Differences among the listed exceptionalities

Reference no: EM133635830

Question: When a student with the primary exceptionality of Speech-Language Impairment and a secondary exceptionality of Gifted, is added to the SLPs caseload, these students usually have qualified due to articulation, fluency, and/or pragmatic disorders. So, there are times that a few accommodations may be necessary to assist these students in academic and/or social settings. Analyze and discuss the differences between student exceptionalities (deaf/hard of hearing, learners with blindness or low vision, students with special gifts/talents) and how the SLP would adequately support them in both academic and social settings through the support of accommodations and/or modifications. Justify selections from the IEP example of accommodations/modifications per exceptionality.

What are similarities and/or differences among the listed exceptionalities?
What are some accommodations/modifications that would benefit each student group within academic and social settings?
Why would the selected accommodations/modifications best benefit this specific student group?
As it pertains to the Special Gifts and Talents students, would they require support of accommodations within the academic or social settings? If so, which accommodations would an SLP select depending on their qualifying disorder, and why? If not, explain why the SLP believes accommodations are not needed.

Reference no: EM133635830

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