OECS Teaching Assistant

Visual Impairment
Hearing Impairment
Physical Disability
Learning Disability
Autism Spectrum Disorder
ADHD
Emotional/Behavioral Disorders
Fragile X Syndrome
Down Syndrome
Intellectual Disability
Speech/Language Disorders
Gifted/Talented
English as a Second Language

Visual Impairment

Typical Behaviors: Frequently squinting, difficulty reading text, avoiding visually demanding tasks.

What to Look Out For: Holding books too close, difficulty recognizing faces, avoiding eye contact.

Classroom Accommodations:

Large print materials: Provide textbooks and worksheets in at least 18-point font.
Audio books: Offer audio versions of texts to reduce eye strain.
Strategic seating: Place the student close to the board and away from glare.
High-contrast materials: Use yellow chalk on a dark board or black markers on white paper.
Tactile learning experiences: Incorporate 3D models and textured materials.
Proper lighting: Ensure adequate, non-glare lighting in the classroom.
Extended time: Allow extra time for reading and writing tasks.
Assistive technology: Introduce screen readers or magnification software as needed.

Referral: Eye specialist.

Hearing Impairment

Typical Behaviors: Difficulty following verbal instructions, speaking loudly, watching lips intently.

What to Look Out For: Frequently saying "what?" or "huh?", not responding when spoken to from a distance.

Classroom Accommodations:

Visual aids: Use diagrams, pictures, and written instructions to supplement verbal communication.
Note-taking support: Provide a note-taking buddy or printed lecture notes.
FM systems: Use assistive listening devices if appropriate and available.
Strategic positioning: Face the student when speaking and avoid covering your mouth.
Noise reduction: Minimize background noise in the classroom (e.g., use carpet or rubber tips on chair legs).
Closed captions: Enable captions for all video content.
Seating arrangement: Place the student where they can easily see the teacher and other students.
Visual alerts: Use visual cues for transitions or important announcements.

Referral: Audiologist.

Physical Disability

Typical Behaviors: Difficulty with fine or gross motor skills, fatigue during physical activities, limited mobility.

What to Look Out For: Struggles with writing or using classroom tools, difficulty navigating the classroom or school environment.

Classroom Accommodations:

Adaptive equipment: Provide special chairs, desks, or writing tools as needed.
Extended time: Allow extra time for assignments and transitions between classes.
Accessibility: Ensure clear pathways and easy access to materials in the classroom.
Alternative methods: Offer options like typing instead of handwriting for assignments.
Rest breaks: Schedule short breaks during long activities to prevent fatigue.
Peer helpers: Assign classmates to assist with tasks like carrying books or opening doors.
Modified PE activities: Adapt physical education activities to include the student safely.
Assistive technology: Introduce relevant tech tools (e.g., voice-to-text software).

Referral: Occupational therapist or physical therapist.

Learning Disability

Typical Behaviors: Inconsistent academic performance, difficulty with specific subjects, avoidance of reading or writing tasks.

What to Look Out For: Struggles with reading comprehension, math concepts, or written expression; poor organizational skills.

Classroom Accommodations:

Task breakdown: Divide assignments into smaller, manageable steps.
Multi-sensory teaching: Incorporate visual, auditory, and kinesthetic learning approaches.
Graphic organizers: Provide visual tools to organize information and ideas.
Extended time: Allow additional time for tests and assignments.
Assistive technology: Utilize text-to-speech or speech-to-text software as needed.
Frequent feedback: Offer regular check-ins and positive reinforcement.
Study guides: Provide outlines or study guides for tests and complex material.
Preferential seating: Seat the student away from distractions and close to the teacher.

Referral: Educational psychologist or learning specialist.

Autism Spectrum Disorder

Typical Behaviors: Repetitive movements, difficulty with changes in routine, preference for isolation.

What to Look Out For: Lack of eye contact, difficulty understanding social cues, sensory sensitivities.

