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Learning Difficulties Language-Speech Disorders Learning Disabilities -…

- - - - Allow Text to speech books,
      - optical character recognitions (OCR)
      - Graphic Organizer, such as diagrams, mind maps, ideas, and concepts, which can help their comprehension.
      - Annotation Tools with speech to text features.
      - Display tool that can control how the text is showing.
      - Encourage students to use color coded or fonts to manage their notes and material.
      - Dictionary and Thesauri
      - Repeat the instructions or directions in both verbal and written forms.
      - Allow students to record their thoughts and notes
      - Chunk down the tasks into small steps, students can finish one at a time.
      - Read aloud time
      - Brain break time
      - positive feedback on student's every small success
      - Focus on their strengths
    - - Communicate with parents regular, check in with them about students' progress at home, and suggest some paired reading time at home.
      - Regular Pull-out sessions to work on their writing and math skills.
      - Observe the student, find out his patterns on having trouble and burn out at certain subjects and activities. These will be valuable data to analyze students' needs.
      - private talk with students, find out what they need from adults and teachers.
      - A quiet spot for taking the exams or particular work.
    - - Confusing or skipping small words like for and of when reading aloud
      - Having trouble sounding out new words
      - Having trouble quickly recognizing common words (also called sight words )
      - Struggling to explain what happened in a story or answer questions about key details
      - Frequently making the same kinds of mistakes, like reversing letters
      - Having poor spelling, like spelling the same word correctly and incorrectly in the same exercise
      - Avoiding reading whenever possible or getting frustrated or upset when reading
      - Having trouble learning letter names and remembering the sounds they make
      - Often confusing letters that look similar (like b, d, p, and q) or sound similar (like f and v, b and p, or d and t)
      - Struggling to read familiar words (like cat), especially if there aren’t pictures
      - Substituting words when reading aloud, like saying house when the story says home
      - Having trouble separating the individual sounds in words and blending sounds to make a word
      - Having trouble remembering how words are spelled and applying spelling rules in writing
      - Mispronouncing words, like saying beddy tear instead of teddy bear
      - Struggling to name familiar objects and using general words like thing and stuff instead
      - Having a hard time learning nursery rhymes or song lyrics that rhyme
      - Having trouble remembering sequences, like singing the letters of the alphabet
      - Telling stories that are hard to follow or having trouble talking about an event in a logical order
      - Having difficulty remembering and following directions with multiple steps
  - - - quiet room for exams or work.
      - regular pull-out classes to work on basic number senses and operations.
      - Parents can play board games at home.
      - small group intensive instructions.
      - real-life scenarios like baking, and cooking, students can have a better sense of the quantities and numbers.
      - further evaluations to see if there are other comorbidities co-occurring along with the dyscalculia.
    - - graphic organizers: to manage their information and help them break down the problem into steps.
      - check in frequently to make sure the student understands the works.
      - using real-life related tools to teach math.
      - let the student write out charts or draw sketches to solve problems.
      - Modeling out the "self-talk" solving the problems.
      - Activate students prior knowledge can improve their work memory.
      - seperate sheets for word problems and number problem.
      - Give one question at a time, and give positive feedback with every small achievement.
      - Give the clear, step-by-step instruction, and ask student to repeat it and check their understanding.
      - allow extra time in exams and assignments.
      - provide math facts and multiplication tables.
      - providing visual cues, aids and manipulative when solving problems.
      - providing more space and paper for students write and sketch their thoughts.
      - Highlight or circle the keywords for numbers on word problems.
      - Multisensory items to build students' number senses.
      - explicit instruction with cumulative practice.
      - Do a think aloud with the students, model verbalizing the thinking.
      - allow some scaffolding and independent practice opportunities.
      - give quick feedback on students' work or effort.
      - visualize thinking: tape diagrams, bar models, pictures, and graphic organizers.
      - peer interactions to practice their reasoning, various thinking and solving strategies.
      - Provide the mathematical vocabulary prior to the classes.
      - co-teacher support in class.
    - - counting and skipping over numbers in the right order compare with their peers,
      - understanding the meaning of counting, precise numbers.
