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Supporting Students with Learning Disabilities and Speech & Language…

- - - - Strategies/
        accommodations
        
        oral, visual, and written directions presented together
        
        student rephrasing instructions to check understanding
        
        visualizing and verbalizing technique
        
        Graphic organizing of written passages
        
        One-on-one reading instruction
        
        listening skills training
        
        figurative language training
        
        vocabulary building
      - Signs and Symptoms of Identification
        
        Challenges with basic reading skills such as word recognition
        
        Difficulty understanding the important ideas in reading passages
        
        Frequent frustration with reading tasks
        
        Little trouble reading aloud but might read with little variance in tone
        
        Problems remembering significant details of what they've read
    - - Phonological dyslexia affects a person’s phonemic awareness, which is their ability to break words down into individual sounds.
      - Surface dyslexia is having trouble recognizing familiar words on the page and matching printed words to their sounds.
      - If someone has trouble naming letters, colors, and numbers quickly, they might have rapid naming deficit dyslexia.10
        This type of dyslexia involves difficulties both with reading pace and language processing.
      - Deep dyslexia is a form of acquired dyslexia that results from trauma to the brain’s left hemisphere.
        
        Strategies/
        accommodations
        
        grapheme–phoneme (GPC) conversion
        
        sight vocabulary that cannot be read using GPC rules.
        
        re-establish knowledge of grapheme–phoneme correspondences
        
        straightforward phoneme blending approach
- - - - What is Dyscalculia?
        
        Dyscalculia is a math learning disability that impairs an individual’s ability to learn number-related concepts, perform accurate math calculations, reason and problem solve, and perform other basic math skills.1 Dyscalculia is sometimes called “number dyslexia” or “math dyslexia.”
        
        Signs and Symptoms of Dyscalculia
        
        Difficulties with processing numbers and quantities, Counting, backwards and forwards, Comparing two amounts, trouble recalling basic math facts , Difficulty linking numbers and symbols to amounts, troubles with recognizing patterns and sequencing numbers
      - Referral Process for Math
        
        As with any learning disability, there are roughly 6 steps that will be taken for a student who is suspected to have a learning disability
        1-initial concern for students progress.
        2- gather information about student; documentation notes, work samples
        3- share information with your team
        4-create possible strategies
        5-implentation of strategies and monitoring
        6-evaluation and decision making
  - - - Use graphic organizers to scaffold problems and break them into manageable steps.
      - Use graph paper or isometric paper to encourage organization. Have students place one number in each square as they work with a concept.
      - Ask students to talk through problems before solving. Often, verbalizing the steps needed to solve a problem will set a student up for success.
      - Use manipulatives or other tactile examples to introduce new material. For example, when working with money, use coins or toy versions.
      - Build up to new material by reviewing previous material. For example, a student can warm up for a division problem set my practicing multiplication with similar numbers. By doing this, the brain is primed to make necessary connections to previously learned material.
      - Use specific phrasing to highlight important information. For example, "what I want to teach you today is that..." can be a great way to set up a teaching point or chunk of knowledge.
    - - Allow for extra time. Often, students with learning differences benefit from extra time to complete work. This takes an added trigger away and allows them to enter a state of relaxed alertness.
      - Highlight, underline, or bold key information and text in word problems. This strategy helps students find relevant information in problems and spend more time demonstrating their conceptual or procedural knowledge. Over time, this strategy can be shifted from the teacher to the student, and students can highlight or mark the important information for themselves.
      - Space out worksheets and problem sets so that not too many problems are visible at once. This strategy helps students approach problems without measuring their progress on the whole set after completing each one.
      - Provide visual aids and tools. This can include a multiplication chart, a calculator, pattern blocks, a number line, or any other tools or resource that may be helpful. Providing these aids, allows students to spend their time on demonstrating understanding of concepts and skills rather than calculation.
      - Provide a rubric for students to know how they will be assessed. Making the assessment criteria available takes any guess work out of the assignment. In addition, this allows students to self-assess their own progress. For older students this can even be used to build a plan for improvement and growth!
  - - - DEVELOPMENTAL DYSCALCULIA - this term is used to distinguish cases that occur in children and teenagers and it occurs inspire of the them receiving adequate tutoring in Math
        
        ACQUIRED DYSCALCULIA - occurs in adulthood and is as a result of severe head injuries or stroke
        
        ACALCULIA - this term is used to define a complete inability to use mathematical symbols.
        
