GO TO Documentation-
Special Populations - CPE
Categories of Disabilities in SPED (SP4CPE)
Characteristics Impact on Classroom
A neurological disorder, Cognitive Fidget, rock, flap, stimulate, echo or
Autism mimic phrases, Run or fight in
abilities range from gifted to
cognitively delayed, Usually stressful situations, Lack reciprocal
identified in the first three years of communication skills or be
life, 4:1 male to female ratio nonverbal, Not understand non-
verbal cues, jargon, or slang terms,
A student who falls into this Have difficulty with volume
Deaf/Blindness eligibility category has any control, cadence, and intonation.
combination of vision and hearing
loss, though not necessarily Require Information to be
complete deafness and/or complete introduced deliberately and
blindness systematically, utilize the service of
a SSP
Deafness May also have difficulty with
speech, reading, and writing skills, Need special seating, being in view
May use speech, lip-reading, hearing of the teacher, Need written
aids, and/or another amplification supplements to oral instruction like
system, ASL first language visual aids/cues, Require eye
contact prior to speaking
Hyperactivity, Aggression or self-
Emotional Disturbance injurious behavior, Withdrawal, Exhibit inappropriate behavior
Immaturity, Learning difficulties under ordinary circumstances, Not
be able to maintain relationships
Wear hearing aids or FM systems,
Articulation difficulties and Read lips or use ASL, Need a quiet
language delays, Easily frustrated, environment with many visuals to
Hearing Impairment Difficulty with oral expression be successful, Need a slower rate of
speech and clear enunciation
Struggle with overall academics,
Struggle with attention, memory, Not be working on grade level
Struggle to make generalizations materials, Not understand social
Intellectual Disability norms, Struggle with problem-
solving across all areas
Hampered speech and Require multiple services, Use
communication skills, Challenges alternate communication methods,
Multiple Disabilities with mobility, Need assistance with Require alternate curriculum
everyday tasks, Usually has medical materials
needs
Characteristics Impact on Classroom
It is difficult or perhaps impossible to Have no cognitive concerns, Be
generalize the characteristics of a student integrated into the general education
Orthopedic Impairment who qualifies under OI. ex: a child with
spinal cord injury could have immobility setting all the time, Use assistive
limited to one side of his or her body, just technology.
the arms or legs, or total paralysis
May require additional assistance
Having limited strength, vitality, or
Other Health Impairment alertness, including a heightened alertness based on case-to-case.
to environmental stimuli, that results in
limited alertness with respect to the
educational environment, that is due to
Slower reading rate, frequent
chronic or acute health problems
spelling errors, difficulty copying,
Specific Learning Disability difficulty memorizing basic facts,
May Impact child’s reading, writing, oral difficulty describing events
Language, math, study Skills
Have difficulties with
Articulation disorder, Abnormal voice,
comprehension, Have difficulties
Speech/ Language Impairment Fluency disorder, Language disorder being understood, Have difficulty
expressing needs, ideas, or
information, Struggle with social
interactions
Memory and attention concerns, Social
Traumatic Brain Injury skill concerns, Emotional regulation Struggle to process visual
concerns, Speech and language concerns,
information, to follow multi-step
directions, or even to communicate
Spatial positioning, Short attention span,
Visual Impairment Sensitivity to bright light, Poor eye and
Including Blindness hand coordination or clumsiness Poor academic performance overall
Additional Notes:
Understanding each of these disabilities and the impact they have in a classroom setting is one the most
efficient ways to help the child be successful.
ARD Timeline Activity (SP5CPE)
#1 Initial Referral
#2 Notice or Consent of Initial Evaluation
Within 60
Calendar
Days
#3 Full Individual Evaluation
Within
#4 Notice of ARD 30
Calendar
Days
#5 Initial ARD
3
Years
1
Year
#6 Yearly ARD
#7 Re-Evaluation
Terms to be assigned in the timeline:
Initial Referral (IR), Initial ARD,
#8 Dismissal
Notice of ARD, Yearly ARD,
Full Individual Evaluation, Dismissal,
Re- evaluation,
Notice/Consent for initial Evaluation
Modifications and Accommodations (SP6CPE)
Quantity Time Level of Support
Definition Definition Definition
Adapt the number of items that the learner Adapt the time allotted and allowed for Increase the amount of personal
is expected to learn or the number of learning, task completion, or testing. assistance to keep the student on task,
activities students will complete prior to
assessment for mastery. Example: Assigning peer buddies,
Example: pace learning differently teaching assistants or peer tutors
Example: Reduce the number of social increasing or decreasing for some
studies terms a learner must learn at any learners.
one time.
Input Difficulty Output
Definition: Adapt the way Definition: Adapt the skill level, Definition: Adapt how the student can
instruction is delivered to the problem type, or the rules on how the respond to instruction.
learner. learner may approach the work
Example: Using different visual Example: Simplifying task directions, Example: Instead of answering
aids, enlarging text, planning more or changing rules to accommodate questions in writing, allow a verbal
concrete examples and providing learner needs. response.
hands-on activities
Participation Notes:
Definition: Adapt the extent to -Providing different instruction and materials to meet a learner’s individual goals is
which a learner is actively also a great strategy to consider when dealing with students that require special
involved in the task. needs.
Example: Have the student turn
the pages while sitting on your lap.
Types of Assistive Technology (SP7CPE)
Graphic Organizers Visual Timers
1. 4.
Classroom Seating
2. 5.
Calculators
Audio (text to speech) Grammar
3. 6.
Venn Diagram of 504 and IDEA (SP10CPE)
504 IDEA
Use the letters below and type them in the appropriate box above.
A) Requires written consent.
B) Must provide impartial hearings for parents who disagree with the identification, evaluation, or
placement of the student.
C) Enforced by U.S. Department of Education, Office of Special Education.
D) Requires that parents have an opportunity to participate and be represented by legal counsel –
other details are left to the discretion of the school.
E) An impartial appointee selects a hearing officer.
F) Describes specific procedures.
G) A hearing officer is usually appointed by the school.
H) No "stay-put" provisions.
I) Does not require that parents are notified prior to the student's change of placement, but they still
must be notified.
J) Provides "stay-put" provision (the student's current IEP and placement continues to be
implemented until all proceedings are resolved.
K) Enforced by U.S. Department of Education, Office of Civil Rights
L) Does not require parental consent.
P) Parents must receive ten days' notice prior to any change in placement.
Tomlinson’s Suggestions for working with Students in Poverty (SP13CPE)
Provide access to computers, magazines, newspapers, and books so low-income students
1. can see and work with printed materials. School may be the only place where they are
exposed to print media.
2. Keep your expectations for poor students high. Poverty does not mean ignorance.
Don’t make comments about your students’ clothes or belongings unless they are in violation
3. of the dress code.
Students who live in poverty may not always know the correct behaviors for school situations.
4. At home, they may function under a different set of social rules. Take time to explain the
rationale for rules and procedures in your classroom.
5. Be careful about the school supplies you expect students to purchase. Keep your
requirements as simple as you can for all students.
6. Arrange a bank of shared supplies for your students to borrow when they are temporarily out
of materials for class.
NOTES:
