Supportive Resources

Learning Differences

Learning differences affect a person's ability to take in and use the given information. A learning difference does not affect the IQ of a student, but rather affects the students ability to take in, recognize, organize and comprehend information. The four main learning differences are:

Math

A student with a learning difference (LD) in mathematics has difficulty retrieving basic arithmetic facts from memory, identifying or organizing numbers, sequencing numbers or mathematical processes, and solving complex mathematical calculations accurately under time constraints.

A student who is diagnosed with Math LD may or may not have processing difficulties with reading or writing. A student with Math LD may experience a deficit in processing and remembering visual information impeding the counting and sequencing processes. Some students with Math LD have difficulty with lower level processes such as simple arithmetic and sequencing but have no difficulty with higher level abstract mathematical concepts.

Possible Observations:

May reverse, rotate, substitute, omit, or transpose figures, equations, or numbers
May have difficulty differentiating between mathematical symbols
May have difficulty appropriately lining up columns of numbers
May be unable to quickly perform mental mathematics
May have difficulty generating or understanding diagrams
May have difficulty solving complex problems with multiple steps under time constraint

Reading

Students diagnosed with a learning difference (LD) in reading have difficulty recognizing, decoding, or comprehending written words.

A person with a learning difference in reading may have difficulty connecting sounds with the letters that represent them. This difficulty may manifest during silent reading or when reading aloud. A learning difference in reading often affects all areas of a person's educational experience because much educational content is transmitted through text.

Possible Observations:

May be reluctant to read out loud in class
May read at a slower pace than peers
May have difficulty with pronunciation of unfamiliar words
May have difficulty summarizing text
May rely entirely on auditory information from class
May have difficulty organizing or synthesizing information from text
May demonstrate poor comprehension of written materials

Writing

Students diagnosed with a learning difference (LD) in writing have difficulties in organizing information into written form.

A student with a difference in writing may encounter a wide range of difficulties when generating written output. When conceptualizing a written work, a student may have great difficulty organizing thoughts into sentence or paragraph compositions. The inability to correctly choose words spelled correctly may cause a student with a writing disability to write simple sentences and avoid using some vocabulary because they are not confident in either their spelling or their correct use of vocabulary.

Possible Observations:

May have difficulty organizing ideas and structuring them formally
May produce text containing incomplete thoughts or run-on sentences
May frequently misspell words or reverse and rotate letters
May write in a short and informal way, lacking detail
May use a limited vocabulary of comfortable terms
May write with simplified grammar use or show difficulty using grammar correctly

Not otherwise specified

When a person is diagnosed with a learning difference (LD) that is not specified as a reading, writing, or math disability, it is often because the person has a combination of reading, writing, or math difficulties. These difficulties are most often symptoms of processing deficits.

A person who has a learning difference not otherwise specified may have deficits in auditory processing, visual processing, speed of processing, or any combination of these. These processing difficulties make it difficult for a student to learn information as efficiently as a student without a learning disability.

Possible Observations:

May rely entirely on one sensory modality (auditory or visual) in the classroom
May have difficulty organizing or synthesizing information
May have difficulty picturing mechanical processes or concepts
May have difficulty identifying critical information
May have difficulty comprehending patterns
May have difficulty performing steps in proper order
May have difficulty understanding spatial concepts

Possible Accommodations:

Ability to leave the classroom
Advance notice to prepare for participation
Assistive note taking devices
Clarification of questions
Distraction reduced testing environment
E-text
Extended testing time
Flexibility with assignments
Flexibility with attendance
Flexibility within classroom environment
Instructor Notes
Large print
Note taker
Priority seating
Private testing environment
Reduced background noise
Scribe
Simplified visual information
Specialized software
Spelling assistance on exams
Use of calculator
Use of a computer for essay exams
Written feedback on progress
Written notice of changes

Speech and Language Challenges

Speech challenges involve difficulties with the physical production of speech. These challenges fall within three categories: articulation (phonetic difficulty making individual speech sounds, or phonological difficulty organizing individual speech sounds), fluency (stuttering, cluttering), and voice (tone, pitch, shortness of breath).

Persons suffering from a speech challenge may have no speech or incomprehensible speech, while others may be understandable but have a strange sound, unusual cadence, or other atypical qualities. It's important to note that speech challenges are different from language challenges. Speech challenges are identified in relation to the physical act of speaking, rather than processing deficits.

Language challenges involve linguistic processing deficits that affect spoken or written language. These types of challenges may involve receptive or expressive language. Two common language challenges are aphasia and dyslexia, but there are many other language challenges and each has different symptoms.

Many students with language challenges are also diagnosed with learning differences in reading and writing. Language challenges are independent of IQ and other non-linguistic processing faculties and therefore present normally across all intelligence and ability levels.

Language challenges impact students' abilities to express themselves in class discussions or to rapidly process spoken language impacting their ability to fully participate in the educational environment.

Possible Observations:

May be difficult to understand
May be reluctant to participate or read aloud in class
May trip over words or take a long time to communicate
May prefer written communication outside of class (email instead of office hours)
May have difficulty recalling specific words
May reverse letters
May have difficulty with proper grammar
May have difficulty interpreting figurative language
May have difficulty expressing ideas coherently
May have poor spelling skills
May have difficulty with pronunciation

Possible Accommodations:

Advance notice to prepare for participation
Clarification of questions
Distraction reduced testing environment
E-text
Extended testing time
Flexibility with assignments
Flexibility with attendance
Flexibility within classroom environment
Instructor Notes
Large print
Note taker
Private testing environment
Scripe
Simplified visual information
Specialized software
Spelling assistance on exams
Vocalized text
Written feedback on progress
Written notification on changes

Food Allergies and Challenges

Food allergies are a negative physical response to specific foods or food-derived products.

Food allergies result from an immune reaction to specific allergens found in a food or food-derived product. Food allergens may pose different levels of risk to a given individual, from moderate to severe (anaphylaxis), through repeated exposure to even small amounts of allergen may increase severity significantly.

Gastrointestinal challenges vary widely in severity and symptomatology. Students with these challenges may frequently exhibit no symptoms, however during flare ups students may appear tired or distracted, need to leave class frequently, or be absent.

Gastrointestinal challenges include conditions such as ulcers, celiac disease, inflammatory bowel syndrome, ulcerative colitis, and crohn's disease.

Eating disorders cover a broad range of extreme behaviors related to eating such as an extreme reduction of food intake, overeating, or concern over body weight or body image.

Eating disorders are medical illnesses with complex underlying psychological and biological causes. Treating eating disorders requires assistance from physicians, psychologists and dietitians and often requires a special diet. Students with eating disorders often have other conditions both psychological and physical such as depression, anxiety, obsessive compulsive disorder, kidney or heart disease, anemia or vitamin deficiencies.

Possible Observations:

May not participate in activities or environments involving exposure to certain food-derived materials
May have moderate to life-threatening reactions to very small allergen exposures
May be absent more often than other students
May display fatigue
May need to leave class frequently
May not participate in any activity that involves eating
May avoid presentations or activities that would put them in front of the class
May be susceptible to infection or viruses

Possible Accommodations:

Ability to leave the classroom
Advance notice to prepare for participation
Dietary accommodation
Flexibility with assignments
Flexibility with attendance
Flexibility within classroom environment
Personal Care attendant
Private testing environment
Single Room

Physical Health Conditions

Long-term physical conditions are those which can't currently be cured but can be managed with medication or other treatment. Long-term physical health conditions can impact the student's everyday life and potentially limit their ability to perform certain tasks efficiently or completely.

Sleep Disorder

The term sleep disorder refers to a broad range of conditions including insomnia, sleep apnea, restless leg syndrome and narcolepsy.

Sleep disorder is a general term for a result in an inability to maintain a functional sleep pattern. This may manifest as a significantly reduced ability to get needed sleep or an inability to prevent the onset of sleep at inappropriate times. Sleep apnea is a common condition impacting the ability to get enough air during sleep resulting in oxygen deprivation.

Restless leg syndrome causes an urge to move when lying down thereby preventing sleep. Insomnia is the inability to go to sleep or stay asleep. Narcolepsy is a nervous system disorder characterized by generally unpredictable bouts of extreme drowsiness which often result in the student falling asleep.

Possible Observations:

May appear tired
May be distracted
May be frequently absent
Difficulty attending to lecture or staying awake in class

Repetitive Stress Disorder

Repetitive stress syndrome is a group of muscular conditions resulting from repeated motions performed in daily or work activities. Repetitive stress syndrome occurs most commonly in the hands, wrists, elbows, and shoulders.

Repetitive stress syndrome is characterized by pain, numbness, tingling, and the loss of flexibility and strength of the affected area. Left untreated these conditions can cause damage to the soft tissues of the body, and compression of the nerves or tissue. Treatment options include reducing or stopping the motions that cause symptoms, taking rest breaks, and adopting stretching and relaxation exercises.

Possible Observations:

Difficulty completing in-class assignments requiring writing or fine motor skills
Requests for assistance on tasks that require repeated motion

Respiratory Disorders

Respiratory disorders are conditions that affect the pulmonary system and impact students' ability to breathe effectively. Depending on the type of lung disease, symptoms can consist of wheezing, inability to take a deep breath, inability to exhale fully, or chronic coughing.

Respiratory disorders include chronic lung disorders (e.g. asthma, bronchitis), chronic sinus infections, and occupational lung diseases (e.g. asbestosis). Symptoms vary depending on the type of respiratory disorder but may include wheezing, shortness of breath, coughing, chest pain or tightness, runny nose, and fatigue. The most common chronic respiratory disorders are chronic sinusitis, chronic bronchitis, asthma, chronic obstructive pulmonary disease and emphysema. Respiratory disorders can impact more than just breathing, as lack of oxygen can impair students' energy, ability to concentrate, and physical endurance.

Possible Observations:

Might be absent more frequently than other students
Might use an inhaler or supplemental oxygen
Might have difficulty with stairs or vigorous physical activity
May need to avoid contracting colds or viruses

Blood Disorders

Blood disorders are conditions involving the various components and functions of blood in the body: red blood cells, white blood cells, platelets, bone marrow, lymph nodes, spleen, or blood clotting. Hemophilia, anemia, sickle-cell disease, and blood clots are a few well-known blood disorders.

Blood disorders and their characteristics vary widely and some blood disorders are genetically inherited (e.g. hemophilia) while others can be due to environment or conditional factors (e.g. anemia, blood clots).

Depending on the disorder, a student may be frequently absent, appear tired, gaunt or pale. Blood disorders may not impact a student's cognitive abilities themselves but treatment, exhaustion, or side effects of medication may impact the ability to effectively or efficiently demonstrate their knowledge or understanding of concepts in class or in testing situations.

Possible Observations:

Physical weakness
Fatigue
Periodic absences

Autoimmune Disorder

An autoimmune disorder is a condition that occurs when the body's immune system mistakenly produces antibodies that destroy normal, healthy body tissues.

There are more than 80 recognized autoimmune disorders. Some examples of autoimmune disorders are Addison's Disease, Grave's Disease, Hashimoto's Thyroiditis, and lupus. In these disorders, the body's immune system mistakenly produces antibodies in response to normal, healthy body tissues which then attack and destroy the latter.

The symptoms of autoimmune disorders vary depending on which disease the person has, but many persons with autoimmune disorders experience dizziness, fatigue, a general feeling of illness, and sometimes a persistent low fever.

Possible Observations:

May become fatigued easily
May have reduced physical strength
May be frequently absent due to treatment or illness
May have stiffness or pain
May experience weight loss or weight gain
May have reduced motor skills

Arthritis

Arthritis is inflammation of the joints but is often used to describe any disease that affects the joints. The most common arthritis in student populations is rheumatoid arthritis which is a condition where the body's immune system attacks the thin membrane that lines the joints, causing pain, swelling, and inflammation.

Students with arthritis experience swelling in one or more joints, early morning pain and stiffness, recurring pain or tenderness, and weakness combined with joint pain. Skin, joint, kidney, lung, heart, nervous system, and blood cell infections may accompany fatigue and difficulty in sleeping for students with arthritis.

Possible Observations:

May have difficulty writing
May need to stand during long classes
May occasionally miss class due to flare ups

Cancer Treatment

Cancer treatment consists of a variety of medical therapies that can reduce, control, or eliminate cancer cells in a person's body. There are many treatments for cancer; the most common are surgery, chemotherapy, and radiation. Cancer treatments can cause significant side effects due to the nature of the treatment.

Chemotherapy kills both cancer and healthy cells which can cause side effects such as physical and cognitive fatigue, nausea, pain, immune suppression, etc. Students who are undergoing cancer treatment may require accommodation to continue with school during and after treatment.

Possible Observations:

May be more frequently absent for treatment and recovery
May experience physical and cognitive fatigue
May need to leave class unexpectedly
May need to be absent to avoid contracting infection

Heart Conditions and Stroke

Heart conditions include a variety of diseases or disorders affecting the heart and circulatory system. Students may not appear to have any symptoms, but observable symptoms may include weakness, fatigue, fainting, sweating, or nausea.

Some examples of heart conditions are heart attacks, arrhythmia, coronary artery disease, congenital or inherited heart conditions, cardiomyopathy, and valve disorders. In addition to those that may be observable, students may have an unusual heartbeat rhythm, palpitations, shortness of breath, chest discomfort, or pain.

A stroke occurs when a blood clot or vascular rupture interrupts blood flow to the brain. When the brain does not receive adequate blood flow, brain cells don't receive oxygen and nutrients from the blood. Without necessary oxygen, brain cells die and brain damage occurs.

Stroke is a leading cause of adult disability. How a student is affected by a stroke depends on where in the brain the stroke takes place and how much of the brain is damaged. When brain cells die during a stroke, abilities (e.g. speech, movement, or memory) controlled by that area of the brain might be impacted.

Possible Observations:

May actively avoid confrontational situations such as debates
Might be absent more often than other students
Might appear tired or fatigued
May ask to be excused from strenuous physical activities
Impulsiveness
Visual field impairments
Short term memory difficulties
Speech difficulties (aphasia)
A need for frequent feedback or clarification of tasks
Difficulties making generalizations
Coordination or balance problems
Paralysis

HIV/AIDS

The human immunodeficiency virus (HIV) is a virus that damages the cells of the immune system. As HIV infection progresses, the immune system weakens and the body becomes less able to fight infection. Acquired immunodeficiency syndrome (AIDS) is defined as the presence in the body of twenty or more opportunistic infections or HIV-related cancers.

The symptoms and severity of HIV vary widely and can fluctuate over time. Students with HIV may appear to have no symptoms at all or may have flu-like symptoms. Treatment with medication is successful in slowing the progression of the disease sometimes for substantial time periods. The human immunodeficiency virus (HIV) is a virus that damages the cells of the immune system. As HIV infection progresses, the immune system weakens and the body becomes less able to fight infection.

Possible Observations:

May be absent more often than other students.
May need to actively avoid exposure to infections or viruses.
Will need to avoid activities that might lead to cuts or abrasions

Lyme Disease

Initially students with Lyme disease may have flu-like symptoms, fever and fatigue. As the illness progresses, symptoms such as heart palpitations, migratory joint and muscle pain, severe headaches, neurological problems (e.g. meningitis, Bell's palsy), and central nervous problems can impact memory and cognition.

Lyme disease is the most common vector-borne disease in the United States. It is caused by the spirochete bacterium Borrelia burgdorferi, and it is transmitted to humans by the "bites" of certain kinds of ticks. Early in the illness Lyme disease can be confused with the flu, but as the disease progresses it can lead to cardiac, musculoskeletal, neurological, or other system involvement. Patients with chronic Lyme disease often experience severe headaches, fatigue, pain, insomnia, and memory problems.

Possible Observations:

May be absent more often than other students
May experience seizures
May exhibit anxious behavior
May drop items or have tremors
May experience memory problems intermittently

Epilepsy

Epilepsy is a neurological condition impacting the nervous system causing seizures.

In epilepsy, the normal pattern of neural activity is disrupted causing seizures. Depending on where in the brain the seizure takes place a student may experience convulsions, muscle spasms, or loss of consciousness. Most seizures only last a minute or two but the resulting confusion or exhaustion may last longer.

Some students may be aware of seizure triggers (situations or events that may bring on a seizure) but others have no known triggers. Most individuals with epilepsy are able to control the severity or frequency of seizures through medication. However stress, sleep patterns, and visual and sound patterns may trigger seizures.

For a period after a seizure, students may exhibit fatigue, short-term memory deficits, difficulty writing, or appear disoriented.

Possible Observations:

May appear disoriented
May leave classroom abruptly
May experience petit or grand seizures

Possible Accommodations:

Ability to leave the classroom
Ability to stand in class
Accessible Classroom
Accessible Residence
Accessible Testing site
Accessible transportation
Advance notice to prepare for participation
Assistive listening device
Assistive note taking device
Clarification of classroom rules
Clarification of questions
Controlled lighting
Dietary accommodations
Distraction reduced testing environment
E-text
Eliminate flicker
Extended testing time
Flexibility with assignments
Flexibility with attendance
Flexibility within classroom environment
Instructor notes
Medical equipment access
Personal care attendant
Priority seating
Private testing environment
Reduced background noise
Rest breaks during exams
Room on ground floor
Scribe
Service animal
Single room
Specialized equipment
Specialized furniture
Specialized software
Video captioning
Written notification of changes

Visual Challenges

Students with visual challenges have a variety of conditions that impact their ability to see. There are varying degrees of vision challenges ranging from some usable vision, low vision, to complete blindness. Visual challenges can often make learning more difficult, especially in classroom settings.

A person who is legally blind at best can view at a distance of 20 feet away an object viewable by a person with average vision at a distance of 200 feet away. Some persons classified as legally blind may have extremely limited vision, while others may have no sight at all. Blindness and extreme visual challenges often make major basic life activities more difficult when the design of the environment assumes average sightedness.

Color blindness is the result of pigment abnormalities in certain nerve cells of the eyes. Students with the most common form of color blindness have difficulty distinguishing between red and green. Contrast discrimination has to do with distinguishing between shading or intensity of color. Problems with contrast discrimination make visual processing difficult and more time consuming as students need to view content longer to process the parts of an image. Depending on the luminance and the degree of the visual impairment, the student may not be able to process the image at all.

Possible Observations:

May have great difficulty or an inability to see visual information from a distance
May have difficulty with navigation and may use a cane or a service animal for navigation
May or may not have the ability to sense or read Braille text
May request that someone read to them from the board
May request a seat in the front of the room
May request that a large font be used for projected slides
May be unable to distinguish shades within a color range
May have difficulty understanding color-dependent content
May take longer to process complex or color dependent diagrams

Possible Accommodations:

Accessible testing cite
Accessible residence
Accessible transportation
Advance notice to prepare for participation
Assistive Note taking Device
Audio description of visual information
Braille Materials
Content not color dependent
Controlled lighting
Distraction reduced testing environment
Extended testing time
Flexibility for assignments
Flexibility for attendance
Flexibility within classroom environment
Large print
Personal care attendant
Priority seating
Private testing environment
Screen reader accessible content
Scribe
Service animal
Specialized software
Vocalized texts

Hard of Hearing and Deafness

Hearing loss is a reduction in acuity, sensitivity, or clarity that makes understanding what is being said difficult. A hearing impairment impacts the ability to hear sounds at certain decibels and frequencies. Hearing loss can be a result of neurological, environmental, or physical influences and includes such medical conditions such as tinnitus.

Deafness is the complete loss of hearing. Students who are completely or functionally deaf must depend primarily upon visual communication such as sign language, lip-reading, writing, or transcription. Some, but not all, deaf individuals are skilled at lip-reading. Many deaf individuals use sign language. Inability to hear does not necessarily affect the physical ability to produce sounds. However, persons with hearing loss, especially if they became deaf at a young age, may be nonverbal or have speech impairments.

Possible Observations:

May need to sit in the front of the classroom.
May require the use of an amplification system.
May have difficulty hearing in crowded or noisy environments.
May focus on the speaker's lips to lip read.
May have speech impediments or be nonverbal
May struggle with written English grammar
May use a transcriptionist or interpreter.
May have difficulty with balance.

Possible Accommodations:

Accessible residence
Assistive listening devices
Captionist
Distraction reduced testing environment
E-text
Extended testing time
Flexibility for assignments
Flexibility for attendance
Flexibility within classroom environment
Instructor Notes
Note taker
Personal care attendant
Priority seating
Private testing environment
Reduce background noise
Sign Language Interpreter
Video captioning
Written notifications

Permanent Disabilities

Permanent disabilities generally refer to disabilities that will last for the remainder of the individual's life. Below are some common permanent disabilities:

Cerebral Palsy

Cerebral Palsy (CP) is a neurological disorder that appears in infancy or early childhood and permanently impacts body movement and muscle coordination but does not progress over time.

Cerebral palsy is not a disease. It is caused by abnormalities in the parts of the brain that control muscle movement. Symptoms may include but are not limited to: muscle weakness, abnormal posture, poor muscle control and lack of coordination, muscle spasms or seizures, impaired speech, and cognitive limitations that result in learning disabilities.

Possible Observations:

May have difficulty controlling arms or legs
May drool extensively as a result of poor muscle control
May be nonverbal or difficult to understand when speaking
May have difficulty with fine motor coordination
May experience visual difficulties
May have difficulty with hearing
May have difficulty with short- or long-term memory
May have difficulty with processing information accurately and quickly
May have trouble focusing on more than one task
May exhibit distracting behaviors or vocalizations as a result of the inability to control muscles
Voice may be loud as a result of a lack of ability to control the muscles that allow voice modulation

Cystic Fibrosis

Cystic fibrosis is a disorder that causes severe lung damage and nutritional deficiencies.

Cystic fibrosis is a genetic condition that causes thickening of the mucus and sweat glands, clogging the lungs, making breathing difficult and facilitating infection due to bacteria growth. Additionally, students with cystic fibrosis may have issues with nutrient absorption, hydration, and diabetes. The symptoms of cystic fibrosis can vary over time but almost always become worse as the student ages.

Additionally, because the symptoms and severity vary by individual and over time, students with cystic fibrosis may show no clear symptoms or may appear tired, weak, or have noticeable breathing problems. Some students will be awaiting the opportunity for a lung transplant and as they are highly susceptible to infection may need to avoid contracting viruses or infection.

Possible Observations:

May need to leave class if breathing becomes difficult
May need to be absent more frequently than other students
May need to withdraw for medical reasons
May have difficulty with extreme cold

Fibromyalgia

Fibromyalgia is a chronic condition resulting from overactive nerve firing that causes physical fatigue and muscle pain. Students with fibromyalgia may experience stiffness, headaches, tingling, numbness, difficulty sleeping, and problems with cognition and memory.

Students with fibromyalgia may have a variety of additional symptoms including sleep disturbances, fatigue, problems with cognitive functioning, headaches, and environmental sensitivities. Anxiety and depression often accompany fibromyalgia but should be treated distinctly.

Possible Observations:

May be absent more frequently than other students
May require special seating or carry pillows, etc.

Little Persons

The term little person refers to individuals of short stature, typically persons under a height of 4 '10". Little people often, but not always, have medical or genetic conditions causing their short stature.

Regardless of their medical conditions or label, little people generally require accommodations for their height restriction and mobility concerns.

Possible Observations:

Assistance in reaching materials that are placed too high
Request a smaller keyboard, desk, chair, or other equipment
Use of a wheelchair or scooter to move around more quickly

Ménière's Disease

Ménière's Disease is an inner ear disorder that causes sudden unexpected vertigo, dizziness, and balance issues as well as tinnitus, pressure or pain in the ear, and intermittent hearing loss.

Students with Ménière's Disease have very little warning of dizziness, balance issues, pain, or intermittent hearing loss. Other occasional symptoms include headaches, abdominal discomfort, and nausea as a result of the vertigo. Students with Ménière's Disease tend to recover hearing in between episodes but as the episodes continue their hearing ability will deteriorate.

Possible Observations:

Might have headaches or ear pain
May occasionally have difficulty hearing or understanding what is said
May appear dizzy
May need to leave the classroom unexpectedly
May wait until the other students leave to avoid being in a crowd of students
May require a hearing assistance system or transcription

Multiple Sclerosis

Multiple Sclerosis (MS) is a chronic condition that attacks the central nervous system eventually causing permanent damage. The symptoms often vary depending on the amount and location of the damage and can disappear for months at a time. Ultimately MS can cause permanent nerve damage.

Multiple Sclerosis is a disorder in which the immune system destroys the protective covering of the body's nerves interfering with communication between the brain and the body. The damage may interrupt or distort messages between the nerves and the brain producing variable symptoms. Multiple Sclerosis may occur at any age but most commonly begins in individuals between the ages of 20 and 40.

Possible Observations:

May exhibit clumsiness or lack of coordination
May use a cane on some occasions but not others
May be absent in extreme weather conditions
May leave the classroom unexpectedly
May demonstrate muscle weakness and be unable to write without assistive technology

Muscular Dystrophy

Muscular dystrophy is a group of genetic muscle diseases characterized by progressive weakness and degeneration of the skeletal muscles that control movement. There are many diseases that fall in this category differing in rate of progression, age of onset, or extent of muscle weakness.

Students with muscular dystrophy have muscle fibers that are unusually susceptible to damage. Over time, muscles become weaker. Although voluntary muscles are usually most often involved, certain types of muscular dystrophy affect heart muscles or other involuntary muscles and organs. All muscles may be affected or only specific groups of muscles such as shoulder, pelvic, or facial muscles. MD can cause delays in muscle motor skills, drooling, frequent falls, loss of muscle strength, and problems walking.

Possible Observations:

Difficulty handling handouts or textbooks
Difficulty participating in laboratories
Inability to take notes
May be absent more often than other students
May use assistive technology to participate in class

Restricted Limb Use

A student with restricted limb use is missing or cannot use one or more of their appendages.

Students with restricted limb use may require assistance in a variety of tasks requiring fine or gross motor skills. Students with restricted limb use may use prosthetics or other assistive technologies to compensate. Such restrictions may be caused by conditions present at birth, while others are the result of illness or physical injury.

Students' needs in an academic setting will vary depending on the kind of restriction and accommodations present.

Possible Observations:

May have difficulty grasping objects such as a pen
May have difficulty with typing or handwriting
May have spastic or jerking hand or arm movement
May experience muscle fatigue from motor tasks
May be unable to lift objects
May be unable to turn pages of a book
May have a service animal for balance
May have difficulty walking or be unable to walk

Spina Bifida

Spina bifida is a birth defect where part of the spinal cord does not close properly during fetal development. Spinal birth defects are associated with learning disabilities, skin problems, latex allergies, urinary tract infections, gastrointestinal problems, and depression.

Spina bifida is the most common type of neural tube defect. The improper development of the spinal cord can result in exposed nerves and malformation of the spine. It most often causes some degree of paralysis; the degree of the paralysis depends on the location and severity of the defect.

Possible Observations:

Might experience learning difficulties
Might be able to walk but it can cause pain
Might be absent more than other students
Might use a wheelchair, scooter, or crutches

Tourette Syndrome

Tourette syndrome is a neurological condition characterized by motor and vocal tics. These tics are repetitive involuntary movements that most commonly occur as eye blinks, shoulder shrugs, facial grimaces, or head jerking.

Tourette syndrome is clinically defined as multiple motor or vocal tics that repeatedly occur for longer than one year. Students with Tourette syndrome can exhibit a wide variety of tics which may increase with excitement or under stress. Motor tics can occur in only one part of the body or they may present as full body tics (e.g. jumping, startling). Although frequently portrayed in the media as a key characteristic of Tourette syndrome, the involuntary expression of socially unacceptable language (called coprolalia) is an uncommon symptom of the condition.

Tourette syndrome can be confused with tourettism, which refers to tics in the absence of Tourette syndrome; these tics are often associated with other conditions such as Fragile X syndrome and Klinefelter's syndrome. Both Tourette syndrome and conditions causing tourettism have been associated with learning disabilities; therefore, it is important to examine the possibility of comorbidity learning problems when considering accommodations for students with Tourette syndrome or tourettism.

Possible Observations:

May startle easily
May require assistance when fine motor skills are required
May appear to blink constantly
May have unusual speech patterns or have a stutter
May exhibit tremors
May exhibit facial tics or have spasms of the arms or legs

Possible Accommodations:

Ability to leave the classroom
Ability to stand in class
Accessible classroom
Accessible residence
Accessible testing site
Accessible transportation
Advance notice to prepare for participation
Assistive listening device
Assistive note taking device
Clarification of classroom rules
Clarification of questions
Controlled lighting
Distraction reduced testing environment
E-text
Eliminate flicker
Emergency evacuation assistance
Extended testing time
Flexibility with assignment
Flexibility with attendance
Flexibility with classroom environment
Instructor notes
Medical Equipment Access
Personal care attendant
Priority seating
Private testing environment
Reduced background noise
Room on ground floor
Scribe
Service Animal
Single room

Chronic Conditions

Chronic fatigue syndrome is a feeling of overwhelming exhaustion that is not remedied by bed rest and may be exacerbated by vigorous physical or mental activity. It is diagnosed as a syndrome if the fatigue has been severe enough to interfere with quality of life for more than 6 months.

Chronic infections are related to the breakdown or dysfunction of the immune system. Chronic infections cause inflammation of tissues, nutritional deficiencies, stress on the adrenal glands and on the immune system as a whole. Chronic infections such as hepatitis, malaria, etc. are often episodic and may lie in remission for long periods of time.

Chronic kidney disease causes gradual damage to the kidneys and loss of kidney function. The kidneys are responsible for filtering waste and fluids from the bloodstream. When they are damaged, high levels of waste and fluid can accumulate in the body, which may require dialysis or a transplant. This can lead to fatigue, difficulty concentrating, swelling of the feet and ankles, frequent urination, and toxins.

Chronic pain is the presence of extended pain beyond an expected healing period. Such pain has typically lasted for more than 6 months since onset. Chronic pain has many possible sources, often originating in previous physical, neurological, or disease related traumas.

