Group items tagged

single domain

developmental disorder; developmental arrest and regression; and developmental disability.

occurs when a child does not achieve developmental milestones in comparison to peers of the same age range.

moderate

Developmental delays are common and can involve either a single domain or multiple domains of the child’s functioning.Early identification of developmental delays and appropriate management can positively alter the child’s developmental trajectory.Primary care physicians play a pivotal role in early identification of developmental delays through developmental screening and surveillance.For children presenting with mild developmental delays and in the absence of any red flags, appropriate stimulation activities can be suggested, with close monitoring of the child.There should be a low threshold for specialist referral for children at high risk for developmental problems, such as those who are in care, have an underlying chronic medical condition, or have a primary caregiver with a mental health problem.

used to describe gifted children who, have the characteristics of gifted students with the potential for high achievement and give evidence of one or more disabilities as defined by federal or state eligibility criteria

(SpLD), speech and language disorders, emotional/behavioral disorders, physical disabilities, autism spectrum, or other impairments such as attention deficit hyperactivity disorder (ADHD)

difficulty keeping up with course rigor, volume, and demands--resulting in inconsistent academic performance, frustration, difficulties with written expression, and labels such as lazy, unmotivated, and underachiever.

highly knowledgeable and talented in at least one particular domain.

ifficulty in the school environment, where organization, participation, and long-term planning play a role.

highly creative, verbal, imaginative, curious, with strong problem-solving ability, and a wide range of interests or a single, all-consuming expertise

twice-exceptional,” also referred to as “2e,”

Handouts that can be read before or after class or other presentation are useful.

Examples of accommodations

interpreters sound amplification systems note takers real-time captioning email for faculty-student meetings and class discussions visual warning systems for lab emergencies changing computer auditory signals to flash changes captioned video presentations

When speaking, make sure the student can see your face and avoid unnecessary pacing and moving. When speaking, avoid obscuring your lips or face with hands, books, or other materials. Repeat discussion questions and statements made by other students. Write discussion questions/answers on a whiteboard or overhead projector. Speak clearly and at a normal rate. Use visual aids with few words and large images and fonts. Provide written outlines, assignments, instructions, and demonstration summaries and distribute them before the class or other presentation when possible.

direct your speaking style and adjust the "pace" of instruction to make information more accessible to a student with a hearing impairment.

Some students who are hard of hearing may hear only specific frequencies or sounds within a certain volume range.

They may have difficulty following lectures in large halls, particularly if the acoustics cause echoes or if the speaker talks quietly, rapidly, or unclearly. People who have hearing impairments may find it difficult to simultaneously watch demonstrations and follow verbal descriptions, particularly if they are watching a sign language interpreter, a captioning screen, or a speaker's lips. Small group discussions may also be difficult to follow or participate in, particularly if the discussion is fast-paced and unmoderated, since there is often lag time between a speaker's comments and interpretation.

PT evaluation