Please enable JavaScript.

Coggle requires JavaScript to display documents.

Individuals with Disabilities Education Act 2004 Jan '20 Cohort 3…

- - - - Teaching Strategies
        
        Provide extra time in examinations
        
        Encourage students with a hearing loss to seat themselves toward the front of the lecture theatre where they will have an unobstructed line of vision.
        
        Ensure that any background noise is minimised.
        
        Provide written materials to supplement all lectures
        
        (Quesada et al., 2017)
      - Accommodations & Assistive Technology
        
        Assistive Technology
        
        Bluetooth technology
        
        limited range of approx. 20 ft
        
        Personal amplifiers
        
        ~$200 and
        
        limited mobility
        
        Induction Loop systems
        
        inexpensive and
        *can be used by a single user or a group
        
        FM systems (
        
        ~$700 with
        
        range of 150 feet
        
        Infrared systems (allow
        
        maximum privacy, but are
        *disrupted by any person or object that comes between the listener and emitter
        
        (Top assistive listening devices, 2015)
        
        Accommodations
        
        Sign language interpreting
        
        Communication access real-time translation (CART)
        
        Captioning
        
        Assistive listening devices (ALD)
        
        (Hearing Impairment Accommodations, n.d.)
      - 466 million people worldwide have disabling hearing loss, and
        
        34 million of these are children.
        
        by 2050 over 900 million people will have disabling hearing loss.
        
        unaddressed hearing loss poses an annual global cost of US$ 750 billion
        
        (World Health Organization, 2019)
    - - Teaching Strategies
        
        Flexible Seating Arrangements
        
        Instruction that is focused on development of gross and fine motor skills
        
        Ensuring suitable augmentative communication and other assistive devices
        
        Adequate awareness of the student's medical condition and its effect on the student
        
        Adaptive Physical Education
        
        Flexible Assessment Options
        
        (Weiss, 2009)
      - Accommodations & Assistive Technology
        
        Mobility Assistance
        
        Canes
        
        Wheelchairs
        
        Walkers
        
        Specialized Chairs
        
        (Weiss, 2009)
        
        Learning Assistance
        
        Screen Reading Software
        
        Speech Recognition Software
        
        Academic software packages for students with disabilities
        
        Personalized and Customized Laptops or Computers
        
        Specialized Wheelchairs
        
        (Weiss, 2009)
    - - Teaching Strategies
        
        Direct Instruction (DI): pacing, frequent opportunity to respond, feedback, reinforcement
        
        Precision commands
        
        Errorless learning
        
        Teach equivalent skills/behaviors to replace problematic ones
        
        Self-management training
        
        Behavioral momentum
        
        (Bowern, 2018)
      - Accommodations & Assistive Technology
        
        Home instruction, gradual reintroduction, less strenuous class load
        
        Additional time to relearn skills
        
        Quiet classroom, limit distractions, place close to teacher, study carrels,, ear plugs, designated break space
        
        Accessible bathrooms, ramps, classroom layout, extra time/aid for hallway transitions
        
        Predictable classroom routines, clear written/visual instructions
        
        Tape recorders, calculators, electronic spellers, computers, large print books, audio books
        
        Organizational tools: labels, dividers, maps, checklists, training to use these tools
        
        Longer time on tests, fewer written assisgnments, pass-fail grades, multiple choice rather than recall questions
        
        (Bowen, 2018)
    - - Teaching Strategies
        
        Systematic instruction
        
        Define the skill
        
        Prompting
        
        Simultaneous prompting
        
        Time delay
        
        Least intrusive prompts
        
        Most-to-least intrusive prompts
        
        Reinforcement
        
        Generalization
        
        Pictorial self-instruction
        
        Directed inquiry
        
        Peer tutoring
        
        (Browder et al., 2014)
      - Accommodations & Assistive Technology
        
        Video
        
        Modeling and prompting
        (prompting more effective than modeling)
        
        iPods
        
        iPads
        
        Smart phones
        
        Tablets
        
        PDAs
        
        Computer-assisted instruction (CAI) (Browder et al., 2014)
        
        Talking alarm program for providing verbal instructions about the single activities scheduled
        
        Photo alarm program for providing vibration alerting combined with pictorial instructions about the activities (Lancioni et al., 2014).
    - - Autism Spectrum Disorders (ASD)
        