Possible Observations:

Might be absent more often than others due to treatment
May have frequent headaches
May be more susceptible to infection and disease
May seem inattentive
Might appear fatigued, both physically and cognitively
May hesitate to move, especially after sitting for a period of time
May appear fatigued or distracted due to pain
May have difficulty sitting or standing in one position for extended period

Possible Accommodations:

Ability to leave the classroom
Ability to stand in class
Access to medical equipment
Accessible testing cite
Accessible residence
Accessible transportation
Advance notice to prepare for participation
Clarification of questions
Distraction reduced testing environment
Extended testing time
Flexibility with assignments
Flexibility with attendance
Flexibility within classroom environment
Instructor notes
Note taker
Personal care attendant
Priority seating
Private testing environment
Room on ground floor
Scribe
Service animal
Single room
Specialized equipment
Specialized furniture
Use of computer for exams

Mental Health

Mental Health illnesses and disorders can affect positive classroom learning experiences and social interactions with peers and instructors. Both of these are critical to the success of a student within a course. While physical illnesses, injuries or disorders might be noticeable, mental illnesses and disorders are in most cases not. Some of the most common mental health illnesses and disorders are:

Attention Deficit Hyperactivity Disorder

Attention Deficit Hyperactivity Disorder (AD/HD) is a neurobiological disorder resulting from problems in the dopamine neurotransmitter systems in the brain. It consists of deficits in behavioral inhibition, sustained attention, and resistance to distraction, and the regulation of one's activity level to the demands of a situation (hyperactivity or restlessness).

Attention Deficit / Hyperactivity Disorder is characterized by symptoms of inattention, hyperactivity and impulsiveness. Students with AD/HD have difficulty with attending to details, sustaining attention, and following through on instructions. They will tend to avoid tasks that take significant amounts of time, have difficulty with social interactions and be easily distracted by extraneous stimuli. The term 'attention deficit' is somewhat misleading as individuals with AD/HD actually have difficulty regulating attention rather than having a deficit in attention. Another aspect of AD/HD is hyperfocus where the individual locks onto another person or activity to the exclusion of everything else in the environment.

The hyperactivity aspect of the disorder involves difficulty in finishing tasks, sitting still for long periods, and a tendency to be impulsive especially in stressful situations when the student is feeling rushed to make a decision. Difficulty processing auditory information is often a characteristic of AD/HD

Possible Observations:

May seem easily distracted or have a hard time focusing on lectures
May have difficulty taking notes
May have problems completing tasks
Focus on areas of interest to the exclusion of other critical information
Have difficulty organizing information or following directions
Make inappropriate comments
Display widely varying performance

Clinical Depression

Clinical depression is a medical condition with both cognitive and physical effects. It is marked by low mood, fatigue, being socially withdrawn, and a general loss of interest in previously valued activities.

Clinical depression often involves feelings of sadness for extended periods of time, loss of interest in life, hopelessness, decreased energy, and inability to focus. It can affect a person's ability to perform usual tasks and activities of daily living.

Possible Observations:

May appear tired or sleepy
May articulate persistent negative feelings
May demonstrate a lack of interest or engagement in class
May exhibit reduced energy and stamina
May have poor class attendance
May have difficulty concentrating, remembering, or making decisions
May have difficulty with organization and meeting deadlines
May have difficulty tracking conversations or lectures
May have difficulties with communication or difficulties in social situations

Anxiety Disorders

Students with anxiety disorders experience chronic feelings of worry or apprehension that may or may not be precipitated by phobias. In extreme cases the anxiety may express itself in panic attacks.

Anxiety disorders affect about 40 million American adults age 18 years and older in a given year causing them to be filled with fearfulness and uncertainty. Unlike the relatively brief anxiety caused by a stressful event such as giving a speech, anxiety disorders last at least 6 months and can get worse if left untreated. Students with anxiety disorders may have excessive but non-specific worries about just about anything in their environment. They may have difficulty concentrating, falling and staying asleep, and may startle easily.

Possible Observations:

Poor attendance
Anxious behavior during a spirited discussion or debate
Absence when scheduled to do a presentation
Lack of participation in class discussions
Extreme nervousness or irritability
Lack of ability to concentrate

Obsessive Compulsive Disorder

Obsessive Compulsive Disorder (OCD) is an anxiety disorder in which a student persistently focuses on obsessive thoughts, irrational fears, or repetitive rituals and routines.

OCD is an anxiety disorder in which a student persists in thinking about irrational fears that cause them significant stress; in an effort to ease their distress, the student is driven to engage in repetitive behaviors. The irrational thoughts and fears are often focused on a theme, such as a fear of germs or a fear of bad luck, and the repetitive behaviors often follow that theme (e.g. repeatedly washing hands, making certain the number of repetitions is a lucky number).

Students with OCD are not just perfectionists; their obsessive thoughts and compulsive behaviors cause significant distress and interfere with their quality of life.

Possible Observations:

Student may frequently be absent or late to class
Students may act withdrawn or distracted
Students' interactions may be awkward or disjointed
Students may perseverate about seemingly trivial things
Students may seem anxious
Student may exhibit repetitive behaviors

Post-Traumatic Stress Disorder

Post-Traumatic Stress Disorder (PTSD) is an anxiety disorder that generally occurs after seeing or living through a dangerous or traumatic event.

In a dangerous situation, fear triggers a physical response to either flee from the danger or to defend against the danger. People who have PTSD have persistent feelings of stress or fright even when they are no longer in danger. Students who have PTSD include survivors of physical or sexual assault or abuse, accidents, disasters, combat or other serious events. Others get PTSD after a friend or family member is harmed or they experience the sudden, unexpected death of a loved one.

Students with PTSD experience flashbacks reliving the trauma that can be triggered by words, objects or situations that are reminders of the original trauma. They often avoid engaging in events or going places that are reminders of the experience. Students who have experienced physical abuse or assault may be hyper vigilant and avoid being touched or startled easily. Having such responses are not unusual after a traumatic event but in a student with PTSD the responses persist for months or years.

Possible Observations:

May startle easily
May react emotionally to discussions that trigger reminders of the trauma (e.g. low noises, descriptions of abuse or assault)
May avoid activities that could trigger memories
May exhibit hypervigilance
May have difficulty with concentration

Personality Disorders

Personality disorders consist of a chronic pattern of thinking and behaving that is inflexible, dysfunctional, and may be detrimental to the student and to relationships. The symptoms of personality disorders vary depending on the specific type of disorder, but almost all students with personality disorders have difficulty dealing with everyday stresses and may have dysfunctional interactions with others.

