Disability-Specific Instructional Strategies

Disability-Specific Instructional Strategies

Specific Learning Disability (SLD)

Includes: Dyslexia, Dyscalculia, Dysgraphia, Auditory/Visual Processing

Dyslexia (Reading)

Characteristics: - Difficulty with phonemic awareness - Struggles with decoding - Slow, labored reading - Poor spelling - May have strong verbal comprehension

Strategies: - Orton-Gillingham/Structured Literacy (REQUIRED) - Multisensory instruction - Explicit, systematic phonics - Audiobooks for content access - Extended time for reading tasks - Text-to-speech technology - Colored overlays (for some students) - Don't penalize spelling in content areas

Dyscalculia (Math)

Characteristics: - Difficulty with number sense - Can't remember math facts - Struggles with procedures - Confuses math symbols - Poor sense of time/money

Strategies: - Extended use of manipulatives - Visual representations for all concepts - Graph paper for alignment - Multiplication chart (after teaching concepts) - Calculator for complex computation (when appropriate) - Real-world connections - Color-coding for place value - Break multi-step problems into single steps - Verbal explanation of reasoning

Dysgraphia (Writing)

Characteristics: - Poor handwriting - Slow writing speed - Difficulty organizing thoughts on paper - Avoids writing tasks - Inconsistent spacing/sizing

Strategies: - Typing/word processing - Speech-to-text technology - Graphic organizers for planning - Sentence starters/frames - Reduce copying demands - Accept oral responses when appropriate - Occupational therapy consultation - Alternative ways to show knowledge - Don't penalize handwriting in content assessment

Autism Spectrum Disorder (ASD)

Characteristics: - Social communication differences - Restricted/repetitive behaviors or interests - Sensory sensitivities - Need for routine and predictability - May have splinter skills (strong in some areas) - Literal interpretation of language

Strategies:

Environment: - Consistent routines with visual schedules - Prepare for transitions and changes - Reduce sensory overload (lighting, noise) - Designated calm space available - Structured, organized classroom

Instruction: - Visual supports for EVERYTHING - Explicit teaching of social skills - Concrete, literal language - Avoid idioms/sarcasm (or explain them) - Special interests as motivators - Clear, specific directions - Check for understanding (don't assume) - Break tasks into steps

Social: - Teach social rules explicitly - Use social stories - Structured peer interactions - Practice conversation scripts - Video modeling

Behavior: - Predictable consequences - First/Then boards - Visual timers - Sensory breaks as needed - Identify and address triggers

Attention-Deficit/Hyperactivity Disorder (ADHD)

Characteristics: - Inattention and/or hyperactivity-impulsivity - Difficulty with organization and planning - Working memory challenges - Time blindness - Inconsistent performance

Strategies:

Environment: - Preferential seating (near teacher, away from distractions) - Reduce visual clutter - Clear traffic patterns for movement - Fidget tools available - Standing desks or wobble chairs

Instruction: - Break tasks into small chunks - Frequent check-ins - Movement breaks every 15-20 minutes - High engagement strategies (not worksheets) - Immediate feedback - Visual timers - Multi-modal instruction - Active responding (response cards, whiteboards)

Organization: - Checklists for multi-step tasks - Color-coded materials by subject - One thing at a time on desk - Assignment notebook with teacher check - Teach organizational skills explicitly - Home-school communication system

Behavior: - Positive reinforcement (catch being good) - Clear, consistent expectations - Avoid power struggles - Private corrections when possible - Token economy with immediate rewards - Self-monitoring strategies

Intellectual Disability (ID)

Characteristics: - Significantly below average intellectual functioning - Deficits in adaptive behavior - Slower rate of learning - Difficulty with abstract concepts - May have strengths in routine tasks

Strategies:

Instruction: - Concrete, hands-on learning - Real-world, functional skills - Repetition and practice - Task analysis (break into tiny steps) - Modeling and demonstration - Visual supports and pictures - Shorter tasks with frequent success - Connect to daily life

Curriculum: - Access Points (modified standards) - Functional academics - Life skills integration - Community-based instruction when appropriate - Age-appropriate materials (not babyish)

Communication: - Simple, clear language - One direction at a time - Check for understanding - Visual cues with verbal - Wait time for processing

Emotional/Behavioral Disability (EBD)

Characteristics: - Difficulty with emotional regulation - Inappropriate behavior or feelings - Difficulty with peer relationships - Depression/anxiety in some cases - Academic struggles often secondary to behavior

Strategies:

Environment: - Predictable, structured routine - Safe space for de-escalation - Positive classroom climate - Strong teacher-student relationship - Clear expectations and consequences

Behavior Support: - Individualized behavior plan (BIP) - Teach coping skills explicitly - Check-in/Check-out systems - Frequent positive feedback - Avoid power struggles - Remain calm during incidents - Trauma-informed practices

Academic: - Build on interests - Provide choices - Set achievable goals - Celebrate small successes - Address academic gaps (often present)

Social-Emotional: - Social skills instruction - Counseling services - Self-regulation strategies - Feelings identification - Problem-solving skills

Speech/Language Impairment

Characteristics: - Difficulty with articulation, fluency, or voice - Receptive language challenges (understanding) - Expressive language challenges (communicating) - May affect reading and writing

Strategies: - Extended processing time - Visual supports with verbal instruction - Check for understanding - Rephrase, don't just repeat - Reduce language demands when assessing content - Collaboration with SLP - Pre-teach vocabulary - Graphic organizers - Sentence frames for responses - Don't interrupt or finish sentences

Hearing Impairment

Strategies: - Preferential seating (see speaker's face) - Reduce background noise - Use FM system if available - Face student when speaking - Visual supports for all instruction - Written instructions - Captioning for videos - Check hearing aids/cochlear implants - Peer note-taker if needed - Learn basic signs if student uses ASL

Visual Impairment

Strategies: - Large print materials (18pt minimum) - High contrast materials - Preferential seating - Verbal descriptions of visual information - Tactile materials when possible - Audio versions of texts - Extended time for visually demanding tasks - Technology (screen readers, magnification) - Orientation and mobility support - Don't move furniture without notice