        (i) Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.
        (ii) Autism does not apply if a child’s educational performance is adversely affected primarily because the child has an emotional disturbance, as defined in paragraph (c)(4) of this section.
        (iii) A child who manifests the characteristics of autism after age three could be identified as having autism if the criteria in paragraph (c)(1)(i) of this section are satisfied (IDEA, 2004)
        Aimee Brisbin
        
        Teaching Strategies
        
        Model appropriate behavior
        
        Be calm and positive
        
        Have students work in groups, pair students with autism with positive role models
        
        Make sure class time is organized and expectations are clearly addressed
        
        Good communication
        
        Make sure sensory issues are addressed
        
        Use descriptive praise and positive directions
        
        (Autism Speaks, 2018)
        
        Accommodations & Assistive Technology
        
        Place students in a beneficial seating arrangement based on sensory issues and ease of instruction
        
        Use visual instructions
        
        Augmentative & Alternative Communication (AAC)
        https://www.youtube.com/watch?v=BPo1H1eMU9k
        
        (Autism Speaks, n.d.)
        
        Autism presents differently in each child. Get to know them and their triggers.
      - Moderate to Severe Intellectual Disabilities
        
        Intellectual disability means significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance. The term “intellectual disability” was formerly termed “mental retardation. (IDEA, 2004)
        Casandra Hutchinson
        
        Teaching Strategies
        
        one concept or activity component at a time
        
        one step at a time to help support memorization and sequencing
        
        small groups or one-on-one, if possible
        
        provide multiple opportunities to practice skills in a number of different settings
        
        physical and verbal prompting to guide correct responses, and provide specific verbal praise to reinforce these responses (Intellectual Disabilities, 2013)
        
        Accommodations & Assistive Technology
        
        iPad-based technological speech supports using GoTalk Now and systematic instruction using time delay and shaping/fading of model prompts
        
        tablet as augmentative and assistive communication (AAC) device (Ahlgrim-Delzell et al., 2016)
        
        video segments showing real-world applications of
        the Pythagorean theorem (Creech-Galloway et al., 2013)
        
        teaching involving iPad technology (Gunderson, 2015)
        
        instructional videos to show individual students successfully completing five story problems (Burton et al., 2013)
        
        student-led picture and auditory prompting system (Cihak et al, 2008)
        
        alarm triggered audio and/or video activity instruction (Lancioni et al., 2017)
        
        Covert Audio Coaching (CAC)
        
        in classroom settings where students are preparing for work and obtaining academic skills
        
        nonclassroom settings such as the cafeteria or school grounds where students are practicing vocational and social skills
        
        community-based instruction (CBI) settings where students are acquiring or generalizing work skills in authentic places of employment (Bennet, 2013)
        
        computer program used to teach a sight vocabulary (Lally, 1981)
        
        multimedia computer program developed to teach students to effectively use peg- and keyword mneumonic strategy to learn basic multiplication facts (Irish, 2002)
    - - DEFINITION:Simultaneous hearing and visual impairments.Deaf-blind students face both blindness and deafness. But it happens at different levels and extremes.
        Accommodations and assistive technology used for the visually impaired and blind is married with equipment used for hearing impaired to deaf students.(See visual and hearing impairments )A person is considered deaf-blind if they have some combination of hearing loss and vision loss (Foley, 2019).
      - Accommodations & Teaching Strategies
        
        Decisions regarding instructional strategies must be made based on accurate and comprehensive assessment of the child’s vision and hearing and involve all team members (Differentiated Instructional Strategies—Visual Impairments (History/Social Studies), 2020)
        
        Helen Keller & Anne Sullivan https://www.youtube.com/watch?v=XdTUSignq7Y
        (1928 Newsreel Footage with Open Captions and Audio Description)
        
        Case Study
        
        On March 3, 1887, Anne Sullivan (1866-1936), a graduate of the Perkins Institute for the Blind, arrived at the home to work with 6-year-old Helen, who, at the age of 19 months, “became deaf and blind as a result of an unknown illness.” It was a life-changing meeting for Helen Keller (1880-1968), and the start of a lifelong journey and friendship shared by both student and teacher.
        
        Allow for peer-to-peer note sharing between students
        
        Ensure that the films you show and videos you create for lessons have captions and legible subtitles
        
        Instruction and support from an orientation and mobility specialist is very important. She may need to help staff evaluate the environment for hazards and develop travel routes for the child to use
        
        Present the materials early enough so that students can have the opportunity to have it interpreted
        
        Typically communication is tactile in nature using signals, objects, gestures and later on sign language or tactile symbols or some combination of forms (
        
        (Moss & Hagood ,1995)
      - Assistive Technology
        
        Using Technology to help deaf-blind people
        https://www.youtube.com/watch?v=gba9PKgXeEg
        
        As a teacher, you need to have the proper sound equipment such as a microphone.
        
        Other devices need to be made available to the students, such as a hearing aid
        
        Use real-time text (RTT)
        
        Mobility canes
        
        Closed-circuit televisions
        
        Ensure you have media player software to subtitle your media
        
        Tactile symbol system: graphic language for individuals who are blind and unable to learn Braille
        
        Total conversation and total communication software
        
        Text Telephones
    - - Accommodations & Assistive Technology
        
        Assistive Technology
        
        Braille watches
        
        Braille printers
        
        Screen readers for blind individuals
        
        Screen magnifiers for low-vision computer users
        
        Braille displays and media
        
        Video magnifiers and other devices for reading and writing with low vision
        
        (Differentiated Instructional Strategies—Visual Impairments (History/Social Studies), 2020)
        
        Accomodations & Modifications
        
        Teaching and Assessing Children with Visual Impairmentshttps://www.youtube.com/watch?v=X34jC73JihY
        
        Accustom learners to oral, rather than written responses
        
        Use audio textbooks
        
        Make sure printed materials are large and in bold font
        
        Assign students a peer partner for affirmation and the buddy system
        
        Get recording equipment or use the school's cameras to record lessons and assignments. (Ensure the audio and video are sharp and clear.)
        
        (Differentiated Instructional Strategies—Visual Impairments (History/Social Studies), 2020)
      - Definition:
        As the term indicates, a visual impairment involves an issue with sight which interferes with a student’s academic pursuits. The Individuals with Disabilities Education Act (IDEA) officially defines the category as “an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness,”
        (Defining Visual Impairment for Parents and Special Education Teachers, 2020)
      - Teaching Strategies
        
        As a teacher, ensure you:
        
        have screen-reading software
        
        use optical character recognition
        
        use low-vision aids, such as a video magnifier
        
        (Differentiated Instructional Strategies—Visual Impairments (History/Social Studies), 2020)
  - - - Teaching Strategies
        
        Provide students with transcript of notes or lessons
        
        Speak towards student's when instructing so they can lip read
        
        Adjust lighting to reduce visual background noise
        
        Embrace digital tools for communication
        
        Caption Media Materials
        
        Check in and offer frequent feedback consistently
        
        Offer flexible assessment options (PBL, Media Presentations)
        
        ("Inclusive Teaching: Deaf and Hearing Impaired," n.d.)
      - Accommodations & Assistive Technology
        
        Hearing Aids
        
        FM System
        
        Cochlear Implant
        *Sign Language Interpreter
        
        Captioning
        
        Visual Aids (Pictures)
        
        Virtual Graphic Organizer *Transcription Services
        
        ("Supporting Students Who Are Deaf/Hard of Hearing in WI Public Schools," n.d.)
    - - Speech
        How we say sounds & words
        
        Teaching Strategies
        
        Preferential seating will allow the student to attend better to both auditory and visual information, especially when instructions are given.
        
        His place should be away from sources of distractions.
        
        The student also needs encouragement and recognition. Provide him positive feedback.
        
        Give him opportunities to have successful interventions in class.
        
        Praise him out loud his efforts, not for the result.
        
        Provide both oral and written instructions for assignments and tests, if possible. -
        
        Clear, sequential directions will be very helpful for the student.
        
        (ASHA, n.d.)
        
