Find out and emphasize what the student’s strengths and interests are. Give the student positive feedback and lots of opportunities for practice.

Break tasks into smaller steps, and give directions verbally and in writing.

Give students more time to finish schoolwork or take tests.

Let students with reading problems use instructional materials that are accessible to those with print disabilities.

Let students with listening difficulties borrow notes from a classmate or use a tape recorder.

Let the student with writing difficulties use a computer with specialized software that spell checks, grammar checks, or recognizes speech.

Learn about the different testing modifications that can really help a student with LD show what he or she has learned.

Teach organizational skills, study skills, and learning strategies. These help all students but are particularly helpful to those with LD.

Work with the student’s parents to create an IEP tailored to meet the student’s needs.

Establish a positive working relationship with the student’s parents. Through regular communication, exchange information about the student’s progress at school.

Provides the child with the option to listen to audiobooks instead of reading

Gives the child the option to give verbal answers to a test instead of written ones

Allows the child to take tests in a different room with less distractions or in a smaller group of students

Assists the child in accessing speech therapy, occupational therapy, or counseling

slowed information processing

inability to complete more than one task at a time

sleep disorders

organizational difficulties

short and long term memory loss

Instruction focused on development of gross and fine motor skills.

Special seating arrangements to develop useful posture and movements.

Awareness of medical condition and its affect on the student (such as getting tired quickly).

Augmentative and alternative communication devices (such as communication boards).

poor memory

aggressive behavior

difficulty accepting and responding to change

loss of reduction of inhibitions

depression

distractibility

feelings of worthlessness

lack of emotion

low frustration level

helplessness, impulsivity

irritability

inappropriate crying or laughing

speech, vision, hearing and other sensory impairment

difficulties maintaining relationships

inability to restrict socially inappropriate behaviors

inappropriate responses to the environment

insensitivity to others' feelings

limited initiation of social interactions

social isolation

Find out as much as you can about the child's injury and his or her present needs.

Give directions one step at a time.
Give the student written directions for tasks with many steps.

Show the student how to perform new tasks.
Give examples to go with new ideas and concepts

Have consistent routines. This helps the student know what to expect.

Check to make sure that the student has actually learned the new skill.

Demonstrate how to use an assignment book and a daily schedule to help the student get organized

Realize that the student may tire quickly.
Let the student rest as needed

Be flexible about expectations.

Be patient.

If the routine changes, let the student know ahead of time

Give the student lots of opportunities to practice the new skill.

Keep in touch!
Share information about
how the student is doing
at home and at school

Learn about LD. The more you know, the more you can help yourself and your child. Take advantage of the excellent resources out there for parents.

Praise your child when he or she does well. Children with LD are often very good at a variety of things. Find out what your child really enjoys doing, such as dancing, playing soccer, or working with computers. Give your child plenty of opportunities to pursue his or her strengths and talents.

Find out the ways your child learns best. Does he or she learn by hands-on practice, looking, or listening? Help your child learn through his or her areas of strength.

Let your son or daughter help with household chores. These can build self-confidence and concrete skills. Keep instructions simple, break down tasks into smaller steps, and reward your child’s efforts with praise.

Make homework a priority. Read more about how to help your child be a success at homework in the resources listed below.

Pay attention to your child’s mental health (and your own!). Be open to counseling, which can help your child deal with frustration, feel better about himself or herself, and learn more about social skills.

Talk to other parents whose children have LD. Parents can share practical advice and emotional support.

Meet with school personnel and help develop an IEP to address your child’s needs. Plan what accommodations your child needs, and don’t forget to talk about AIM or assistive technology!

Establish a positive working relationship with your child’s teacher. Through regular communication, exchange information about your child’s progress at home and at school.

Visual Processing Disorder – Difficulty interpreting visual information, reading, math, maps, charts, symbols, pictures

Auditory Processing Disorder – Difficulty hearing differences between sounds, reading, comprehension, language

Dysphasia/Aphasia – Difficulty with language, understanding spoken language, poor reading comprehension

Dyspraxia (Sensory Integration Disorder) – Difficulty with fine motor skills, hand-eye coordination, balance, manual dexterity

Dysgraphia – Difficulty with handwriting, spelling, organizing ideas

Dyscalculia – Difficulty doing math problems, understanding time, using money

Social Participation

Social campaigns to reduce stigma and exclusion

Accessible facilities which are in compliance with Americans with Disabilities Act Accessibility Guidelines (ADAAG).

The general educator and special educator should collaborate to include the student in the general curriculum as much as possible.

Other specialists may be involved in developing and implementing an appropriate educational program for the student. These may include physical therapists, occupational therapists who work on fine motor skills, speech pathologists, adapted physical education teachers, or other therapists (massage or music therapists).