Inclusive Education

• neurobiological disorder
• mild-severe
• normal intelligence and literary skill
• difficulty with social skills, transitions, changes, reading body language and responding to social cues
• prefers sameness
• sensitive to sensory cues s/a sounds, light, and tastes

• inability to sustain attention
• perscribed stimulant medications

• inability to maintain attention
• impulsive behaviours
• and/or motor disorder
• genetic

severe learning disorder that includes disturbances in the rate of educational development, the ability to relate to the environment, and the development of the use of languages

• A group of diabilities that may include disturbances in some or all of:
• the rate of educational development
• the ability to relate to the environment
• the development and use of language and mobility

a system for reading and writing for blind and severly visually impared people, embossed dots identified through touch

an approach to delivering special education that depends on identifying students as belonging to a category, then grouping them as such and delivering instructions to the group

injury to the brain from trauma, compressing the brain against the skull, which may result in impaired sensory, language, emotional, and other brain functions

significant disabilities that may be compouded by additional factors such as physical, phychological, neurological, and/or sensory impairments, aka "low-incidence"

students are grouped fro instruction based on their needs, using the assessment information about categorical features as a starting point for designing instruction, however functional skills determine how teachers then select instructional interventions for these students

changes made to content of instruction/ performance level to set an appropriate level for the student. Differs from accomodations

• students who are underachieving in various and specific parts of the curriculum
• high incidence