1. Specific Learning Disability
   1. Goals and expectations should be set appropriately
   2. Speech or language therapy or physical or occupational therapy should be given
   3. Breaking tasks into smaller steps, and giving directions verbally and in writing
   4. Giving the student more time to finish schoolwork or take tests
   5. Letting the student with reading problems use instructional materials that are accessible to those with print disabilities
   6. Letting the student with listening difficulties borrow notes from a classmate or use a tape recorder
   7. Letting the student with writing difficulties use a computer with specialized software that spell checks, grammar checks, or recognizes speech
   8. Teach organizational skills, study skills, and learning strategies
   9. Use assistive technology like tape recorders, reading machines, voice recognition systems
   10. https://www.youtube.com/watch?v=lTMLzXzgB_s
2. Other Health Impairment
   1. Sub Categories
      1. • ADD and AH/HD • Diabetes • Epilepsy • Heart conditions • Hemophilia • Lead poisoning • Leukemia • Nephritis • Rheumatic fever • Sickle cell anemia • Tourette syndrome
   2. Teach physical independence, including mastery of daily living skills
   3. Teach communication skills
   4. Post rules, schedules, and assignments
   5. Teach tools and strategies for calming down
   6. Teach self-monitoring skills
   7. Case Study
      1. This year I am working with a student who has ADHD. At the start of my first session with him I noticed that he was very active and had trouble focusing. The first topic we discussed was the classroom rules. The first session went well, however the next two sessions were somewhat challenging. There were times where he refused to listen and wanted to leave the classroom. There was also an incident where he hit my leg. So I quickly concluded that in addition to the ADHD there were some behavior issues that needed to be dealt with. From that point forward, I made sure to emphasize the rules more and be extra firm. In addition to that, I gave him options when deciding what we wanted to do, I gave him breaks when needed and taught him certain terminology that will be used as a foundation for future sessions. I taught him that everyone has thoughts and feelings about themselves and others. This is part of a curriculum that teaches students tools to help them monitor their behavior and helps them analyze their actions and find the right words to talk about what they’re feeling. As of now, my sessions with this student have been very smooth and successful, however the next step is to generalize what he has learned in the SLP room to other settings like the classroom and around school in general. This is part of his future goals.
3. Orthopedic Impairment
   1. Special seating arrangements to develop useful posture and movements
   2. Instruction focused on development of gross and fine motor skills
   3. Securing suitable augmentative communication and other assistive devices
   4. Awareness of medical condition and its affect on the student (such as getting tired quickly)
   5. Assistive Technology
      1. speech recognition software
      2. screen reading software
      3. augmentative and alternative communication devices (such as communication boards)
      4. academic software packages for students with disabilities
4. Multiple Disabilities
   1. Use of assistive technology such as Ipads
   2. Use of Augmentative and Alternative Communication such as tangible and tactile symbol systems, choice boards, object prompts and symbols, and physical modeling and prompting
   3. Identify clear goals/expectations
   4. Make sure that everything is relevant to the child you are working with
   5. Teach sharing and turn taking
   6. Model and practice expected behavior
   7. Anna's Story
      1. https://www.youtube.com/watch?v=Yv8IqR_kuEI
5. Emotional Disturbance
   1. Disorders
      1. psychotic disorders
      2. obsessive-compulsive disorder (OCD)
      3. eating disorders
      4. conduct disorders
      5. bipolar disorder (sometimes called manic-depression)
      6. anxiety disorders
   2. Interventions and Assistive Technology
      1. Extend the amount of time that a student is given to complete a particular task.
      2. Break down assignments into smaller ones
      3. Follow low-interest activities with high interest activities so that students get breaks from difficult or less interesting activities from time to time
      4. Plan short review lessons or readiness activities to help orient the student to a particular learning task
      5. Set clear expectations
      6. Explicitly and frequently teach social rules and skills
      7. Model appropriate responses to social situations
      8. Use self-monitoring checklists that the student can use to check off activities as completed
      9. Teach student to accurately label his / her own emotions
      10. Teach student to accurately label the emotional status of others (based on facial cues, verbal cues, etc.)
      11. Use assistive technology such as The Talklight and a Behavior Chart
6. Speech or Language Impairment
   1. Have easy and good interactive communication in classroom
   2. Provide a quiet spot for the student to work if possible
   3. Be patient when student is speaking, since rushing may result in frustration
   4. Speech and Language therapy should be given
   5. Use of pacing boards to pace sentences
   6. Use of AAC
   7. Use of assistive technology such as Ipads
   8. Case Study
      1. Last year in the SLP department we had two students who had two different types of stuttering. Both students had their sessions together. This was done to encourage both students to communicate without having them feeling uncomfortable. My colleague, who is a licensed speech and language pathologist, worked with them. She taught them the different strategies that they can use to control their stutter. She showed them what each looked like and the practiced them many times. As the sessions went by both students became more aware of what they can do to control their stutter. They tried the different strategies and used the ones they felt most comfortable with. In the later part of the year they were asked to share a story about themselves while being recorded. They were then asked to evaluate themselves and retell their stories using the strategies they’ve learned to enhance the clarity of their speech. By the end of the year, both students had remarkable improvements. One of the students no longer sees a speech therapist, while the other continues to have speech therapy sessions with the Middle School speech therapist.