      - recognizing patterns, such as smallest to the biggest, and shortest to tallest.
      - understanding number symbols, like making the connection with word format and drawing format of the numbers.
      - remembering basic math facts. such as, 3*3=9
      - using more advanced strategies instead counting their fingers to solve the math problems.
      - identify the math operation signs and apply them in the right way.
      - understanding math vocabulary and terms.
      - understanding the place value chart and put the numbers in the right columns.
      - understanding the math concepts and commutativity.
      - keeping the scores in the sports games.
      - keeping track of the money, and figuring out the total cost.
      - reading charts and graphs.
      - applying math knowledge in figuring out the money.
      - lacking of confident in any activities that related to the numbers, distance, money, etc.
  - - - Forming letters
      - keep the same consistency in writing
      - writing grammatically correct sentences
      - spacing letters correctly
      - writing in a straight line.
      - holding controlling a writing tools
      - writing clearly enough to read back later
      - writing complete words without skipping letters
      - neat writing
      - hold and controlling pencils in the young ages
      - typing in normal speed
      - completing their writing assignment
      - knowing what to write, and starting off the writing work.
    - - provide paper assignments with printed name, date and tiles beforehand.
      - Rubric, directions are explained clearly and thoroughly with students, ask students to repeat and paraphrase the steps.
      - pencil gripper
      - grade what student know, not on their writing and spelling.
      - Allow different outcome formats, such as audio recording instead of writing, circle the answer or fill in the blanks instead of written open-ended questions.
      - Provide the printed materials and notes prior to the class.
      - Give the examples of the finished works.
      - provide graph paper in colors, so students can use colored lines to form their letters in the right position.
      - allow students use the digital typing tools, with spelling checks and prediction features.
      - students can use speech to text tools to take notes.
    - - students should have regular Occupational and Physical therapist treatments every week.
      - some fun coloring and tracing exercises to improve their writing accuracy and consistency.
      - quiet room for some exams and tests.
      - Modify the formats of the exams to "circle the answer", "filling in the blanks", or even record their reasoning on the audio tools.
      - provide extended testing time.
- - - - Added sounds - This can involve adding extra sounds in a word, such as “buhlack” instead of “black,” or repeating sounds like “b-b-b-ball.”
      - Substituted sounds - When sounds are substituted or distorted, such as saying “wabbit” instead of “rabbit,” it may indicate a speech disorder.
      - Omitted sounds - This symptom can include the omission of part of a word, such as saying “bo” instead of “boat,” and may include omission of consonants or syllables
      - Use of gestures - When individuals use gestures to communicate instead of words, a speech impediment may be the cause
      - Unintelligible speech - A speech disorder may be present when others have difficulty understanding a person’s verbalizations
      - Inappropriate pitch - This symptom is characterized by speaking with a strange pitch or volume
    - - Articulation disorders occur when a patient has difficulty producing speech sounds. These disorders may stem from physical or anatomical limitations such as muscular, neuromuscular, or skeletal support. Examples of articulation speech impairments include sound omissions, substitutions, and distortions
      - Resonance disorders are related to voice quality that is impacted by the shape of the nose, throat, and/or mouth. Examples of resonance disorders include hyponasality and cul-de-sac resonance
      - Phonological disorders result in the misuse of certain speech sounds to form words. Conditions include fronting, stopping, and the omission of final consonants
      - Fluency disorders occur when a patient has trouble with speech timing or rhythms. This can lead to hesitations, repetitions, or prolonged sounds. Fluency disorders include stuttering (repetition of sounds) or (rapid or irregular rate of speech)
      - Voice disorders are the result of problems in the larynx that harm the quality or use of an individual’s voice. This can impact pitch, resonance, and loudness
    - - Augmentative and alternative communication (AAC) devices
        1)Picture Boards
        2)ouch Screens
        3)Keyboards
        4)Text Displays
        5)Speech-Generated Devices
      - Hearing Aids
      - Cochler Implants
      - Assistive Learning Devices
        1)Radio transmission systems
        2)Personal Amplifiers
- - - - not seeming to listen when they are spoken to
      - appearing to lack interest when storybooks are read to them
      - difficulty understanding the meaning of words and sentences
      - difficulty remembering all the words in a sentence in order to make sense of what has been said
      - inability to understand complicated sentences
      - inability to follow verbal instructions
      - especially if the instruction is long or complicated
      - not babbling by the age of 15 months
      - not talking by the age of 2 years
      - an inability to speak in short sentences by the age of 3
      - difficulty following directions
      - poor pronunciation or articulation
      - difficulty putting words together in a sentence
      - leaving words out of a sentence.
