
with multiple disabilities.
Children with blindness cannot
use vision for learning.
“The major educational
distinction is that children with
blindness use their tactile or
auditory senses as their primary
learning channels…children
with low vision may, with aid,
still use the visual sense as their
EXCEPTIONALITY CHART
CHARACTERISTICS
Cortical visual impairment
Retinopathy of prematurity
Optic nerve hypoplasia
Delay in developmental
milestones
Delays in social maturity
and cognitive development
(Kirk et al, 2015, p. 391)
Learning disabilities due to
mild or severe brain injury.
Attention-deficit disorders
Personality changes
Cerebral palsy
Other physical disabilities
Cognitive, social, and
language deficits
(Kirk et al, 2015, p. 427)
13
GENERAL TEACHING
METHODS/
INSTRUCTIONAL STRATEGIES/
TECHNOLOGY
Functional skills
Assistive technology
Motor skills and mobility
Expanded core curriculum that
is functional and age
appropriate.
Augmentative communication,
including alternative methods
of speech such as
communication boards and
electronic devices with
synthesized speech output.
Writing aids
Universal access
Medical intervention
(Kirk et al, 2015, pp 440-445)
Early intervention
Expanded core curriculum
RtI model
Concrete experiences
Unifying experiences
Learning by doing
Mastery in common core
curriculum in math and
reading
Universal design for Learning
EXCEPTIONALITY
&
DEFINITION
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
EXCEPTIONALITY CHART
special services” (Kirk et al,
2015, p. 423).
major avenue for learning.”
(Kirk et al, 2015, p 388).
The U.S. Department of
Education (2004): Specific
Learning Disability: “means a
disorder in one or more of the
basic psychological processes
involved in understanding or in
using language or in using
language, spoken or written,
EXCEPTIONALITY CHART
CRITERIA FORCHARACTERISTICS
SERVICES
Delays in
language/communicati
on, reading, written
language, math,
cognitive skills,
social/emotional, and
gross and fine motor
development
14
Teaching Braille or print
Assistive technology
Sensory efficiency skills
Compensatory skills
(Kirk et al, 2015, pp. 399-408)
GENERAL TEACHING
METHODS/
INSTRUCTIONAL STRATEGIES/
TECHNOLOGY
Hands-on interactive learning
Early intervention/evidence-
based intervention –
comprehensive evaluation of
students’ needs or Response to
Intervention (RtI) model (on
all three tiers).
504 Plan
EXCEPTIONALITY CHART
development” (Kirk, et al,
2015, p.79).
which disorder may manifest
itself in the imperfect ability to
listen, think, speak, write, spell,
or do mathematical
calculations” (Kirk et al, 2015
p. 176).
15
Low IQ Scores:Individualized Education Plan
oMild (IQ 50–70)(IEP)
oModerate (IQ 35–Collaborative general and
50)special education
oSevere (IQ 20–35)Universal screening/progress
oProfound (IQ belowmonitoring (at each tier)
20)Use of Information Processing Model
(IPM) and Universal Design for
(Kirk et al, 2015, pp.174-175).Learning UDL); includes multiple
ways to represent information,
multiple ways to engage the learner,
and multiple ways to assess learning.
Examples:
Video/pictures
Books/tapes
Color coding
Manipulatives
Graphics and charts
Use of all senses
Small groups
Structural rules
Safe environments
Encouragement rewards vs.
punishment
Breaks for movement
Direct Instruction on Content
& Strategies
Reading using SQ3R(Survey,
Question, Read, Recite,
Review)
Note Taking (outline
headings)
(Kirk et al, 2015, pp. 190-198)
EXCEPTIONALITY CHART
Cognitive
Functioning/Impairment
“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).
The U.S. Department of
Education (2004): Specific
Learning Disability: “means a
disorder in one or more of the
basic psychological processes
involved in understanding or in
using language or in using
language, spoken or written,
which disorder may manifest
itself in the imperfect ability to
listen, think, speak, write, spell,
or do mathematical
calculations” (Kirk et al, 2015
p. 176).