        Accommodations & Assistive Technology
        
        % extra time on tests and quizzes, as needed
        
        % extra time on oral exams
        
        Articulation
        How we make speech sounds using the mouth, lips, and tongue. For example, we need to be able to say the “r” sound to say "rabbit" instead of "wabbit.”
        Voice
        How we use our vocal folds and breath to make sounds. Our voice can be loud or soft or high- or low-pitched. We can hurt our voice by talking too much, yelling, or coughing a lot.
        Fluency
        This is the rhythm of our speech. We sometimes repeat sounds or pause while talking. People who do this a lot may stutter.
        (ASHA, 2020)
      - LANGUAGE
        The words we use & how we use them to share ideas
        
        What words mean
        Some words have more than one meaning. For example, “star” can be a bright object in the sky or someone famous.
        How to make new words
        For example, we can say “friend,” “friendly,” or “unfriendly” and mean something different.
        How to put words together
        For example, in English, we say, “Peg walked to the new store” instead of “Peg walk store new.”
        What we should say at different times
        For example, we might be polite and say, “Would you mind moving your foot?” But, if the person does not move, we may say, “Get off my foot!”
        (ASHA, 2020)
        
        Teaching Strategies
        
        Preferential seating will allow the student to attend better to both auditory and visual information, especially when instructions are given.
        
        His place should be away from sources of distractions and noises.Always, obtain the student's eye contact before giving an instruction.
        
        Give precise and sequential instructions, refrain from giving to many instructions at once.
        
        Simplify language, at a level they the student can understand
        
        Chunk verbal instructions into parts.-Ask the student to repeat the instruction to ensure that he understood what the need to do.
        
        Give background knowledge when teaching a new topic and make a personal connection.
        
        Provide visual aid material, such as signs or pictures that can be used to facilitate and support a student’s understanding.
        
        Provide pre-reading materials (questions, videos for context) as needed
        
        (ASHA, 2020)
        
        Accommodations & Assistive Technology
        
        % extra time on tests and quizzes, as needed.-
        
        % extra time in oral exams.-
        
        Allow the use of scribe in tests and quizzes-
        
        Allow word processor with spell check for tests and quizzes.
      - Causes
        
        Hearing loss,
        
        Neurological disorders,
        
        Brain Injury,
        
        Intellectual disabilities,
        
        Drug abuse,
        
        Physical Impairment
        
        (Speech and Language Impairments, 2015)
      - Characteristics:
        
        Improper use of words & their meaning.
        
        Inability to express ideas.
        
        Inappropriate grammatical patterns.
        
        Reduced vocabulary
        
        Inability to follow directions
        
        (Speech and Language Impairments, 2015)
    - - "Emotional and Behavioral Disorder" is an umbrella term under which several distinct diagnoses (such as Anxiety Disorder, Manic-Depressive Disorder, Oppositional-Defiant Disorder, and more) fall (Loveless, 2020)
        
        Teaching Strategies
        
        Rules and Routines
        
        Use motivational strategies
        
        Reward positive behaviors
        
        Keep class rules/activities simple and clear
        
        Allow for mini-breaks
        
        Fair treatment for all
        
        (Lynch, 2018; Velez, 2020)
        
        Accommodations & Assistive Technology
        
        Mid Tech
        
        Talk light
        (Lynch, 2018)
        
        High Tech
        
        Ear muffs
        
        Text-to-Speech
        
        Voice-Recognition Software
        
        (Lynch, 2018)
        
        Low Tech
        
        Behavior charts
        (Lynch, 2018)
        
        Signs for an emotional disturbance
        
        Inability to learn
        
        Inappropriate types of behavior under normal circumstances
        
        General mood of depression and unhappiness
        
        Inability to build satisfactory interpersonal relationships
        
        (Velez, 2020)
        
        Examples
        
        Bipolar
        
        Anxiety Disorder
        
        Psychotic Disorder
        
        Eating Disorder
        
        (Lynch, 2018)
        
        Referral Process
    - - Accommodations & Assistive Technology
        
        Low tech devices such as notebooks and dividers can be utilized to record and organize assigned homework and classroom tasks.
        
        Older students, personal digital assistants, dictating machines, and a variety of computer programs can perform the same task.
        
        Majority of these students can access and benefit from the same technological supports that are used with their normally developing peers (Health Impairments, n.d.)
      - Teaching Strategies
        
        Allow extra time for these students to shift from one activity or environment to the next.
        
        Teach these students specific techniques for organizing their thoughts and materials. Organize the classroom accordingly, and keep all materials in permanent locations for easy access.
        
        Allow extra time for finishing assignments or for testing.
        
        For more complex activities, simplify steps to make them more manageable.
        
