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Special Education, Auditory Processing Disorder, Attention…

- - - - K-2
        difficulty with basic sight vocabulary words.
        remembering spelling words and rules
        relationships between sound and letters, omitting grammatical endings, confusing letters that look or sound familiar
        word segmenting
        G 3-8
        difficulty with note taking, mixing common sight words, recognition of parts of words, recognizing meaningful parts of words, learning new info from text, leaving out syllables or sounds,
        High School/College/Adult
        Word recognition, fluency and rate, ability to analyze test and need for extended time, learning a foreign language.
        
        Exclusive Strategies
        Are unique to student
        
        Spelling
        Do not grade spelling tests and do not let student spend hours practicing spelling. The student may take the test along with the others but don’t give a grade. Positive feedback is okay.
        Do not mark down for spelling errors in other written work. The student’s spelling will improve as he/she progresses through the program. Allow the students who have been instructed in its use to use the Franklin Spelling Ace on daily assignments.
        Never ask the student to use the dictionary to find out how to spell a word. The purpose of a dictionary is to give the meaning, pronunciation, and etymology of a word, not to teach spelling. Allow the student to use a Franklin Spelling Ace or word processor to look up spelling if parent has provided one.
        Do not trade papers to grade the test.
        
        Reading
        Our students can more easily access grade level subjects through listening but, because they are below grade level in reading, they can not learn through reading. While we teach reading a different way we ask that you:
        Provide textbooks and literature in audio version.
        For SSR or DEAR, allow all students the option of listening to books. It is far preferable to listen to a book that is at or above grade level than to force a student to read a less mature book that is below his or her interest level.
        
        Anxiety Management
        Establish a classroom environment where making a mistake is safe.
        Never force participation in a spelling bee.
        Never force the student to read out loud in front of others, unless he/she volunteers or has a chance to practice the passage ahead of time.
        Never force student to write on the board where others can see spelling mistakes and terrible handwriting.
        Never collect or distribute papers down the row where handwriting, spelling and mistakes are made public.
        Never allow other students to correct his assignments or grade his tests.
        Never call on him in class unless he volunteers by raising hand. If he does volunteer, please call on him first when possible. He/she may only have one answer, while others may have backup options.
        
        Accomodations
        Along with strategies already listed use
        highlighters, assign work in sections, electronic divices, audio books
        
        Inclusive Strategies
        
        Tape recorder,
        Rewrite or highlight instructions,
        Present smaller amounts of work,practice activities,provide a glossary,reading guides,provide copy of lecture notes, mnemonic instruction,key words on chalkboard, combine verbal and visual information,graphic organizers, display work samples, assignment adjustments, provide outline
  - - - Trouble with subitizing (recognize quantities without counting)
        Trouble recalling basic math facts (like multiplication tables)
        Difficulty linking numbers and symbols to amounts
        Trouble with mental math and problem-solving
        Difficulty making sense of money and estimating quantities
        Difficulty with telling time on an analog clock
        Poor visual and spatial orientation
        Difficulty immediately sorting out direction (right from left)
        Troubles with recognizing patterns and sequencing numbers
        Finger-counting is typically linked to dyscalculia, but it is not an indicator of the condition outright. Persistent finger-counting, especially for easy, frequently repeated calculations, may indicate a problem.
        Calculating errors alone are also not indicative of dyscalculia – variety, persistence, and frequency are key in determining if dyscalculia is present.
    - - allowing more time on assignments and tests
        allowing the use of calculators
        adjusting the difficulty of the task
        separating complicated problems into smaller steps
        using posters to remind students to basic math concepts
        providing supplemental information via
        computer-based interactive lessons
        Make sure they have the right tools, like an easy-to-use calculator and plenty of erasers.
        Use graph paper. It helps keep columns and numbers straight and neat.
        Offer alternative modes of assessment
    - - Explicit, systematic instruction
        Visual representations
        Schema instruction
        Metacognitive strategies
        Use rhythm and music to teach math facts and steps.
        Draw pictures of math word problems.
        Schedule computer time to play math games
        Teaching students using multi-sensory techniques
        Encourage the student to seek assistance when unsure of the steps to take
        Provide clear, simplified, and concrete instructions
        Tasks presented to the student with learning difficulties should be broken into small steps that are given in order of the easiest to the most difficult step
    - - hands-on projects
        tutoring to target core, foundational skills
        1:1 Performance
        Time Management
        Talk with them about their learning disability.
        Teach them ways to manage anxiety.
        Praise their hard work, not the outcome.
        Provide an example of the finished piece of work so that expectations : : are clear
  - - - Provide handouts so there’s less to copy from the board.
        Provide typed copies of classroom notes or lesson outlines to help the student take notes.
        Provide extra time to take notes and copy material.
        Change the demands of writing rate
        Adjust the volume
        Change the complexity
        Have student complete tasks in small steps instead of all at once.
        Find alternative means of assessing knowledge, such as oral reports or visual projects
    - - Allow Computer- Typing, Speech to Text, Provide Quiet room for test, allow proofreader to check for errors, extended time. Provide pencil grips or different types of pens or pencils to see what works best for the student.
        Allow the student to use an audio recorder or a laptop in class.
        Provide paper with different-colored or raised lines to help form letters in the right space
        Provide graph paper (or lined paper to be used sideways) to help line up math problems. Gross motor skill exercises to strengthen the arm and hand. Fine motor control exercises to strengthen the fingers and wrist. Allow the student to use cursive or manuscript, whichever is most legible
        Consider teaching cursive earlier than would be expected
    - - Some things you might ask for include:
        Shorter writing assignments or different questions from their classmates
        Use of a computer to type instead of write
        Copies of the class notes to limit writing work
        Use of a voice-to-dictation machine or another electronic note taker
        An option to record the teacher's lectures
        Video or audio reports instead of written homework assignments
        Oral instead of written exams
    - - Cramped grip, which may lead to a sore hand
        Difficulty spacing things out on paper or within margins (poor spatial planning)
        Frequent erasing
        Inconsistency in letter and word spacing
        Poor spelling, including unfinished words or missing words or letters
        Unusual wrist, body, or paper position while writing
        This learning disability also makes it hard to write and think at the same time. Creative writing tasks are often especially hard.
        This can make it difficult to take notes during class or a meeting because so much attention is beingpaid to getting each word down on paper. Other things that are said may be missed.
- - - - SignsTuning out when people talk.
        Trouble following directions.
        Trouble answering questions.
        Interrupting people who are speaking.
        Asking people to repeat what they say.
        Giving answers that are “off”
        Misunderstanding what's said.
        Not getting jokes.
        
        Exclusive Strategies Speech Pathologist, Early Intervention, play based therapy picture books
        
        Inclusive Strategies Speech Pathologist,
        non-verbal signals, when-then sentences, visual cards, clear schedule, clear expectations,
        label things in the classroom, play games like Simon Says
        
        Accomodations, extra time,
        check in's with teacher, encourage to ask questions, encourage student to ask people to repeat directions
    - - Signs
        Using vague words, like thing or stuff
        Having lower-than-average vocabulary
        Having trouble finding words
        Using simple sentences or short phrases
        Using words incorrectly
        Leaving out words
        Being late to begin talking
        Speaking quietly
        
        Inclusive Strategies
        constant exposure to words,,laying vocabulary games, incorporating visual supports like graphic organizers, and giving students the chance to see and use new words in real-world contexts. word wall
        
        Exclusive Strategies, drawing, acting out, writing words, word and picture cards, reading to student, Speech Therapy, read picture books at home
        
        Accomodations,
        Speech Therapy, Reading Specialist, word cards, extra time as needed for assignments and testing
    - - A communication disorder that happens due to brain damage in one or more areas that deals with language. It can interfere with verbal and written form of communication or both, the issues can be difficulty in reading, writing, speaking, understanding speech, and listening
      - Signs/Symptoms
        
        Talking
        
        Can't think of the words you want to say.
        Say the wrong word. Sometimes, you may say something related, like "fish" instead of "chicken." Or you might say a word that does not make much sense, like "radio" for "ball."Switch sounds in words. For example, you might say "wish dasher" for "dishwasher."
        Use made-up words.
        Have a hard time saying sentences. Single words may be easier.
        Put made-up words and real words together into sentences that do not make sense.
        
        Understanding
        
        Not understand what others say. This may happen more when they speak fast, such as on the news. You might have more trouble with longer sentences, too. Find it hard to understand what others say when it is noisy or you are in a group.
        Have trouble understanding jokes.
        
        Reading & Writing
        
        have trouble with the following things:
        Reading forms, books, and computer screens.
        Spelling and putting words together to write sentences
        Using numbers or doing math. For example, it may be hard to tell time, count money, or add and subtract.
      - Inclusive Strategies
        
        Organizing the learning environment to minimize distractions for your students with aphasia - practice simple language and unsophisticated sentences when collaborating with students with aphasia - repeat words as necessary when speaking with students with aphasia - present information using multiple modalities (orally, visually, kinesthetically) - when teaching vocabulary, provide written words, definitions, synonyms and antonyms, examples of usage and pictorial representations - openly teach semantics and syntax concepts. Simplify them as much as possible - break concepts down into small steps and repeat them as often as necessary to ensure your student comprehends them. Outline class presentations and write new terms and key points on the blackboard - repeat and summarize segments of each presentation and review its entirety - consider giving assignments in both oral and written form to avoid confusion
      - Exclusive Strategies
        
        Allow the student to tape-record lectures - visual perceptual difficulties can be addressed by preferential seating, allowing the student to indicate a test answer on the test or another sheet rather. Provide handouts and visual aids - when appropriate, team a reader with a non-reading student during in-class assignments - use more than one way to demonstrate or explain information. Encourage your students with aphasia to use any type of communication they are comfortable with (e.g., writing, drawing, pointing, gesturing, picture systems, sign language, augmentative communication devices). Have your student repeat and explain concepts, directions and expectations to you after you’ve presented them to her.
      - Accommodations
        
        In working with aphasia students, be flexible, creative, and adaptive with resources - - consider providing in advance, sample study questions for exams that illustrate the test format, as well as the content of the test. explain what constitutes a good answer and why - encourage students to use campus support services (e.g., study skills training, academic tutorial assistance, peer support groups, etc.). - students with written language difficulties may benefit from use of a word processor or typewriter for written assignments, extended time, and note taker or recorded lecture. Provide assistance with proofreading written work - stress organization and ideas rather than mechanics when grading in-class writing assignments - allow the use of spell-check and grammar-assisted devices when in doubt about how to assist the student, ask him or her - allow the student the same anonymity as other students Partner with your school’s speech therapist and special education case manager to identify possible augmentative communication and assistive technology devices for your students with aphasia.
    - - )
        
        difficult to understand, sounds like not saying the words correctly, reluctancy to speak
        
        Exclusive Strategies
        Speech Therapy, pair visual with oral instruction, clear expectations, consistent schedule, clear lesson details
        
        Inclusive Strategies
        pair visuals with oral Provide direct instruction in phonological processes using visuals and/or concrete materials.
        Use concrete objects (blocks with letters on them) for the student to physically move when saying and reading a wordUse highlighting and clapping to identify parts of words.
        Use multi-media sources for phonological awareness instruction (board games, Leap Frog DVDs, computer games –www.starfall.com).
        Use assistive technology (speech-to-text and text-to-speech programs).
        Regularly review sound symbol skills.
        Directly teach and practice suffix and prefix skills.
        Reward and reinforce efforts
        
        Accomodations,
        Electronic Reader, ACD, speech to text & text to speech device,
    - - Signs & Symptoms
        Late acquisition of word combinations Errors when using verbs (especially verb endings, auxiliary verbs, and past tense forms) and pronouns
        Difficulty judging correct grammar
        Difficulty identifying and correcting grammatical errors. Difficulty identifying parts of speech
        Problems comprehending and using complex syntax,Extensive use of simple language
        
        Exclusive Strategies,
        small group work, speech therapy, reading specialist
        
        Inclusive Strategies
        modeling word, class word sort activities
        
        Accomodations ,audio books, video lessons, picture with word, book with key words and how to say them
    - - Social Communication Disorder (SCD), also known as Semantic Pragmatic Disorder (SPD), is a life-long condition that makes communicating with other people difficult. It presents in areas of vocalisation and processing language rather than a speech impediment or through a struggle with the mechanics of language Semantics refers to the meaning behind words, mainly logical and lexical semantics. Logical semantics is the branch of linguistics that is concerned with sense, reference and implication, whilst lexical semantics is the analysis of a words meaning and relationships between those words. In essence, semantics are the signs and signals of our vocal communication
        
        Signs/Symptoms
        
        Individuals with social communication disorder have particular trouble understanding the meaning of what others are saying, and they are challenged in using language appropriately to get their needs met and interact with others
        
        Inclusive Strategies
        
        Encourage the student to name and classify pictures into categories
        Provide the student with sentence completion tasks
        Cloze procedures are also helpful with semantic difficulties
        Introduce common prepositions in relation to the student’s body and/or use concrete manipulatives
        Use games such as “20 Questions”
        Use word-retrieval cues
        Exclusive (one on one) Strategies
        For students to work in small groups or with a lab partner. Place the student who has a speech or language impairment in a lab group in which his or her partner(s) will be supportive and inclusive. The student's lab partner can model word pronunciation, assist the student with unclear word meanings, and provide feedback on completed work Field-trips, allows students with speech or language impairments to practice communication goals in settings outside of the typical school setting. These experiences provide the student with communication opportunities that will be similar in nature to the "real-world" and will help the student in the transition from school to adult life
        
        Exclusive Strategies
        
        Given preferential seating within the classroom. if he or she needs help before assuming so. Independence can also be supported by providing praise to the student when he or she completes a task The instructor should frequently monitor the student's understanding of classroom material. In order to encourage independence, always ask the student independently, especially if the task was completed through effective communication.
        
        Accommodations
        
        The student should be provided with additional help in vocabulary retention. The student can make flashcards or use other vocabulary building strategies, such as chunking, to learn new material. The student should be encouraged to use the existing vocabulary that he or she already knows in addition to new vocabulary to help with knowledge transfer and retention. The amount or difficulty of new vocabulary may be modified to best fit the needs of the learner. Other modifications, such as having the student provide written work instead of verbal communication may be used if appropriate to do so.
    - - A Syntactic disorder is a term given when children or adults have difficulty sequencing words, thoughts and information in order.
      - Signs/Symptoms
        
        Many children with a Syntactic disorder show signs early on. They may be slow to talk, or they may use the wrong forms of words.
        Most notable is their problems with speaking out of order - their sentences or stories may be jumbled.
      - Inclusive Strategies
        
        help from schools like providing the child with extra time in exams or having class instructions written out in specialized ways for them.
      - Exclusive Strategies
        
        Activities at home like sequencing games can help them from an early age, and reading together can help with ordering the beginning, middle and end of stories.
      - Accommodations
        
        Use computers in the classroom for language enhancement.
        Use tactile and visual cues
        Work with Speech Therapist
        Reduce unnecessary classroom noise as much as possible.
        Be near the student when giving instructions and ask the student to repeat the instructions and prompt when necessary.
        Allow students to tape lectures.
      - Agrammatics
        
        speech are omissions of function words and morphemes, reduced complexity of syntactic forms, and ungrammatical utterance
      - paragrammatic
        
        speech is characterized by “unacceptable juxtapositions of phrases and misuse of words”
    - - What is Pragmatic Language Disorder?
        https://youtu.be/Dk9kULgUkSQ
        
        Signs:
        Inability to understand what is explicitly stated or
        follow rules for conversation and storytelling;
        understand non iterate or ambiguous language; communicate for social purposes in ways that are appropriate for the particular social context;
        change communication to match the context or needs of the listener;Pragmatic difficulties are characterized as problems in understanding and using language in different social contexts. These students may lack an understanding of the rules for making eye contact, respecting personal space, requesting information, and introducing topic
        
        Exclusive Strategies speech therapy,
        AAC,
        Computer Based instruction
        
        Inclusive Strategies Group discussion, using pictures and visual aids in the classroom. practice with peers
        
        Accomodations
        Seating in front of class.
        Minimizing of distractions by seating away from doors and windows.
        Extended time to complete exams.
        Administration of exams in a non-distracting environment.
        Taped lectures.
        In-class note taker.
        Medication prescribed by physician.
        Class scheduling assistance.
  - - - Signs/Symptoms
        
        Stuttering can cause both behavioral and physical symptoms that occur at the same time. These can include: tension in the face and shoulders, rapid blinking, lip tremors, clenched fists, sudden head movements. As well as, there are two types of stuttering developmental stuttering that affects young children who are still learning speech and language skills. Some genetic factors may significantly increase a person’s likelihood of developing this type of stutter. Then, neurogenic stuttering happens when brain damage prevents proper coordination between the different regions of the brain that play a role in speech.
      - Inclusive Strategies
        
        The first commonly recommended teacher strategy is to speak with a slow speech rate. Studies have shown that a slower speech rate used by persons who stutter can reduce stuttering. The second commonly recommended teacher strategy is to increase response-time latency and not interrupt recommended that teachers pause 2 or 3 s before responding to CWS and/or not interrupt them can create a relaxed environment and relieve communicative pressure, which will result in a relaxed conversational pace and less muscle tension and decrease the chance of fluency breakdown The third recommended teacher strategy involves when to call on CWS in the classroom To be specific, reference is made to calling on children early during the class period suggesting that this will reduce the anxiety, stress, and/or apprehension related to—and stuttering during—the speaking task. The fourth recommended teacher strategy involves a presentation in the classroom. a presentation to the class to educate students about stuttering it was found that having negative thoughts, beliefs, feelings, or attitudes about other people was a predictor of being classified as a bully in school-age children and adolescents. Therefore, altering negative attitudes toward CWS may lead to better treatment by children in the classroom who hold these undesirable perceptions.
      - Exclusive Strategies
        
        Improve the Child's Self-Esteem
        Disregard moments of nonfluency
        Show acceptance of what the child expresses rather than how it is said
        Treat the child who stutters like any other child in the classAcknowledge nonfluencies without labeling them
        When calling on students who stutter, consider phrasing questions to solicit yes/no answers or short phrases. That sets the child up for success, both in terms of knowledge and fluency, until they are ready to progress to more complex answers. Call on the student with a stutter when their hand is raised. That’s an indicator that they are comfortable, ready, and confident—all ingredients for success.
        While you might be tempted to say “slow down,” “breathe,” or “start over,” don’t do that, and don’t finish the child’s sentences or words. That sort of coaching can be counterproductive
      - Accommodations
        