16
Delays in Hands-on interactive learning
language/communicatiEarly intervention/evidence-
on, reading, written based intervention –
language, math, comprehensive evaluation of
cognitive skills, students’ needs or Response to
social/emotional, and Intervention (RtI) model (on
gross and fine motor all three tiers).
development504 Plan
Low IQ Scores:Individualized Education Plan
oMild (IQ 50–70)(IEP)
oModerate (IQ 35–Collaborative general and
50)special education
oSevere (IQ 20–35)Universal screening/progress
oProfound (IQ belowmonitoring (at each tier)
20)Use of Information Processing Model
(Kirk et al, 2015, pp.174-175).
EXCEPTIONALITY CHART
EXCEPTIONALITY
&
DEFINITION
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).
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).
“communication is central to
our ability to fit into society
successfully. Difficulties with
language and speech interfere
with communications for
children’s learning.
(Kirk et al, 2015, p. 286).
Persistent deficits in social
communication and social
interaction across contexts,
not accounted for by general
developmental delays.
Restrictive, repetitive
patterns of behaviors,
interests, or activities.
Symptoms must be present
in early childhood (but may
not become fully manifest
until social demands exceed
EXCEPTIONALITY CHART
CRITERIA FORCHARACTERISTICS
SERVICES
Speech problems
Developmental disorders
Speech disorders
Articulation and
phonological processing
disorders
Kirk, et al, 2015, p. 286-298)
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
17
GENERAL TEACHING
METHODS/
INSTRUCTIONAL STRATEGIES/
TECHNOLOGY
RtI model – Universal tier I, II,
and III
Speech-language pathology
Audiobooks
Vocabulary builders
Small group application
PowerPoint presentation
Flashcards
Graphs, Charts, Pictures
Assistive technology for
augmentative and alternative
communication
English-Language Learner
supportive strategies
(Kirk et al, 2015, pp. 303-307)
Early intervention and early
diagnosis
Naturalistic intervention Peer-
mediated instruction and
intervention
Social narratives of social
stories; Comic strip
conversations
(Kirk et al, 2015, pp. 154-161)
Medical Aspects/Major
Health Impairments
A broad range of
exceptionalities that involve
EXCEPTIONALITY CHART
limited capacities).
Symptoms together limit
and impair everyday
functioning.
(Kirk et al, 2015, p146)
“When children are dealing
with serious health problems,
their life and education will be
impacted. The support needed
A wide variety of medical
health impairments that could
include:
Asthma
Cancer
EXCEPTIONALITY CHART
EXCEPTIONALITYCRITERIA FORCHARACTERISTICS
&SERVICES
DEFINITION
Cultural/Ethnic/SocioeconomThe criteria for services should Students who fall under the
ic Factors/ELL be the same for the characteristics of a specific
“Many students for whom exceptionality of a student with disability, but also who have
English is a second language English as the primary languageother
have difficulty learning in as it is for a student with cultural/ethnic/socioeconomic
American schools and may be English as a second language. factors or variables.
referred to special education as
a result” (Kirk et al, 2015,
p.57).
communicate.
(Kirk et al, 2015, pp. 148-150)
18
GENERAL TEACHING
METHODS/
INSTRUCTIONAL STRATEGIES/
TECHNOLOGY
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).
“Advances in medicine have led to
lifesaving interventions for children
with physical disabilities and health
impairments. As medical
interventions have improved, the life
EXCEPTIONALITY CHART
medical attention/care. for each child will depend on
the range and severity of the
problem…medical experts take
the lead on the diagnosis and
planning 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).
Sickle Cell Anemia
HIV/AIDS
Acquired Diseases
References
Kirk, S., Gallagher, J., & Coleman, M. (2015). Educating exceptional children (14th ed.). Stamford, CT: Cengage. ISBN:
9781337065733.
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expectancy for children with severe
disabilities has been extended.
Improved medical interventions are
also increasing the survival rate for
soldiers who have been 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).
