Elementary classrooms may include children with a variety of exceptionalities such as neurodevelopmental differences, learning disabilities, behavioral or emotional challenges, sensory needs, and physical impairments. Understanding the terminology and knowing where to find trustworthy information helps teachers support all learners effectively.
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This page includes a brief definition for each exceptionality. For more in-depth information, visit the full reference document linked below.
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ASD is a developmental condition affecting social communication and behavior, with wide variability in ability and needs. Supports often include structured environment, visual supports, and individualized learning plans.
ADHD is characterized by patterns of inattention and/or hyperactivity‑impulsivity that interfere with functioning. Classroom strategies include clear routines, chunked tasks, and movement breaks.
Dyslexia primarily affects accurate and fluent word reading and spelling. Multisensory instruction and explicit phonics can support learners with dyslexia.
SLD refers to disorders in one or more of the basic psychological processes involved in understanding or using language, manifesting in difficulties with reading, writing, or math.
EBD includes chronic emotional or behavioral responses that adversely affect educational performance. Supports often involve social‑emotional learning, behavior plans, and collaboration with families.
An IEP is a legally binding document developed for a student eligible for special education that outlines goals, accommodations, and services. It is reviewed annually by a team including educators and family members.
A 504 plan provides accommodations for students with disabilities who do not require specialized instruction but need support to access the general education curriculum.
SPD refers to difficulties in processing sensory information from the environment, leading to over- or under-responsiveness. Classrooms can help by offering sensory breaks and varied materials.
Dysgraphia is a learning disorder affecting written expression, spelling, and handwriting. Students may struggle with letter formation, organization of ideas on paper, and fine motor control. Support includes adapted writing tools, speech-to-text technology, and explicit instruction in writing mechanics.
Dyscalculia is a specific learning disability affecting the ability to understand numbers and process mathematical calculations. Students may struggle with number sense, memorization of facts, and conceptual understanding of math. Multisensory math instruction and manipulatives can support learning.
Dyspraxia is a neurological disorder affecting motor coordination and planning. Students may appear clumsy, struggle with sequencing, and have difficulty with gross or fine motor skills. Classroom strategies include breaking tasks into steps, using assistive technology, and allowing extra time for movement activities.
APD is a condition where the brain has difficulty processing sounds, even though hearing is normal. Students may struggle to follow directions, distinguish similar sounds, or process spoken language in noisy environments. Accommodations include preferential seating, visual supports, and written instructions.
A language processing disorder affects how the brain processes verbal or written language. Students may have difficulty with comprehension, expression, vocabulary, or grammatical structures. Support includes speech and language therapy, visual supports, and modified verbal instructions.
NVLD affects the processing of nonverbal information such as visual-spatial, motor, and social cues. Students often have strong verbal abilities but struggle with coordination, social skills, and abstract thinking. Support includes explicit social skills instruction, visual organizers, and clear communication.
Visual perceptual deficits affect how the brain interprets visual information (e.g., spatial relationships, figure-ground discrimination). Visual motor deficits impact coordination between vision and movement. Students may struggle with reading, writing, copying from the board, or sports. Supports include position adjustments, graphic organizers, and adapted materials.
Bernstein Center for Visual Performance: Visual Perceptual Deficits
GAD is characterized by persistent, excessive worry about various aspects of daily life that is difficult to control. Students with GAD may appear tense, have difficulty concentrating, and experience physical symptoms like headaches. Classroom support includes predictable routines, reassurance, and teaching coping strategies.
Selective mutism is an anxiety disorder where a child cannot speak in certain settings (e.g., school) despite being able to speak in other environments (e.g., home). This is not willful refusal but reflects anxiety. Teachers can support through patience, nonverbal communication, and gradually reducing pressure to speak.
OCD involves intrusive thoughts (obsessions) and repetitive behaviors (compulsions) intended to reduce anxiety. Students with OCD may experience significant distress and difficulty focusing on learning. School support includes understanding the condition, providing a structured environment, and coordination with mental health professionals.
Tourette's Syndrome is a neurological disorder characterized by involuntary motor and/or vocal tics. Tics may be simple (e.g., eye blinking) or complex (e.g., phrases). Students cannot control tics through willpower. Classroom strategies include allowing movement breaks and creating a supportive environment to reduce stress-induced tic exacerbation.
ODD is characterized by a persistent pattern of argumentativeness, defiance, and hostility toward authority figures. Students may struggle to follow rules, lose their temper easily, and blame others for their mistakes. Effective support includes clear boundaries, consistent consequences, and positive reinforcement of compliant behavior.