        PSEUDO-DSYCALCULIA - this refers to students with extreme math anxiety and they may also develop arithmophobia (math phobia)
      - a. Quantitative dyscalculia this describes an lack of skills of counting and calculating
      - b. Qualitative Dyscalculia - this is a failure to follow instructions or a failure to master the skills necessary to complete an operation.
      - c, Intermediate dyscalculia this describes a deficit in using symbols and/or numbers
- - - - Written Expression Disorder: Issues with expressing thoughts clearly and coherently in written format. It may be characterized by disorganized writing, inconsistency between their verbal expression and written expression, grammar and punctuation mistakes, misused and frequently repeated words, incomplete work, missing details, and slow typing or writing. It is exhibited in both handwritten and typed work.
      - Differences between the three: Dysgraphia is more focused on the technical aspects of writing that are associated with fine motor skills. Written expression disorder is not concerned with the fine motor skill associations with writing, but rather the ability to express one's thoughts clearly and in a similar manner through writing on paper. Dyslexia is more often associated with reading difficulties but the reading difficulties result in subsequent challenges with writing. There is overlap between the 3 and a student with one may qualify for a diagnosis (identification) in an another. All 3 may be exhibited by a student's dislike and aversion to writing tasks.
      - Dyslexia: Dyslexia is a learning disability that is most associated with issues with reading, however it has an effect on writing as well. As a result of the reading difficulties associated with dyslexia, the student's challenges with writing may be characterized by spelling issues, writing that is difficult to read, disorganization, and undeveloped ideas.
      - Dysgraphia: Issues with fine motor skills and handwriting. It may be characterized by handwriting that is difficult to read, by mixing lowercase and uppercase letters when they shouldn't be getting mixed up, and challenges with spacing as they handwrite on paper.
      - Dysgrahia Symptoms include poor handwriting, incorrect spelling and capitalization, omission of words, slow writing speed, fatigue after writing and tight or unusual pencil grip.
        Written Expression Disorder Symptoms include functional assessment of writing skills are well below what is expected at the age or grade level and a struggle with written texts.
        Dyslexia Symptoms include problems forming words correctly, below average reading level, problems remembering sequence, avoidance of activities involving reading, problems spelling, labor-intensive writing, mispronouncing words and difficulty summarizing a story.
    - - Early School Age: The person does not draw pictures to tell a story or write words about pictures. They have a limited variety of sentence types and has difficulty planning, revising and editing their own writing. They still have trouble with upper and lowercase letters. They do not print their name and do not use detail in writing. They also do not start a sentence with a capital letter and do not use correct punctuation during and at the end of the sentence. They also have difficulty in spelling including spelling words as they sound, difficulty spelingl common words correctly, difficulty recognizing spelling mistakes and does not try to spell words phonetically.
      - Emergent Age: There is little to no interest in "pretend writing" which is drawing and scribbling letters, numbers and pretend letters. The person is not aware drawing and writing are different. They also do not copy simple lines or shapes. There also is no attempt to write uppercase letters or write numbers.
      - Late Elementary And Beyond: The person has difficulty researching a topic and taking/organizing notes. They have more sentences that are grammatically incorrect. They use less complex sentence structure and have syntax errors including prepositions and pronouns. Their writing lacks cohesion with poor organization. They also do not link ideas or elaborate on their ideas. They are unable to write from different points of view and have incorrect punctuation. They also have difficulty in spelling being unable to identify words spelled incorrectly.
      - Other common symptoms: They may have limited vocabulary, the use of vague words, short sentences when writing, omitting words, poor-note taking in school, poor letter and number formation with writing with pen/pencil, frustration when handwriting and difficulty spacing words.
  - - - Emotional
        
        https://youtu.be/0-LbXV6jKsg
      - Physical
        
        Handwriting difficulties
        
        Tools:
        
        Assistive Technology
        
        Keyboards and touchscreens
        
        Spell-check and grammar check
        
        Word prediction
        
        Text-to-speech (TTS)
        
        Dictation (speech-to-text)
        
        https://www.readingrockets.org/article/assistive-technology-writing
        
        Scribe
        
        • Allow for verbal responses
        • Allow for answers to be dictated to a scribe
        • Allow the use of a tape recorder to capture responses
        • Permit responses to be given via computer
        • Permit answers to be recorded directly into test booklet
        •
        
        https://www.readingrockets.org/article/accommodations-students-ld
        
        Handwriting Tools
        
        Bold, highlighted paper or larger spaced paper/math squares for letter formation
        
        Pencil grips
        
        small pencils
        
        Raised paper
        
        Spacing tools
        
        Additional coloring crayons/pencils
        
        Sensory or writing trays
        
        https://www.theottoolbox.com/easy-handwriting-accommodations/
        
        Slant boards
        
        UDL in the whole class allows any student the ability to choose the adaptive technology that suits them best. This way, it meets emotional and physical needs that are inclusive to all students.
        