        Solicit feedback from the student, their parents, and their speech pathologist, before assigning the child a challenging activity, such as a speaking role in a play or a presentation
        With respect to potentially stressful speaking situations, it is often helpful to ask the child to rate their comfort on a 1 to10 scale. For example, you might ask, “We are doing show-and-tell next week. On a 1 to 10 scale—10 is really comfortable—how do you feel about doing show-and-tell?” Prepare any substitute teachers for the child’s special needs.
        Do make special considerations when students take and are graded on an oral reading test such as a DIBELS (Dynamic Indicators of Basic Early Literacy Skills) test that demands speed. Tests like DIBELS should not be forced on a student who stutters. Work with Speech language pathologist Create a Good Speech Environment Be aware that, while the student is speaking, your own facial expressions and nonverbal feedback are crucial. Make sure your face and body reflect unconditional listening. .Make expectations clear for behavior, written assignments, independent practice, and group work.
      - Stuttering is the disruption of the flow of speech in the form of repetition of sounds, words or vowels involuntarily, have blocks, and long stretches of sounds or words. Also moods can trigger mild or severe cases as well as the scenario under stress, excitement or frustration.
        
        Developmental Stuttering
        
        neurogenic stuttering
    - - Signs
        Omissions or leaving out essential sounds from a word (For example: saying /tee/ instead of /tree/.)
        Substitutions sounds with similar but incorrect sounds (For example: saying /fith/ instead of /fish/.)
        Distortions or mispronouncing sounds (For example: saying /sock/ with a distorted /s/ sound that cannot be clearly distinguished as another sound.)
        Additions of an unnecessary sound to an appropriately pronounced word (For example: saying /spaghettis/ instead of /spaghetti/)
        
        Inclusive Strategies would be letting students write or produce a video rather than speak. Speech to text. Allowing additional time to speak
        
        Exclusive Strategies
        Speech Therapy
        In class model the error & sound.
        Repeat the correct production of the misarticulated words.
        Stress words containing student’s target sound during language
        arts/reading time.
        Check to see if the student can hear the difference between the way
        they say words and the correct production.. Make sure errors are not due to dialect or accent.
        Make sure errors are not developmental in nature.
        Have student imitate correct production.
        Reinforce correct pronunciations.
        Have the student tally the number of correct productions of targeted
        words when the teacher or a peer reads a paragraph or story.
        During oral reading by the student, have the student underline the
        target sounds and reinforce the student for correct sound production
        when they read aloud.
        
        Accomodations
        Seating in front of class.
        Minimizing of distractions by seating away from doors and windows.
        Extended time to complete exams.
        Administration of exams in a non-distracting environment.
        Taped lectures.
        In-class note taker.
        Medication prescribed by physician.
        Class scheduling assistance.
    - - A student with CAD will often use short, easy words, distort words, stress the wrong syllables, say the same word differently every time that they use it. sensitivity problems with their mouths, such as not liking to brush their teeth or eat crunchy foods
        difficulties with fine and gross motor skills and coordination
        difficulties understanding what other people say
        problems learning to read, write, and spell
        
        Inclusive Strategies touching, cueing, physical prompting, use of graphics and visual instructions in class
        
        Exclusive Strategies
        touching, cueing, physical prompting, photos
        
        Accomadations need assistive devices or alternative communication methods to help them in class
        need seating close to the front of the class
        feel anxious, nervous, or frustrated when it comes to speaking in class
        be at risk for bullying
        need accommodations for missed class time and assignments due to frequent speech therapy, physical therapy, and occupational therapy sessions
        benefit from having an individualized education plan (IEP) or 504 education plan
    - - Signs/Symptoms
        
        slurred speech
        slow speech
        rapid speech
        abnormal, varied rhythm of speech
        speaking softly or in a whisper
        difficulty changing the volume of your speech
        nasal, strained, or hoarse vocal quality
        difficulty controlling your facial muscles
        difficulty chewing, swallowing, or controlling your tongue
        drooling
      - Inclusive Strategies
        
        Consider using gestures and signals as opposed to verbal cues as a means of communicating small items like attendance or readiness.
        Incorporate more visual aids into your instruction. That is, don't solely rely upon lectures or videos for instruction.
        Allow all students some degree of choice when completing assessments and/or classwork. Ergo, allow students the choice between creating a Tri-Fold informational poster and writing a paper.
        Create a buddy-system within your classroom in which students of all abilities are paired with a "buddy." This can help build a positive classroom environment, and improve the performance of all students regardless of ability level.
      - Exclusive Strategies
        
