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Emotional  Disturbance	Behaviors depend upon the type of emotional disturbance—which varies from one individual to another generally can include: -sudden tantrums -tendency toward violence or overly  passive behavior -verbal aggression or silence -poor academic progress - noncompliance with requests	-use all the members of the school’s support team, especially the school psychologist, social worker or guidance counselor. -get to know the students, especially what would trigger inappropriate behaviors -develop well-defined classroom rules - positive reinforcement of good behaviors - allow the student to have classroom jobs/responsibilities which will lift his or her self-esteem
Learning Disabilities	This is an umbrella term for a variety of learning problems. It is  not a problems with intelligence or motivation. It is a neurological problem relating to the way in which information in processed in  the brain of learning disabled  students.Most learning disabilities involve the processing of information relating to: - reading (dyslexia) -mathematics (dyscalculia) -writing. Hand-eye coordination  (dysgraphia) motor skills (dyspraxia) -speaking/language ( dysphasia) -auditory and visual processing	-identify the specific learning disability by recommending a student be tested, if not already tested. - use all support staff, especially pull-out programs provided by the school -develop a working relationship with parents See other specific recommendations above under “dyslexia”

Developmentally Delayed

Refers to students who have not developed normally physically or intellectually. These students are unable to function at the same moving or learning rate as the general student population

If  a student with developmental problems is included in the regular classroom setting, the teacher must; -understand the nature and extent of the problem - give individualized attention and get help doing so from the school’s support team -have good classroom management and routines easy for the student to follow - modify assignments to meet the student’s abilities -allow extra time to complete assignments

Speech Disorders

There are many types of speech and language  disorders which include: -articulation impairment where the student produces sounds incorrectly and/or has difficulty making certain sounds -fluency disorders in which there is a disruption of rhythm and flow of speech, such as stuttering -pitch and sound disorder in which the student changes the  pitch..such as loudness - language disorder in which there is difficulty in adequately expressing ideas and information

Most school programs provide speech therapists who assist the classroom teacher with individual students. The teacher should also: -be informed about these disorders and how they could affect the student’s learning, and his or her social interactions (consult the NICHY fact sheet) - set up the classroom to accommodate the special needs of the student.  Have the student sit close to the front of the room, or wherever the teacher is normally situated in the learning process. - have an understanding peer sitting near the disabled student to help -develop a working relationship with parents, and out –of-school therapists.

  

Tourette Syndrome

Tourette syndrome is a neurological disorder characterized by repetitive, , involuntary movements and vocalizations called tics. The tics can be simple or complex: The  simple tics can include: -eye blinking -facial contortions -shoulder shrugging and jerking -vocalizations such as throat- clearing, sniffing, or strange sounds. The complex tics can include: -combinations of tics - gross motor movements, such as hitting oneself. - making inappropriate sounds, such as cursing

These symptoms get worse with anxiety or excitement. Therefore, the Teacher should try to: - keep the atmosphere of the classroom as calm as possible - have the plan for the day organized, displayed on the board, and have lessons clearly presented - be sure that the student gets support services -if the problem is severe, make a referrals for specific help services

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Disability                                 .Symptoms                                Strategies/Interventions

Attention Deficit Disorder

-Difficulty in paying  attention and easily distracted -makes careless errors -inattentive when spoken to -disorganized -difficulty in finishing assignments; - easily bored -misplaces things

-Establish a cooperative relationship  with parents and therapists; agree upon plans for improving diet and getting enough exercise; modify home environment to eliminate unneeded distractions; have a full understanding of the student’s strengths and struggles - Work with any teaching assistant, alerting that person to the problems the student has. -Establish a close relationship with supervisors, guidance and social worker staff in the school. -classroom management: seat the  student away from doors and windows(to minimize distractions) - have important information written down for the student and put in a place where the student can readily access it - subdivide large assignments into smaller ones and allow for frequent breaks

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Attention Deficit Hyperactivity  Disorder

The above, plus: -Moves around constantly and at inappropriate times; -fidgets and squirms in a seat; -talks excessively; -calls out in class; -difficulty engaging in  quiet activities; -tendency toward inappropriate  impulsive behavior, for example, interrupting; -has in-appropriate emotional outbursts; - tendency toward being involved with too many activities at once

All the above plus -alternate quiet seated assignments with those which allow for movement; allow for frequent breaks. - help the student avoid interrupting and calling out by having a visual code, such as sign language, only known to the teacher and the student indicating that the interruption should stop. - be sure that the student understands consequences for inappropriate behaviors. - Write an organized plan for the day which is available for easy reference. - Allow the student activities for movement, such as have the student deliver messages to other teachers and staff; assign the student classroom jobs that involve movement, such as walking to the pencil sharpener, handing out papers . - encourage the student to participate in active sports which require movement; coordinate a plan with the physical education teacher -provide the student with a small object that requires manipulation, such as a soft ball that he or she can squeeze at his or her desk…to release energy.

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Autism

There is a spectrum for this neurological disorder. The general symptoms begin in infancy and include : - difficulty in verbal and non- verbal communication - difficulty inrelating to other people  or the environment in age-  appropriate ways - insists on repetition of activity - inclination not to be touched - sensory issues, for example, sensitive     to loud sounds

Only a student who has high- functioning autism, such as mild Asperger’s Syndrom could function in a regular classroom setting. The school support personnel would be very  Important here. Strategies include: - avoid too much change in routine;  have a visualized  chart with the plan for the day; if there is a change that will be made for the day, alert the student in advance; be as organized as possible - give more detailed instructions in academics (where needed) and social skills which include a summary. Try to keep to the same instructional format. - Provide a “safe area” for a student who is having difficulty coping..a sort of sort of “safe haven.” Be sure to have very exact and simple coping  mechanisms set up and known to the student. - Use very organized and easy to understand language when communicating with the student. Avoid inferences, humor—and other non- precise language could cause difficulty. - select a peer buddy who is understanding and will help the student having difficulty with social skills - be aware of noise levels, and have the environment as quiet as possible

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Emotional  Disturbance	Behaviors depend upon the type of emotional disturbance—which varies from one individual to another generally can include: -sudden tantrums -tendency toward violence or overly  passive behavior -verbal aggression or silence -poor academic progress - noncompliance with requests	-use all the members of the school’s support team, especially the school psychologist, social worker or guidance counselor. -get to know the students, especially what would trigger inappropriate behaviors -develop well-defined classroom rules - positive reinforcement of good behaviors - allow the student to have classroom jobs/responsibilities which will lift his or her self-esteem

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