        Seat the student close to the teacher and away from any peers that might be distracting.
        
        Post a daily and weekly schedule that clearly delineates each activity. These schedules can then be used as prompts to direct the student back on task.
        
        Keep these schedules as consistent as possible, and keep unstructured time at a minimum (Health Impairments, n.d.)
    - - Teaching Strategies
        
        Students with intellectual disabilities learn these skills most effectively in the settings or activities in which they will be asked to apply these skills:
        
        Money concepts
        
        Time concepts
        
        Independent living skills
        
        Self-care & Hygiene
        
        Community access
        
        Leisure activities
        
        Vocational training (Intellectual Disabilities, 2013)
        
        Give precise and sequential instructions, refrain from giving to many instructions at once.
        
        Simplify language, at a level they the student can understand
        
        Chunk verbal instructions into parts.
        
        Ask the student to repeat the instruction to ensure that he understood what the need to do.
        
        Give background knowledge when teaching a new topic and make a personal connection.
        
        Provide visual aid material, such as signs or pictures that can be used to facilitate and support a student’s understanding.
        
        Present information in a range of formats to meet a diversity of learning styles
        
        handouts
        
        worksheets
        
        overheads
        
        videos
        
        One-to-one tutoring in subjects may be important; this can include peer tutoring. Students may benefit from having oral rather than written feedback on their written assignments.
        
        It may be helpful for students with intellectual disabilities to have an individual orientation to laboratory equipment or computers to minimize anxiety
        
        (Inclusive Teaching, n.d.)
      - Accommodations & Assistive Technology
        
        % extra time on tests, quizzes, and homework as needed.-
        
        % extra time in oral exams.
        
        Allow the use of scribe in tests and quizzes
        
        Allow the use of a reader in tests and quizzes
        
        Allow the use of a calculator on all math-related tasks (including tests and quizzes)
        
        Provide graphic organizers to clarify concepts
        
        Allow word processor with spell check for tests and quizzes.
        
        Use technology to record students’ work, e.g. digital photography, tape, and video
        
        (Overview: Learning disabilities, 2018)
      - Characteristics:
        The individuals considered mild range intellectually their IQ ranges from 50 to 70. There are two main characteristics shared in varying degrees by all individuals with intellectual disabilities, and those are: Intellectual Functioning: memory recall, task and skill generalization. Additionally, they might demonstrate a tendency towards low motivation and learned helplessness. Limitations in adaptive behavior: Difficulties with conceptual skills, social skills, and practical skills. Additionally, it might be difficult for them to have self-determination skills, including skills areas such as choice-making, problem-solving, and goal setting (Intellectual Disabilities, 2013).
      - Causes
        A learning disability happens when a person's brain development is affected, wither before they are born, during birth or in early childhood. Some of the causes might be:Mother becoming ill during pregnancyProblems during birth (not enough oxygen getting to the brain of the baby) Inheritance, the unborn baby is carrying genetic traits that might affect the cognitive level of the baby.Illness, such as meningitis, or injury in early childhood.Down syndrome has some kind of learning disabilitySometimes there is no known cause for a learning disability. (Overview: Learning disabilities, 2018)
    - - Teaching Strategies
        
        Physical Strategies
        
        Demonstrate expected outcomes
        
        Determine the need for vision therapy
        
        Determine the need for:
        
        occupational therapy (OT)
        
        physical therapy (PT)
        
        adaptive physical education (APE)
        
        (Developmental Delays in the Classroom, n.d.)
        
        Mental Strategies
        
        Provide hands-on activities
        
        Repeat directions
        
        Simplify information on worksheets
        
        (Developmental Delays in the Classroom, n.d.)
        
        Emotional Strategies
        
        Provide positive reinforcement
        
        verbal
        
        stickers
        
        chart
        
        Provide consistency with classroom rules and consequences
        
        Prepare the child in advance for changes in routine
        
        an assembly
        
        a field trip
        
        (Developmental Delays in the Classroom, n.d.)
      - Accommodations & Assistive Technology
        
        Audiobooks:
        frequently recommended as an alternative to traditional reading
        
        Text-to-Speech Software:
        Speech is often one of the primary areas that are affected by developmental delays. A text-to-speech software could help students to gain control of what they need to say. With one of these programs, they can type out what they want to share while the computer reads it out loud for them.
        