        Since the student may have problems expressing herself verbally, encourage her to use other methods of communication, such as expressing herself through drawings.
        Have the student write down what she wants to say on paper if she is having problems speaking.
        The student may need to use assistive technology, such as computer-based equipment, to communicate.
        If the student is undergoing speech therapy, find out from her speech therapist the alternative methods of communication that she is learning or uses
        When the student is speaking, do not worry about correcting her
        If communication is a hurdle in the classroom, try making a communication book with the student. The MayoClinic.com suggests creating “a book of words, pictures and photos to assist with conversations.” This can help facilitate the student’s communication with you, as well as with the other students in the class
      - Accommodations
        
        try minimizing distracting noises in the classroom, as this can also help with the student’s communication.
        When lecturing or giving instructions.."[speak] slowly and clearly; using sequential words such as 'first,' 'next,' and 'finally;' and using visual cues and supports to aid comprehension
        When requiring a student to answer a question verbally and/or in front of the class "permit students the time they require to express themselves, without unsolicited aid and filling in gaps in their speech. Don't be reluctant to ask the student to repeat a statement
        Do not compel the student to speak in class, unless speech is a required course competency appropriate for the particular student and within the precepts set forth by their IEP.
        When assigning oral presentations, allow students with speech or language impairments the option to submit a different form or report(such as a written paper), or allow the student to give the presentation to a limited number of people
        Many IEP's call for written exams to be delivered orally. So either you, a teacher's aid, special education professional, or other educational professional is responsible for delivering a verbal exam
      - Dysarthria is a speech disorder that occurs when there is damage to the brain that affects someone’s facial muscles which includes lips, tongue, and throat. The weakening of the muscles in these parts of body can hinder speaking. Some of the common symptoms are mumbling, slurred speech, speaking too slow or too fast etc.
    - - Dysphonia refers to having an abnormal voice. It is also known as hoarseness. Dysphonia has many causes which are detailed below. Changes to the voice can occur suddenly or gradually over time. The voice can be described as hoarse, rough, raspy, strained, weak, breathy, or gravely. There may be voice breaks where the voice completely stops or cuts out. There may be pitch changes, either higher or lower for the patient. The patient may have a complete loss of voice for a period of time as well. Sometimes the patient will complain of pain with speaking or singing and difficulty projecting the voice. Most commonly, dysphonia is caused by an abnormality with the vocal cords (also known as vocal folds) but there can be other causes from problems with airflow from the lungs or abnormalities with the structures of the throat near the vocal cords.
      - Signs/Symptoms
        
        Hoarseness that lasts more than four weeks Severe changes in voice lasting more than a few days
        Voice changes, such as it becoming raspy, strained, breathy, weak, higher or lower in pitch, inconsistent, fatigued, or shaky Difficulty breathing Pain when speaking
      - Inclusive Strategy
        
        Develop a procedure for the student to ask for help Be a good speech model. Have easy and good interactive communication in classroom.
        Encourage participation in classroom activities and discussions. Devise alternate procedures for an activity with student Use gestures that support understanding
      - Exclusive Strategies
        
        Speech and Voice Therapy. By working with a clinician experienced in the behaviors needed to produce healthy voice, the person with SD may learn how to adapt to the spasms with less interruption in their speech Oral Medications Surgery.
      - Accommodations
        
        Reduce amount speech, Assistive Technology devices, Voice Amplification, Note Taker
- - - - Detection artifacts can occur. For example, the presence of one disorder in a patient may make another condition more visible, even though it may be no more common than in a general population. Similarly, the presence of one disorder may influence the observations of clinicians and make them more likely to report the presence of another disorder.