--- title: "Appendix A: Supporting Children With Disabilities |SDStepAhead" description: Learn strategies to foster relationships, engage families, and provide effective support for children with disabilities. --- [Skip to content](https://sdstepahead.com/learning-domains/appendix-a-supporting-children-with-disabilities#main-content) [(605) 773-3678](tel:+16057733678) This is a search field with an auto-suggest feature attached. - There are no suggestions because the search field is empty. Close - Age-Level Continuum - [Infants (Birth - 12 months)](https://sdstepahead.com/ages-stages/infants) - [Younger Toddlers (8-21 months)](https://sdstepahead.com/ages-stages/young-toddler) - [Older Toddlers (18-36 months)](https://sdstepahead.com/ages-stages/older-toddler) - [Younger Preschooler (33-48 months)](https://sdstepahead.com/ages-stages/younger-preschooler) - [Older Preschooler (45-60+ months)](https://sdstepahead.com/ages-stages/older-preschoolers) - [Transition to Kindergarten](https://sdstepahead.com/ages-stages/transition-to-kindergarten) - Learning Domains - [Approaches to Learning](https://sdstepahead.com/learning-domains/approaches-to-learning) - [Social Development & Emotional Development](https://sdstepahead.com/learning-domains/social-emotional-development) - [Communication, Language, & Literacy](https://sdstepahead.com/learning-domains/communication-language-literacy) - [Cognitive Development](https://sdstepahead.com/learning-domains/cognitive-development) - [Health & Physical Development](https://sdstepahead.com/learning-domains/health-physical-development) - [Appendix A: Supporting Children With Disabilities](https://sdstepahead.com/learning-domains/appendix-a-supporting-children-with-disabilities) - [Appendix B: Supporting Dual Language Learners](https://sdstepahead.com/learning-domains/appendix-b) - About - [Purpose, Children’s Success & Working Together](https://sdstepahead.com/about-sdelg/about-sd-stepahead) - [Guiding Principles](https://sdstepahead.com/about-sdelg/guiding-principles) - [SDELG Organization](https://sdstepahead.com/about-sdelg/sdlg-organization) - [Using SDStepAhead](https://sdstepahead.com/about-sdelg/about-sdstepahead) - [Glossary](https://sdstepahead.com/about-sdelg/whats-ahead) - [Frequently Asked Questions](https://sdstepahead.com/about-sdelg/faqs) - [Find Services](https://sdstepahead.com/find-services) - [Professional Development & Resources](https://sdstepahead.com/resources) - [Contact](https://sdstepahead.com/contact) SEARCH [![SD Step Ahead Logo](https://sdstepahead.com/hs-fs/hubfs/StepAhead-Logo-Color.png?width=858&height=194&name=StepAhead-Logo-Color.png)](https://sdstepahead.com/?hsLang=en) - Age-Level Continuum - [Infants (Birth - 12 months)](https://sdstepahead.com/ages-stages/infants) - [Younger Toddlers (8-21 months)](https://sdstepahead.com/ages-stages/young-toddler) - [Older Toddlers (18-36 months)](https://sdstepahead.com/ages-stages/older-toddler) - [Younger Preschooler (33-48 months)](https://sdstepahead.com/ages-stages/younger-preschooler) - [Older Preschooler (45-60+ months)](https://sdstepahead.com/ages-stages/older-preschoolers) - [Transition to Kindergarten](https://sdstepahead.com/ages-stages/transition-to-kindergarten) - Learning Domains - [Approaches to Learning](https://sdstepahead.com/learning-domains/approaches-to-learning) - [Social Development & Emotional Development](https://sdstepahead.com/learning-domains/social-emotional-development) - [Communication, Language, & Literacy](https://sdstepahead.com/learning-domains/communication-language-literacy) - [Cognitive Development](https://sdstepahead.com/learning-domains/cognitive-development) - [Health & Physical Development](https://sdstepahead.com/learning-domains/health-physical-development) - [Appendix A: Supporting Children With Disabilities](https://sdstepahead.com/learning-domains/appendix-a-supporting-children-with-disabilities) - [Appendix B: Supporting Dual Language Learners](https://sdstepahead.com/learning-domains/appendix-b) - About - [Purpose, Children’s Success & Working Together](https://sdstepahead.com/about-sdelg/about-sd-stepahead) - [Guiding Principles](https://sdstepahead.com/about-sdelg/guiding-principles) - [SDELG Organization](https://sdstepahead.com/about-sdelg/sdlg-organization) - [Using SDStepAhead](https://sdstepahead.com/about-sdelg/about-sdstepahead) - [Glossary](https://sdstepahead.com/about-sdelg/whats-ahead) - [Frequently