Classroom Accommodations:

Visual schedules: Use picture-based schedules to outline daily routines and transitions.
Quiet space: Designate a calm area for the student to retreat when overwhelmed.
Social skills instruction: Explicitly teach and practice social interactions and cues.
Clear communication: Use concrete language and avoid idioms or sarcasm.
Sensory tools: Provide fidget toys or noise-cancelling headphones as needed.
Predictable routines: Maintain consistent daily schedules and prepare for any changes.
Visual supports: Use visual aids, timers, and written instructions for tasks.
Alternative participation: Allow for written responses or other forms of non-verbal participation.

Referral: Developmental pediatrician.

ADHD

Typical Behaviors: Constant fidgeting, difficulty sitting still, impulsively interrupting conversations.

What to Look Out For: Difficulty finishing assignments, easily distracted, forgetful.

Classroom Accommodations:

Movement breaks: Incorporate short physical activities between tasks.
Task checklists: Provide clear, written lists of steps for assignments.
Concise instructions: Give short, clear directions, one at a time.
Time management: Use timers or time reminders for task completion.
Strategic seating: Place the student away from windows or high-traffic areas.
Fidget tools: Allow the use of stress balls or other non-disruptive fidget items.
Chunked assignments: Break larger projects into smaller, manageable parts.
Positive reinforcement: Implement a reward system for completed tasks and good behavior.

Referral: Pediatrician.

Emotional/Behavioral Disorders

Typical Behaviors: Extreme mood swings, aggressive outbursts, withdrawal from social interactions.

What to Look Out For: Difficulty forming relationships, inappropriate emotional responses, persistent sadness or anxiety.

Classroom Accommodations:

Clear expectations: Establish and consistently communicate behavioral guidelines.
Safe space: Designate a calm-down area for the student to use when overwhelmed.
Positive reinforcement: Regularly acknowledge and reward positive behaviors.
Coping strategies: Teach and practice emotional regulation techniques.
Consistent routines: Maintain predictable daily schedules and transitions.
Check-in system: Implement regular, brief check-ins with the student.
Collaborative support: Work closely with school counselors or psychologists.
Behavior contracts: Develop individualized agreements for specific behavioral goals.

Referral: Child psychologist or psychiatrist.

Fragile X Syndrome

Typical Behaviors: Hyperactivity, anxiety in social situations, repetitive behaviors, speech delays.

What to Look Out For: Difficulty with eye contact, hand flapping or biting, delayed language development, learning difficulties.

Classroom Accommodations:

Structured environment: Maintain a predictable classroom layout and routine.
Visual schedules: Use picture-based schedules for daily activities and transitions.
Task breakdown: Divide assignments into small, manageable steps.
Sensory breaks: Provide regular opportunities for sensory activities.
Concrete language: Use clear, literal language and visual aids in instruction.
Extended processing time: Allow extra time for the student to respond to questions.
Sensory-friendly space: Minimize sensory overload in the classroom environment.
Social support: Encourage small group interactions and provide social skills guidance.

Referral: Geneticist or developmental pediatrician.

Down Syndrome

Typical Behaviors: Delayed language development, slower learning rate, strong visual learning skills.

What to Look Out For: Difficulty with abstract concepts, shorter attention span, challenges with fine motor skills.

Classroom Accommodations:

Visual aids: Use pictures, diagrams, and hands-on materials to support learning.
Task breakdown: Divide instructions and assignments into smaller, manageable steps.
Extended response time: Allow extra time for the student to process and respond to questions.
Peer interactions: Encourage cooperative learning and social integration.
Repetition and review: Regularly revisit and reinforce key concepts.
Life skills focus: Incorporate practical, everyday skills into lessons.
Adaptive physical activities: Modify PE and fine motor tasks as needed.
Positive reinforcement: Provide frequent praise and encouragement for efforts and achievements.

Referral: Developmental pediatrician or geneticist.

Intellectual Disability

Typical Behaviors: Slower learning rate, difficulty with abstract thinking, challenges with adaptive skills.

What to Look Out For: Struggles with problem-solving, limited self-care skills, difficulty understanding social norms.

Classroom Accommodations:

Concrete examples: Use real-life objects and situations to teach concepts.
Life skills instruction: Incorporate daily living skills into the curriculum.
Task analysis: Break down complex tasks into simple, sequential steps.
Extended learning time: Provide additional time for processing and completing tasks.
Visual supports: Use pictures, charts, and demonstrations to aid understanding.
Functional academics: Focus on practical application of academic skills.
Peer support: Encourage interactions with typically developing peers.
Assistive technology: Utilize appropriate tools to support learning and communication.