        Written expression
        
        Dictionary and thesauri
        
        • Additional time for writing assignments
        • Alternative means of assessing knowledge (e.g. oral reports or visual projects)
        • Marks for spelling only deducted when spelling is an essential skill requirement for the task
        • For students who cannot keep up with note taking from a blackboard, provide a copy or outline
        • Use of organizational assistive software
        • Use of a digital recorder to dictate thoughts or answers
        • Use of a scribe or speech-to-text assistive software
        • Use of word prediction or spellchecker software
        Assist with the development of a schedule allowing time to complete assignments
        •
        
        Work in small time periods rather than spending hours at a time
        • Begin with a brainstorming stage where ideas about the subject are written down. If a student has spelling or graphomotor problems, scribe for them or allow use of a computer
        • Help the student organize their ideas from the brainstorming to an organizational model (i.e. a story map, a timeline, an outline, organizational software such as Inspiration, Spark-Space)
        • Encourage the student to elaborate on which ideas need to be included in the assignment within the organizational model
        • Begin writing first/rough draft from the model
        • Edit for vocabulary usage, sentencing, grammatical constructions, mechanics of writing (spelling, capitals, punctuation, paragraphing)
        https://www.ldatschool.ca/strategies-for-writing-difficulties/
        
        Graphic organizers
      - https://www.youtube.com/watch?v=uX11DR97lfU
  - - - May include:
        
        Physical exercises to strengthen core and neck, as well as hand strengthening activities.
        https://www.theottoolbox.com/6-ways-core-strength-impacts-handwriting/
      - Additional hand strengthening exercises similar to Montessori style practical life activities: pinning, poking, polishing, pouring, lacing, using clay, sandpaper letters.
        https://www.aotss.com/benefits-montessori-method-children-professionals-parents-work-together/
        
        https://www.youtube.com/watch?v=r2tBH_XyeJc
- - - - Receptive Langauge
        
        Receptive language is the understanding of information provided in a variety of ways such as sounds, words, movement, gestures and symbols.
        
        Processing (guessing
        
        Noise filtering
      - Expressive Language
        
        Expressive language is the ability to communicate thoughts and feelings through words, gestures, signs and or symbols.
        
        Aphasia
        
        Fluency
        
        Cluttering
        
        Stuttering
        
        Phonological impairment
        
        Lisp
      - Signs and symptoms
        
        **Inclusive and exclusive strategies to accommodate students with dysarthria
        
        Disphonia
        
        Aphasia
        
        Common causes are:
        
        Three types/signs of apashia:
        
        The role of parents and teachers
        
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        Teaching strategies
        
        Speech or language Impairments
        
        The SLP serves learners/students diversely by:
        
        Giving children help with articulation disorders to learn proper production of speech sound.
        
        Helping those who stutter to speak more fluently.
        
        Helping children with voice disorders improve their voice quality.
        
        Giving support to aphasia candidates to re-learn speech/language.
        
        Helping people that have difficulty swallowing due to illness, surgery, stroke, or injury.
        
        Assessing, picking, and developing augmentative and alternative communication systems.
        
        Enhancing the effectiveness of communication.
        
        Speech DisorderApraxia
        
        Definition
        
        Childhood Apraxia of Speech (CAS) is an uncommon disorder in which a child has difficulty making accurate movements when speaking..
        
        CAS can be associated with delayed onset of first words,a limited number of spoken words and the ability to form only a few consonant or vowel sounds.
        
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        Academic traits
        
        usually high risk for reading difficulties, for example:
        
        sounding out words
        
        using prefixes/suffixes
        
        identifying compound words
        
        understanding figurative language
        
        Reading comprehension
        
        **candidates with receptive language impairment are likely to struggle with understanding/following instructions given in class. Dysarthria
  - - - Neuromuscular
        
        Mutism
        
        Dysarthria
        
        Apraxia
        
        Voice
        
        Esophageal voice
        
        Disphonia