Personality disorders, according to the American Psychological Association, are characterized by an "enduring pattern of inner experience and behavior that deviates markedly from the expectations of the culture of the individual who exhibits it". These behaviors frequently lead to distress in life or impairment of the ability to go about routine functions at work, school or social situations.

Possible Observations:

Irrational suspicion, distrust of others
Rigid patterns of thinking
Attention-seeking behavior
Sudden mood swings
Students might seem uninterested in relationships, aloof, or distrustful of others
Student might make grandiose claims
Student might be argumentative or defensive
May tend to blame failure or disappointment on others
Constant need to seek approval from others
Self-centeredness or a need to be the center of attention
May be overly sensitive to criticism
Low tolerance for delayed gratification or frustration
Impulsiveness

Bipolar Disorder

Bipolar disorder is a mental illness involving moods that can swing from overly high and irritable (mania) to sad and hopeless (depressed), and then back again, with periods of normal mood in between.

The essential feature of bipolar disorder is a course of one or more manic or mixed episodes. Often students have also had one or more major depressive episodes. A person in a manic episode will exhibit boundless energy, ambition, and self-esteem and may also demonstrate risk-taking behavior and irritability. Alternately, major depressive episodes are characterized by depressed (low) mood, loss of pleasure in previously enjoyed activities, changes in appetite and psychomotor activity; difficulty concentrating, thinking, and making decisions; and exceptionally low self-esteem demonstrated by negative self-statements.

Possible Observations:

Periods when they show a lack of interest or engagement in class
Distinct, severe changes in mood (from persistently sad or flat, to active or anxious)
Problems making decisions and concentrating in class
Poor class attendance
Negative self-statements
Excessive activity and physical motor restlessness
Impulsivity (high-risk behavior, beginning an inordinate number of new projects)
Inflated self-esteem and estimation of abilities, grandiosity
Problems remembering or organizing information
Difficulty meeting deadlines
Difficulty handling stress or emotions

Schizophrenia

Schizophrenia is a chronic and severe psychiatric disorder. Students with untreated schizophrenia may hear voices, believe that they are being controlled by others or are being plotted against. These fears make them withdrawn or agitated. Treatment relieves many symptoms of the disease but some symptoms will persist at some level even with medication.

Students with schizophrenia may lose touch with reality and remember or believe that they have heard, seen or otherwise experienced things that haven't happened. Most often they will report that they have heard "voices." Students whose medication is not working optimally may have delusions and believe that others are plotting against them or that they have special abilities.

Possible Observations:

May appear to have flat affect (face does not move or speech is dull or monotone)
Show lack of ability to begin and sustain planned activities
Speak little even when forced to interact
Monopolize conversation
Appear to ignore other students and normal rules of engagement

Possible Accommodations:

Ability to leave the classroom
Ability to stand in classroom
Advance notice to prepare for participation
Clarification of classroom rules
Clarification of questions
Controlled lighting
Distraction reduced testing environment
Extended testing time
Flexibility with assignments
Flexibility with attendance
Flexibility within classroom environment
Instructor Notes
Priority seating
Private testing environment
Reduced background noise
Single room

Asperger Syndrome/Autism Spectrum Disorder

Asperger Syndrome (AS) is a neurobiological disorder; Students who have Asperger Syndrome (AS) or High Functioning Autism Spectrum Disorder (ASD) have normal to high intelligence but show marked deficits in social skills, hypersensitivity to certain sensory inputs, and may have difficulty with sequencing tasks and general organization both mentally and spatially.

College students who have Asperger Syndrome or Autism Spectrum Disorder (AS / ASD) will appear to be quirky, eccentric, or socially incompetent and possibly very gifted in certain areas. In social interactions, they may not make eye contact, appear to be shy or withdrawn, and respond negatively to physical contact. However, the student may be verbose about a topic of interest and because of a generally low understanding of social cues, fail to acknowledge others' reactions.

Students who have AS/ASD have a tendency to interpret language in a very concrete, literal way. In casual or informal speech this can contribute to a misunderstanding of satire, sarcasm, and other figures of speech. In more formal settings, it can make literary interpretation difficult and they may have difficulty understanding that literature could have more than one valid interpretation.

Because of its high comorbidity rates with anxiety, depression, hyperactivity, inattentiveness, and obsessive-compulsive disorder, other mannerisms or physical and cognitive behaviors might be observed that are, in fact, side-effects of medication used to treat those conditions.

Possible Observations:

Difficulty in expressing agreement or disagreement appropriately
May have difficulty transitioning from one task to another
May make socially inappropriate or abrupt statements
May exhibit shyness or reluctance for group work
May have difficulty in maintaining communication
May not make eye contact
May be easily distracted by auditory or visual stimuli
May have sensitivity to light or sound
May be clumsy with fine motor activities
May have difficulty multitasking
May have difficulty with abstract concepts

Possible Accommodations:

Ability to leave the classroom
Advance notice to prepare for participation
Assistive note taking device
Clarification of classroom rules
Clarification of questions
Distraction reduced testing environment
Extended testing time
Flexibility with assignments
Flexibility within classroom environment
Instructor notes
Notice of time remaining on exams
Priority seating
Private testing environment
Reduced background noise
Single room

Substance Abuse Recovery

The substances included in addiction recovery can include alcohol and both legal and illegal drugs. In the case of drug addiction, the student has rights as long as they are not using drugs. There is a recognition in the law that recovering alcoholics may relapse and require additional treatment as a form of accommodation.

Recovery from substance addiction is a lifelong process and as such, there is no time limit on its duration. The causes of addiction are not fully understood, but researchers are exploring the theory that some people have a genetic vulnerability to addiction. Experts also believe that a person's environment, peer pressure, and mental health issues can contribute to the onset of drug or alcohol abuse; after which the positive feelings of the drug and the biochemical reactions result in addiction. It is also common for substance abuse to be a dual diagnosis issue especially in young populations where students use alcohol or drugs to self-medicate another medical or psychological condition.

Possible Observations:

May be absent more than other students
Might be easily distractible
May overreact to stress

Possible Accommodations:

Ability to leave the classroom
Dietary Accommodations
Flexibility with assignments
Flexibility with attendance
Instructor Notes
Reduced background noise
SIngle Room

Pregnancy

To be added...