Referral: Psychologist for cognitive assessment.

Speech/Language Disorders

Typical Behaviors: Difficulty articulating words, limited vocabulary, struggles with language comprehension.

What to Look Out For: Frustration when communicating, avoidance of speaking situations, difficulty following verbal instructions.

Classroom Accommodations:

Visual supports: Use pictures, gestures, and written cues to supplement verbal information.
Extended response time: Allow extra time for the student to formulate and express responses.
Alternative communication: Encourage use of writing, drawing, or assistive technology when needed.
Simplified instructions: Provide clear, concise directions, one step at a time.
Peer support: Pair the student with supportive peers for group activities.
Language exercises: Incorporate vocabulary and language practice into daily routines.
Positive reinforcement: Praise efforts in communication, not just results.
Quiet environment: Reduce background noise during speaking activities.

Referral: Speech-language pathologist.

Gifted/Talented

Typical Behaviors: Advanced vocabulary, deep curiosity, easily bored with routine tasks.

What to Look Out For: Asks complex questions, quickly masters new concepts, shows leadership qualities.

Classroom Accommodations:

Challenging tasks: Provide open-ended, complex problems to solve.
Independent projects: Allow students to pursue in-depth studies of their interests.
Acceleration: Offer advanced material or grade-skipping when appropriate.
Enrichment programs: Provide access to specialized programs or mentorships.
Higher-order thinking: Incorporate activities that involve analysis, synthesis, and evaluation.
Peer grouping: Allow gifted students to work together on advanced projects.
Technology integration: Use advanced software or online courses for additional challenge.
Leadership opportunities: Encourage the student to lead group projects or peer tutoring.

Referral: Gifted education specialist.

English as a Second Language

Typical Behaviors: Quiet or reserved in class, stronger receptive language skills than expressive.

What to Look Out For: Struggles with comprehension, avoids speaking, misinterprets figurative language.

Classroom Accommodations:

Visual aids: Use pictures, diagrams, and real objects to support language learning.
Bilingual resources: Provide materials in both English and the student's native language when possible.
Peer support: Pair the ESL student with a supportive, fluent English-speaking peer.
Simplified language: Use clear, concise language and avoid idioms in instructions.
Extended time: Allow extra time for assignments and tests.
Pre-teaching vocabulary: Introduce key terms before new lessons or readings.
Cultural inclusion: Incorporate culturally relevant materials and examples in lessons.
Technology tools: Utilize language learning software and translation tools as aids.

Referral: ESL Specialist.

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Understanding Special Needs

Visual Impairment

Hearing Impairment

Physical Disability

Learning Disability

Autism Spectrum Disorder

ADHD

Emotional/Behavioral Disorders

Fragile X Syndrome

Down Syndrome

Intellectual Disability

Speech/Language Disorders

Gifted/Talented

English as a Second Language

Meet Pearl: Your AI Teaching Assistant

Create Lesson Plans

Review Lesson Plans

Generate Lesson Content

Create Quizzes

Create Your Lesson Plan

Special Needs Accommodations

Generated Lesson Plan

Enhance Your Lesson Plan

Quiz Generator

Our quiz generator is set to create up to 10 questions per quiz. Please ensure your selected number of questions doesn’t exceed this limit. Thank you for your understanding!

Question Types

Cognitive Levels

Upload a Lesson Plan for Feedback

Feedback on Your Lesson Plan

Chat with Pearl about the Feedback

Generate Lesson Content

Generated Content

Your Feedback Matters

Monitoring & Evaluation Template

User Experience Survey – D-OHPC MVP

AI Teaching Assistant Survey

Chat with Pearl

Educational Video Finder

Understanding Special Needs

Visual Impairment

Hearing Impairment

Physical Disability

Learning Disability

Autism Spectrum Disorder

ADHD

Emotional/Behavioral Disorders

Fragile X Syndrome

Down Syndrome

Intellectual Disability

Speech/Language Disorders

Gifted/Talented

English as a Second Language