7. Hearing Impairment
   1. Personal hearing device
   2. Specialized seating arrangements
   3. Obtain student’s attention prior to speaking
   4. Reduce auditory distractions (background noise)
   5. Reduce visual distractions
   6. Enhance speech-reading conditions (avoid hands in front of face, mustaches well-trimmed, no gum chewing)
   7. Educational interpreter
   8. Provide extra practice
   9. Alternative curriculum
8. Intellectual disability
   1. Speech and Language therapy that focuses on expressive and receptive language expansion
   2. Teach clear speech strategies
   3. Use activities that are of the child’s interest
   4. Use short and simple sentences to ensure understanding
   5. Use heavy visual cues (e.g. objects, pictures, models, or diagrams) to promote understanding
   6. Keep distractions and transitions to a minimum
   7. Directly teach social skills, such as turn-taking, social distance, reciprocal conversations, etc.
   8. Explains rules / rationales behind social exchanges
   9. If the student is non-verbal, identify and establish an appropriate functional communication system (e.g. sign language, Picture Exchange Communication System (PECS), voice output, etc.)
   10. Use a communication board such as GoTalk9+
   11. Use assistive technology such as Proloquo2Go
   12. Case Study
       1. Last year I had a student who had an intellectual disability. This boy was Spanish and only spoke Spanish at home and spoke English as a second language at school. He was not fluent in either language but more comfortable in Spanish. When I worked with him, he was in grade 5 but cognitively he was about 2 years of age. During my first session with him, he decided to put his hands in his pants, which became the basis of our first lesson. Over the next few sessions, I taught this student what appropriate and inappropriate touch looks like. I also had to take his mood into consideration when starting each session. He displayed stubborn behavior, which made our sessions challenging on some days. Although I had lesson plans prepared, there were times where I had to modify what I wanted to do due to his mood. Over the year, we worked on language expansion using sentences such “I want x”, “I like/ don’t like x” and “I feel x”. I used play dough and hide and seek activities to encourage communication. I also worked with him on pronouncing basic sounds like B, P, and M. By the end of the year, he was able to use the basic sentence he was taught, his behavior improved and he stopped touching himself. Although, we never reached a point where he can comfortably communicate but there was great overall improvement based on his abilities. He is now in sixth grade and works with the Middle School speech therapist.
9. Developmental Delay
   1. Speech and Language therapy that focuses on expressive and receptive language expansion
   2. Teach clear speech strategies
   3. Use activities that are of the child’s interest
   4. Break down tasks into smaller steps
   5. Use visual aids
   6. Give students blocks, clay, paper, pencils, crayons, safety scissors, play dough, and manipulatives to use
   7. https://www.youtube.com/watch?v=0Zosc8dEBf8
10. Deafness
    1. Use of visuals
    2. Use of amplification devices
    3. Cochlear implants
    4. Lip reading skills
    5. Sign language
    6. Visual or Vibrating Alerting Devices
    7. Closed Captioning
11. Deaf-blindness
    1. Tactile learning strategies (e.g. touch cues, hang-over-hand guidance, hand-under-hand guidance)
    2. Intervention must be individualized
    3. Use Sign Language or Braille
    4. Assistive technology such as Ipads and Braille Note
    5. https://www.youtube.com/watch?v=GkthqXO9IQM
12. Autism Spectrum Disorder
    1. Augmentative and Alternative Communication (AAC) Devices such as Proloquo2go to assist in communication
    2. Use a social thinking curriculum to create social awareness and offer strategies for social situations such as working in groups and maintaining eye contact
    3. Behavior mapping charts assist with analyzing expected and unexpected behaviors
       1. Behavior Mapping (expected & unexpected).pptx
    4. Group activities/games that encourage the use of wh-questions such as who and what as well as turn taking (e.g. who’s turn is it? What is it?)
    5. Role-playing
    6. Case Study
       1. A student of mine has been receiving SLP service since KG. He is now in grade 1. When we first started working with him, he was unable to maintain eye contact, play with others, formulate complete sentences, and identify others emotions. Most of the strategies mentioned here were used with him. This year as first grader, he is more comfortable with maintaining eye contact, he can identify who’s turn it is, meaning he has a sense of the other. He has also become more social and has been observed playing with his peers during recess and independently saying hello to his SLP teachers in the hallway. His language skills have improved. He now uses sentences such as “He is eating.” or “She is playing.” In the past he struggled with understanding that he is for boys and she is for girls. Finally, with practice he is now able to tell a story using 3 step sequencing cards.
13. Traumatic Brain Injury
    1. Select a meaningful goal or skill the student will need to learn and present it at the level of the student
    2. Provide a simple rationale to help the student understand the relevance of the skill
    3. Give clearly stated task directions (limit the number of steps) and ask the student to repeat or paraphrase the directions to ensure understanding
    4. Break tasks into small steps and demonstrate each step
    5. Provide opportunities for student response and practice at an appropriate pace
    6. Provide immediate feedback and error correction when necessary—feedback should be positive and systematic
    7. Use verbal praise and encouragement frequently
    8. Assistive Technology such as specialized keyboards and magnified screens, customized chairs, electronic planners and cellphones
    9. https://www.youtube.com/watch?v=BAeevSg7vIw
14. Visual Impairment
    1. Braille
    2. Preferential seating
    3. Handouts containing pertinent information
    4. Increase visual clarity
    5. Video Magnifiers
    6. Braillewriter
    7. Audio books