As a general education teacher, you will be working with a wide range of students in your classroom, including those with exceptionalities. Strong working knowledge about the IDEA disability categories, including the definitions, characteristics, prevalence, causes of the disabilities, and the cognitive, linguistic, social, and emotional patterns of learning and development for these students is crucial.

Another key aspect of successful teaching is creating a positive, inclusive classroom that promotes human flourishing and fosters meaningful connections among students. To support this goal, it is essential for educators to share information with colleagues about strategies for valuing all students, including those with exceptionalities, as integral members of the classroom community. This often involves equipping fellow educators with the tools to address social and communication challenges faced by students with exceptionalities to build understanding, empathy, and respect.

In this assignment, create a presentation to explore how educators can provide individualized support for students with mild to moderate disabilities. This exercise is designed to build empathy, foster an understanding of student needs, and practice the ethical considerations essential to teaching. Focus on sharing practices for maintaining privacy and ensuring your work aligns with professional ethical standards, including FERPA guidelines.

Part 1: Inclusive Education Showcase

Review the “Sample Inclusive Education Showcase.” Using what you have learned from the topic Resources and your own research, create an informative presentation for the two disability categories presented below. The target audience for this presentation is other general educators in your selected grade band. This exercise should be designed to help educators understand and address the unique learning needs of students with disabilities. Focus on creating a resource that equips teachers to promote an inclusive classroom environment, encouraging human flourishing and fostering positive relationships among all students.

Disability 1: Autism Spectrum Disorder (ASD)
Disability 2: High-Incidence Disability

Note: A high-incidence disability refers to a category of disabilities that occur most frequently in the general population. These typically include learning disabilities, speech or language impairments, mild intellectual disabilities, and emotional or behavioral disorders. Students with high-incidence disabilities often require support in academic, social, and behavioral areas, but with appropriate interventions, they can thrive in inclusive classroom environments.

Select one of the disability categories listed below for your second inclusive education showcase.

Specific Learning Disability in Reading
Emotional Disturbance
Intellectual Disability
Other Health Impairment (ADD/ADHD)
Speech or Language Impairment

You may use the tools of your choice (e.g., Storyboard That, MagicSchool AI, PowerPoint) to create your education showcase. The presentation should include the following elements for each of the disability categories:

Title that indicates disability category and a grade band of your choice (K-3, 4-8, 9-12).
Specific definition, characteristics, prevalence, and causes associated with the disability.
Explanation about how the disability may affect a student in their school day and peer relationships (physically, emotionally, socially, etc.).
Discussion about how the disability may affect a student’s academic learning (consider cognitive, linguistic, social, and emotional factors).
Explanation of classroom expectations to support the inclusion of students with the disability.
Relevant photos/graphics.

Note: Disability information is confidential and protected under FERPA. Therefore, the student used in the “Sample Inclusive Education Showcase” and any students in your showcase should be fictional individuals. These fictional examples are designed to highlight the whole child, effectively illustrating the unique strengths and needs of an individual with a disability.

5 slides for the presentation

200 words explaining the presentation

Presentation Outline (5 Slides)

Slide 1 – Title Slide

Title: Inclusive Education Showcase
Grade Band: (Choose one, e.g., 4–8)
Subtitle: Promoting Inclusion for Students with ASD and Specific Learning Disabilities in Reading
Graphic: Diverse classroom illustration

Slide 2 – Autism Spectrum Disorder (ASD): Overview

Definition: Neurodevelopmental disorder affecting communication, behavior, and social interaction.
Characteristics: Repetitive behaviors, difficulty with social cues, varied verbal abilities.
Prevalence: About 1 in 36 children in the U.S. (CDC, 2023).
Causes: Combination of genetic and environmental factors.

Slide 3 – ASD: Classroom Impact & Supports

School Day: May struggle with group work, sensory sensitivities, and transitions.
Peer Relationships: Difficulty interpreting emotions or joining social activities.
Academic: Strengths in pattern recognition, but challenges in abstract or language-heavy tasks.
Supports: Clear routines, visual schedules, peer-buddy systems, sensory breaks.

Slide 4 – Specific Learning Disability in Reading: Overview & Impact

Definition: Difficulty with word recognition, decoding, and reading fluency despite average intelligence.
Characteristics: Struggles with comprehension, spelling, written expression.
Prevalence: Most common learning disability (5–15% of students).
Causes: Neurological differences in processing written language.
Academic: Reading delays affect all subjects; may feel frustration or low self-esteem.
Supports: Explicit phonics instruction, audiobooks, scaffolding, extra time.

Slide 5 – Building Inclusive Classrooms

Classroom Expectations:
- Respect all learners’ strengths.
- Use UDL (Universal Design for Learning) to provide multiple means of representation and engagement.
- Encourage empathy and peer collaboration.
Ethical Note: Protect student privacy (FERPA).
Graphic: Inclusive teaching strategies wheel.

200-Word Explanation

This presentation highlights strategies for supporting students with Autism Spectrum Disorder (ASD) and Specific Learning Disabilities (SLD) in reading within inclusive classrooms. Both disabilities present unique challenges, but with intentional supports, students can thrive academically and socially.

Students with ASD often face difficulties with social communication, transitions, and sensory processing, which can affect peer relationships and classroom participation. However, many have strengths in areas such as visual learning and problem-solving. Strategies such as structured routines, visual supports, sensory accommodations, and peer mentoring can reduce barriers and foster inclusion.

Students with SLD in reading struggle with decoding, fluency, and comprehension despite having average or above-average intelligence. These challenges may extend across content areas and affect confidence. Evidence-based interventions such as explicit phonics instruction, scaffolding, and technology supports (e.g., audiobooks, text-to-speech software) can help students access content and demonstrate knowledge.

For both groups, an inclusive classroom grounded in Universal Design for Learning (UDL) principles ensures that instruction is flexible and responsive to diverse needs. Teachers must balance academic supports with social-emotional learning, while also upholding ethical guidelines such as FERPA to protect student privacy. By fostering empathy, valuing differences, and adapting instruction, educators create classrooms that promote human flourishing for all learners.

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