Asked Questions](https://sdstepahead.com/about-sdelg/faqs) - [Find Services](https://sdstepahead.com/find-services) - [Professional Development & Resources](https://sdstepahead.com/resources) - [Contact](https://sdstepahead.com/contact) ![](https://sdstepahead.com/hubfs/Used%20for%202024%20ELG/front-view-kids-sitting-outdoors.jpg) # APPENDIX A: Supporting Children Who Have Disabilities ### Developmental Progress Children who have disabilities may demonstrate progress in some domains at different rates than typically developing children. They may have very strong skills in one [***domain***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) but need additional support to make progress in another domain. It may be useful to look at the [***Developmental Indicators***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) for a younger [***age level***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) for ideas of next steps for the child whose developmental level seems to be different from the Developmental Indicators located within the continuum for his or her chronological age. In some cases, [***adults***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) may need to [***observe***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) children who have disabilities more closely to notice their progress and may need to use alternate methods to help them demonstrate their capabilities. For example, a child who is [***nonverbal***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) could be provided with technology such as a voice output device that allows the child to push a button that will speak for him or her in order to participate in a game with other children. ### Individualizing Adults may also need to tailor their [***curriculum***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) and instructional [***strategies***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) to meet the individual learning needs of children who have disabilities and to ensure each child is able to fully participate in all learning activities. For instance, the teacher could have the child point to pictures instead of talking when making a choice about which free [***play***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) activity to join. Some strategies are included at the end of each domain section in this document.  The Goals, Developmental Indicators, and Strategies described in the Early Learning Guidelines are appropriate for children who have disabilities. However, adults will need to individualize their expectations and the opportunities provided for the child to demonstrate progress. Additionally, [***collaboration***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) with families and other service providers is extremely important when supporting children who have disabilities as they make progress in the areas described in the guidelines. [**Approaches to Learning Adaptations**](https://sdstepahead.com/hubfs/Home%20Page%20-%20Main/Learning%20Domains/Approaches%20to%20Learning/AL%20adaptations.pdf?hsLang=en) **[Social Development and Emotional Development Adaptations](https://sdstepahead.com/hubfs/PDF%20Files/Social%20Development%20Emotional%20Development/SDED%20adaptations-glossary.pdf?hsLang=en)** **[Communications, Language and Literacy Adaptations](https://sdstepahead.com/hubfs/PDF%20Files/Communication,%20Language%20Literacy/CLL%20-%20adaptations.pdf?hsLang=en)** **[Cognitive Development Adaptations](https://sdstepahead.com/hubfs/PDF%20Files/Cognitive/CD%20adaptations.pdf?hsLang=en)** **[Cognitive Development Adaptations, continued](https://sdstepahead.com/hubfs/PDF%20Files/Cognitive/CD%20%20-%20adaptation%20-2.pdf?hsLang=en)** **[Health and Physical Development Adaptations](https://sdstepahead.com/hubfs/PDF%20Files/Health%20Physical/HPD%20Adaptations%20new.pdf?hsLang=en)** ## Relationships In addition, it is important to consider how peer relationships can benefit all children, including those who have disabilities. When designing learning [***activities***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en), an adult could consider pairing a child who has a disability with a typically developing peer to help the child reach his or her [***goals***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en), learn a new skill, or participate more fully. This approach helps to [***foster***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) the