range in severity and may interfere with the progress and use of one or more of the following: Oral language (listening, speaking, understanding) Reading.

range in severity and may interfere with the progress and use of one or more of the following:• Oral language (listening, speaking,

understanding)

• Reading (word recognition, comprehension)

• Written language (spelling and writing)

• Mathematics (computation, problem solving)

Dyslexia• condition that makes it extremely difficult to

read, write, and spell in your native language—despite at least average intelligence

see some letters as backwards or upside down

see text appearing to jump around on a page not able to tell the difference between

letters that look similar in shape such as o and e and c

not able to tell the difference between letters that have similar shape but different orientation, such as b & p and d & q

letters might look out of order letters and words look all bunched together

Adapted or modified curriculum and materials alternate evaluation strategies

use of equipment, including computer and audiovisual technology

social skills training & self advocacy

learning strategies instruction

students whose behaviors reflect dysfunctional interactions • between the student and one or more

elements of the environment, including the classroom, school, family, peers and community

Vary in their severity and effect on learning & interpersonal relations

Aggression (of a physical, emotional or sexual nature) and/or hyperactivity

Anger or isolation

social problems such as substance abuse, child abuse or neglect.

ADD, ADHD, OCD, tourette syndrome

plans for transitions

behavioral and learning strengths and needs

adapted or modified curriculum

resources (staff, parents, community)

interventions

timeline for evaluation

alone time

nervous system impairment that impacts movement or mobility

opportunities to participate to the greatest extent

Adaptations to facilities and equipment

access to school areas

covers a range of difficulties with vision and includes the following categories

• blind, legally blind, partially sighted, low vision, and visually impaired

mobility skills

specialized skills in reading (Braille, taped books, enhanced print)

access to technology (Braille 'n Speak, tape recorders, computers)

note-taking strategies

modified or adapted curriculum

Medically diagnosed hearing loss that results in a substantial educational difficulty.

A student who is deaf or hard of hearing has an audiological assessment• affirms a bilateral hearing loss, a unilateral loss

with significant speech/language delay, or a cochlear implant.

language and speech development resource room staffed by a teacher of the deaf

and hard of hearing

sign language

access to the appropriate equipment (board or overhead)

Whether you decide that you want your career to be

working with children or you decide to be a parent…

you must have the resources and the knowledge

to deal with the daily challenges to ensure that everyone

involved will have long-term success!