    - - FM communication system in the classroom
      - Have extra time to process spoken information and directions,
      - Use special lighting or acoustics
      - Use sensory tools such as an exercise band that can be looped around a chair’s legs (so fidgety kids can kick it and quietly get their energy out)
      - Give responses in a form (spoken or written) that’s easier for them, Capture responses on an audio recorder
      - Use a spelling dictionary or digital spellchecker
      - Use a calculator or table of “math facts”
      - Listen to audio recordings instead of reading text
      - Work with text in larger print size
      - Record a lesson, instead of taking notes
      - Use visual presentations of verbal material
      - Make sure student understands what is being asked in a written assignment. Explain words like compare and contrast.
      - Give instructions/directions orally and in writing.
    - - speech-language therapy (one-on-one or as part of a group, or both, depending on the needs of the child)
      - providing information to families so that they can facilitate language growth at home
      - special education classes at school
      - integration support at preschool or school in cases of severe difficulty
      - referral to a psychologist for treatment (only if there are also significant behavioural problems).
      - Evaluation with licensed SLP
      - further evaluation with the psychologists,
      - Intensive intervention with SLP regularly.
      - Hearing and vision tested.
  - - - visualized schedules and directions
      - create fixed procedures that students can ask for help
      - tape or recorded instructions for students to review
      - augmentative communication technologies (FM) for some physically impaired students
      - encourage classroom discussion and participation
      - co-teacher presented in the classroom (SLP or other language-speech specialists
      - make a safe and positive environment for students to share their thoughts
      - allow extra time on their assignments and tests
      - incorporate students' interests with the learning content,
      - provide the verbal clues and prompts frequently
      - give instant and positive feedback often
      - color-coded cues and instructions
      - Have more social interaction time with their peers
      - Modify the formats of the learning outcome with the same learning objectives.
    - - putting words together,
      - learning new words
      - following the directions
      - using the grammar correctly
      - using complex sentences
      - finding the right words
      - understanding figurative languages
      - organizing storytelling and writing,
      - finishing reading tasks.
    - - have students evaluated with "Speech-Language Pathologists(SLP)"
      - Early Intervention after diagnosed
      - regular visit with SLP, 2-3 times a week,
      - small group intervention in the class,
      - pull-out intensive instruction groups
      - extra grammar and vocabulary building groups
      - preview the vocabulary list with the students
      - quiet spot and extended time for students to finish off work or exams
      - printed materials with bigger fonts
      - encourage parents to support students at home.
  - - - 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
    - - Modeling out for the students.
      - Take time, allow different types of outcome, written, or recorded.
      - Sentence frames to scaffold students' process.
      - color coded read materials
      - Math vocabulary list for students refer to when they are express their reasoning.
      - Graphic organizer to visualize their thinking.
      - Give all instructions both in writing and verbally.
      - allow students to use other ways to communicate
      - Allow student to use a word processor with a spelling checker.
      - Step-by-step instruction with instant feedback on each small finished task.
      - Allow digital technologies to assist students typing and writing.
    - - Role-playing is another great way to build conversation skills.
      - Talk about characters in books or on TV and the plots. Ask your child to explain what happened in a movie you just watched. You can keep it simple—”What were the three most exciting parts?”
      - SLPs at schools work with kids one-on-one or in a small group of kids with similar challenges
      - ongoing assessment of the child's progress in relation to his or her goals, modifying them as necessary
      - provide intervention that is individualized, based on the nature of a child's deficits and individual learning style
      - enhancing phonological awareness skills, such as rhyming, and segmentations of the words.
      - building up vocabulary
      - Create work bank for each periodic time.
      - practice usage of the vocab and their relationships, such as (prefix, suffix, etc)