        (Lynch, 2018)
      - Causes
        
        Genetic
        
        Pregnancy or birth complications
        
        Unkown
        
        (Boyse & Mohammed, 2010)
    - - Learning disabilities (LD) are "neurological disorders that often impede the ability for individuals, adolescent or adult, to acquire academic skills and interact socially. Some people mistakenly think LD is the result of laziness or low intelligence, but this couldn't be further from the truth. In addition, terms learning disability and learning disorder are often used interchangeably, but they are quite different. Learning disorder is an official clinical diagnosis, as determined by a professional (doctor, psychologist, etc.) Learning disability describes a group of disorders what are characterized by underdevelopment of specific language, speech and academic skills".
        Children with learning disabilities might be as smart or smarter than peers. However, they may have difficulty reading, writing, spelling, reasoning and recalling. They tend to take longer time learning and usually need on-on-one support.
        (Loveless, 2020)
        
        Accommodations & Assistive Technology
        
        Assisstive technology for kids with LD is defined as any device, piece of equipment or system that helps bypass, work around or compensate for an individual's specific learning deficits
        (Stanberry & Rashkind, 2009).
        
        Universal Design for Learning (UDL)
        https://youtu.be/bDvKnY0g6e4
        
        A way of thinking about teaching and learning that helps give all students an equal opportunity to succeed.
        
        Offers flexibility in the ways students access material, engage with it and show what they know
        
        Developing lesson plans this way helps all kids, but it may be especially helpful for kids with learning and thinking differences.
        
        (Morin, 2020)
        
        Listening
        
        Certain assistive technology (AT) tools can help people who have difficulty processing and remembering spoken language. Such devices can be used in various settings (e.g., a class lecture, or a meeting with multiple speakers)
        
        Audiobooks
        
        Variable-speed audio recorders
        
        (Stanberry & Rashkind, 2009).
        
        Reading
        
        There is a wide range of assistive technology (AT) tools available to help individuals who struggle with reading. While each type of tool works a little differently, all of these tools help by presenting text as speech. These tools help facilitate decoding, reading fluency, and comprehension
        
        Optical character recognition
        
        Reading-aloud programs
        
        OneNote's Immersive Reader
        
        (Stanberry & Rashkind, 2009).
        
        Writing
        
        There is a wide range of assistive technology (AT) tools available to help students who struggle with writing. Some of these tools help students circumvent the actual physical task of writing, while others facilitate proper spelling, punctuation, grammar, word usage, and organization
        
        Alternative keyboards
        
        Work prediction programs
        
        Talking spell checkers
        
        (Stanberry & Rashkind, 2009).
        
        Math
        
        Assistive technology (AT) tools for math are designed to help people who struggle with computing, organizing, aligning, and copying math problems down on paper. With the help of visual and/or audio support, users can better set up and calculate basic math problems
        
        Electronic math worksheets
        
        Interactive websites
        
        Freckles
        
        Khan Academy
        
        IXL
        
        My iMaths
        
        Talking calculators
        
        (Stanberry & Rashkind, 2009).
        
        Teaching Strategies
        
        Explicit teaching and extended opportunities to practice strategies until they develop independent skills.
        
        Rules and routines
        
        High structure* Differentiated instruction
        
        Keep class rules/activities simple and clear* Fair treatment for all
        
        Modified assignments
        
        Time management
        
        (Newhall, 2020; Velez, 2020)
        
        Examples
        
        Dyslexia
        
        Dysgraphia
        
        Dyscalculia
        
        (What is a Learning Disability?, 2020)
        
        Signs of LD
        
        Extremely restless and easily distracted
        
        Trouble interacting with peers
        
        Poor ability to follow directions or routines
        
        Slow to learn new skills -- relies heavily on memorization
        
        Difficulty rhyming words
        
        Trouble learning:
        
        numbers
        
        the alphabet
        
        days of the week
        
        time
        
        Impulsiveness and lack of planning
        
        Unstable pencil grip
        
        Late talking, compared to other children
        
        Pronunciation problems
        
        Slow vocabulary growth, often unable to find the right word
        
        Poor coordination, fine motor skills slow to develop
        
        Unaware of physical surroundings
        
        Prone to accidents
        
        (Common Signs of Learning Disabilities, 2020)
        
        Referral Process