There are 8 different designations in the low incidence category. Although the categories help to identify certain characteristics and needs of individuals, there is a spectrum in every category. Besides UDL and DI, there are strategies that are more personalized to help meet the needs of learners within these categories. The chart below will provide some examples:
| Designation | Characteristics | Strategies/Resources for support |
| A. Physically Dependent- Multiple Needs | -depends on someone else entirely for daily living -student's needs monitored by care aid -academic needs monitored by SSA -teacher must consult with SBT about program | -reduce physical barriers for equipment -adaptive technology -Contact Provincial Integration Support Program |
| B. Deafblind | -partial to total blindness AND moderate to severe hearing loss | -Braille/large print -audio recorder -abacus -specialized services to train student in Braille -Provincial Outreach Program for Deafblind Students |
| C. Moderate to Profound Intellectual Disability | -difficulty comprehending abstract ideas -difficulty generalizing -concrete thinkers -learn at a slower pace | -chunk work -allow for scribes or spoken answers -allow more time -reduce auditory and visual distractions -repetition |
| D. Physical Disability/ Chronic Health | -nervous system impairment impacts movement/mobility -chronic health condition that affects education (traumatic brain injury, muscular dystrophy fetal alcohol spectrum disorder, etc.) | The impact of the physical disability/chronic health condition on the students functioning would be important to consider before considering strategies. |
| E. Visual Impairment | -student may be fully or partially visually impaired -some students may only be able to see light/dark | -audiobooks -large print/braille -assistive technology -keep classroom environment predictable |
| F. Deaf or Hard of Hearing | -challenges with speech and language due to difficulty hearing or not hearing at all | -information shared
in pictures, video,
and text -to see the speakers face -Assistive technology such as speech to text -give additional time to speak |
| G. Autism Spectrum Disorder | -communication -repetitive or limited behaviors and interests -reciprocal social interactions | -visual supports -personal schedule -PECS communication board/book -concrete examples -modeling |
| H. Intensive Behaviour Intervention/ Serious Mental Illness | -extreme behaviour affecting educational performance -excessive fear/anxiety -challenges building interpersonal relationships -inability to learn that is not the result of other factors | -reinforce positive behavior -break up tasks -breaks -fidgets -computer use -choice in assessment form |
As I started to put together this table, I noticed that many of the strategies were universal strategies that could be utilized to benefit many learners, and that only a select few were personalized. This is what inspired me to make an inclusion pamphlet rather than listing specialized strategies for students with low incidence category designations.
Please see my brochure here:
References
BC Ministry of Education. (2016). Special education services a manual of policies, procedures, and guidelines [PDF]. Retrieved from https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/inclusive/special_ed_policy_manual.pdf
Behaviour Exceptionality. (n.d.). Retrieved June 12, 2020, from https://www.teachspeced.ca/behaviour-exceptionality
Blind/Vision Impaired. (n.d.). Retrieved June 12, 2020, from https://www.teachspeced.ca/blindvision-impaired
Ministry of Education British Columbia. (2000)Teaching students with autism: a guide for school [PDF]. Retrieved from https://www2.gov.bc.ca/
assets/gov/education/kindergarten-to-grade-12/teach/teaching-tools/inclusive/autism.pdf
Ministry of Education British Columbia. (2006). Hard of hearing and deaf students: a resource guide to support classroom teachers [PDF]. Ministry
of british columbia. Retrieved from https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/teach/teaching-tools/inclusive/hardof-hearing-and-deaf-students.pdf
Ontario Teacher's Federation. (n.d.). Intellectual ability-low. Teachers' gateway to special education. Retrieved from https://www.teachspeced.ca/
intellectual-disabilities.
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