Diabetes and Hypoglycemia

Diabetes is a disease in which a student's blood glucose levels are too high or fluctuate between high and low causing difficulty with concentration, fatigue or in extreme cases loss of consciousness. Hypoglycemia is inability of the body to raise blood sugar levels when necessary, sometimes as a side-effect of medication for diabetes.

Students with Type I diabetes are often diagnosed as children. Students with Type I diabetes are unable to produce insulin, which is necessary to convert sugar, starches, and other food into energy necessary for everyday life. Type I diabetes is an autoimmune disease, meaning the immune system turns against a part of the body, in this case, the pancreas. These students are reliant on insulin therapy or other treatments to manage their condition.

Students with Type II diabetes are either unable to produce enough insulin or their cells ignore the insulin their bodies produce. Diabetes can cause vision problems, kidney or cardiovascular disease and nerve damage.

Hypoglycemia, though often associated with diabetes and related medications, may also relate to a number of other causes including other diseases and hormone or enzyme deficiencies.

Possible Observations:

May appear unfocused or non-responsive if blood sugar drops too low
May need to eat or drink during class to maintain sugar levels
May need to leave class for a few minutes to check sugar levels or take medication
May exhibit shaking and sweating if blood sugar drops too low

Possible Accommodations:

Ability to leave the classroom
Accessible classroom
Accessible residence
Dietary accommodation
Flexibility with assignments
Flexibility with attendance
Flexibility within classroom environment
Medical Equipment Access
Personal Care attendant
Service Animal
Single room

Migraine Headaches

Migraine headaches involve intense pulsing or throbbing pain localized to one part of the head.

Migraine pain is sometimes preceded by visual disturbances called auras; it can be accompanied by light and sound sensitivity, and nausea.

Migraine headaches are often a chronic problem as opposed to an isolated incident, and many times certain environmental stimuli trigger a migraine headache (e.g. anxiety, lack of food or sleep, hormonal fluctuations).

Experts currently think that migraine headaches are caused by an inherited abnormality of one of the genes that controls brain activity.

Treatments for migraine headaches include stress management, hormone treatments, medications that prevent the onset of a migraine, and medications that treat the symptoms of a migraine.

Possible Observations:

Might appear to be in pain or cover their eyes
May leave the classroom unexpectedly
Might be absent more frequently than other students
May have difficulty with very bright or flickering lights.

Possible Accommodations:

Ability to leave the classroom
Assistive note taking device
Content not color dependent
Controlled lighting
Distraction reduced testing environment
Eliminate flicker
Extended testing time
Flexibility with assignments
Flexibility with attendance
FLexibility within classroom environment
Instructor Notes
Priority seating
Private testing environment
Reduced background noise
Simplify visual information
Single room

Injuries

Students with temporary injuries (e.g. broken bone, restricted movements, concussions, etc.) may experience symptoms that affect their ability to perform to their usual standards within a classroom environment. Students may request accommodations for conditions where the impact is expected to be less than one semester. Temporary injuries are to be expected to resolve within 6 months.

Acquired Brain Injuries include traumatic brain injuries (e.g. motor vehicle accidents, falls) and non-traumatic brain injuries (e.g. due to stroke, tumor, infection, hypoxia, liver disease, toxic chemicals). The term acquired brain injury does not include intellectual disabilities or degenerative diseases.

Traumatic brain injury, a form of acquired brain injury, occurs when the brain sustains sudden traumatic damage. The damage can be confined to a specific area of the brain, or can involve multiple areas of the brain. Brain injury can also be the result of repeated injuries to the brain rather than one traumatic event.

Students with acquired brain injury may experience a variety of symptoms from severe to minor. Symptoms can include headaches, convulsions or seizures, slurred speech, loss of coordination, poor memory, difficulty with word finding, visual tracking issues and physical fatigue. Acquired brain injury that occurs as a result of non-traumatic brain injuries can cause all of the above mentioned systems combined with symptoms that are related to the medical condition.

Spinal cord injuries are typically classified as paraplegia or quadriplegia; however, there are functional abilities and limitations attached to both categories. Students with paraplegia typically experience paralysis of lower extremities and lower trunk but have full movement of arms, shoulders and hands. Students with quadriplegia generally experience paralysis of the lower extremities and limited use of hands but may or may not have use of their arms and shoulders.

Students with spinal cord injuries will generally require the use of mobility aids such as wheelchairs or motorized scooters. Students using mobility aids need sufficient clear space to navigate, accessible ramps, elevators or lifts, tables with enough clearance, and accommodations to reach objects. Spinal cord injuries impact more than just the ability to ambulate; there are other medical issues that must be addressed. Students with spinal cord injuries often have diminished lung capacity and have problems regulating temperature. They are susceptible to heat stroke and may require assistance if overcome by heat.

Possible Observations:

Difficulty concentrating and maintaining focus
Difficulty knowing where to begin with a task
Difficulty categorizing, generalizing, or synthesizing information
Difficulty remembering all the steps in an activity or assignment
Difficulty with memory (location of class objects, verbal instructions, information from lecture)
Exhibits poor impulse control
Difficulty with spatial relations (maps, geometry, 3D visualizations)
Easily fatigued or frustrated
Have balance or motor impairments
Have vision impairments
May need assistance in finding a place for their wheelchair
May have difficulty reaching or handling heavy or cumbersome objects
May have limited or no use of their hands and/or legs
May have scheduling conflicts due to having to rely on wheelchair accessible transportation
May take longer to navigate between places
May have trouble attending class when snow and ice are not cleared
Are more susceptible to viruses or infection

Possible Accommodations:

Ability to leave the classroom
Accessible classroom
Accessible residence
Accessible testing site
Accessible transportation
Advance notice to prepare for participation
Assistive note taking device
Clarification of questions
Controlled lighting
Distraction reduced testing environment
Eliminate flicker
Emergency evacuation assistance
Extended testing time
Flexibility with assignments
Flexibility with attendance
Flexibility within classroom environment
Instructor notes
Note Taker
Personal care attendant
Priority seating
Private testing environment
Reduced background noise
Room on ground floor
Scribe
Service animal
Single room
Specialized equipment
Specialized furniture
Specialized software

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