emotional development and the social development skills for both children. ### Family Engagement Adults should keep in mind that all children benefit when their families are involved in the learning process. This is especially important for children who have disabilities. Family members can often provide valuable information about resources or [***tools***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) they have found to be effective in meeting their child's individual needs. In addition to the child's family, adults may also communicate with other members of the child's support system, such as specialists and therapists, to ensure that the child's goals are being met and that they are demonstrating progress based on the Developmental Indicators. For children who have identified disabilities, served through an Individualized Family Service Plan (IFSP) or Individualized Education Program (IEP), the child's team members can be a valuable resource for additional support/strategies. Speech clinicians, occupational therapists, physical therapists, and those working in special education will have useful resources to support the child's individual needs. #### **Services in South Dakota for children who have disabilities:** | **[SD DOE Birth to Three Info](https://doe.sd.gov/birthto3/)** | Ages birth to under 3 Special Education | | --- | --- | | **[SD DOE Special Education/Preschool 619](https://doe.sd.gov/sped/Early-Intervention.aspx)** | Ages 3-5 Special Education | | [**South Dakota Educational Directory**](https://doe.sd.gov/ofm/edudir.aspx) | Contact your local district for information about special education in the school | | [**SD Department of Human Services**](https://dhs.sd.gov/en/division-developmental-disabilities) | Wide array of services for people with developmental disabilities | | [**SD Children and Youth with Special Healthcare Needs**](https://doh.sd.gov/topics/maternal-child-health/cyshcn/) | SD Department of Health provides resources and connections to programs for children with special healthcare needs | | [**SD State Library Accessible Library Services**](https://library.sd.gov/ALS/) | Provides access to audio and Braille materials and equipment free of charge. | | **[Disability Rights of South Dakota](https://drsdlaw.org/)** | Advocacy services for individuals with disabilities | | **[Center for Disabilities](https://www.usd.edu/cd)** | Offers community education, clinical services, training and technical assistance, information/resources, and advocacy | | [**South Dakota Parent Connection, Inc.**](https://sdparent.org/) | Offers individualized assistance, information & resources, workshops, and more for children and families | | [**South Dakota Services for the Deaf (SDSD)**](https://www.sddeaf.org/) | Offers specialized educational services and resources for children who are deaf and hard of hearing | | [**SD Deaf Resources & Outreach Programs**](https://sddrop.org/) | Offers Peer support, communication assistance, training and technical assistance, and interpreter mentoring | | [**SD School for the Blind and Visually Impaired (SDSBVI)**](https://www.sdsbvi.org/) | School that provides students who are blind or visually impaired with education, support, and opportunities to thrive |   Back to Top [![Return to SD Step Ahead Supporting Early Learners](https://44290554.fs1.hubspotusercontent-na2.net/hub/44290554/hubfs/Home%20Page%20-%20Main/Logo/StepAhead-Logo-Stacked-White.png?width=250&name=StepAhead-Logo-Stacked-White.png)](https://sdstepahead.com/?hsLang=en)   Our mission is to promote healthy child development by educating, inspiring and assisting parents and caregivers. SD Step Ahead is a comprehensive early childhood initiative made possible by the South Dakota Department of Education. - [Find Services by County](https://sdstepahead.com/find-services) - [SD Head Start Collaboration Office](https://doe.sd.gov/headstart/) - [SD Department of Education](https://doe.sd.gov/) - [SD Professional Development](https://sdstepahead.com/hubfs/SD%20Early%20Childhood%20PD%20Opportunities%20(updated).pdf?hsLang=en) - [HeadStart.gov](https://headstart.gov/) © 2026 SD StepAhead | All Rights Reserved ```json { "@context" : "https://schema.org", "@type" : "Organization", "knowsLanguage" : "en", "name" : "", "url" : "https://sdstepahead.com/learning-domains/appendix-a-supporting-children-with-disabilities" } ```