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Mod 21, Unit 4, Accommodations, ((differentiation), Dyscalculia…

- - - - When a child has an articulation disorder, he or she has difficulty making certain sounds. These sounds may be left off, added, changed, or distorted, which makes it hard for people to understand the child.
    - - A voice disorder involves problems with the pitch, loudness, resonance, or quality of the voice. (6) The voice may be hoarse, raspy, or harsh. For some, it may sound quite nasal; others might seem as if they are “stuffed up.” People with voice problems often notice changes in pitch, loss of voice, loss of endurance, and sometimes a sharp or dull pain associated with voice use.
    - - A fluency disorder means that something is disrupting the rhythmic and forward flow of speech—usually, a stutter. As a result, the child’s speech contains an “abnormal number of repetitions, hesitations, prolongations, or disturbances. Tension may also be seen in the face, neck, shoulders, or fists.
    - - Accommodations for Speech Disorders include Augmentative and Alternative Communication Tools to participate in the Inclusive Classroom and Speech Therapy individually or in small groups
        
        Unaided AAC – or AAC that does not require a physical aid or tool. Facial expressions. Body language. Gestures. Sign language.
        
        Aided AAC – or AAC that uses tools or materials. Symbol boards. Choice cards. Communication books. PODD books. Keyboards and alphabet charts
  - - - Accommodations
        
        Accommodations for Language Disorders include graphic organizers, word banks, and sentence starters for use in the Inclusive Classroom and Speech Therapy individually or in small groups
        
        Word Banks,
        
        Fill in the Blank,
        
        Story or Sentence Starters
        
        Visual Organizers: mind maps, tables
        
        The SLP Could also work with a small group of students that need additional help understanding the material and/or producing the required assignments. The SLP and the General Education Teacher can collaborate on ways for the student to learn and develop prompts to assist the student when the SLP is not in the classroom.
        
        Outside of the Classroom, an SLP can offer practice role playing social stories and develop study strategies/support with individuals or small groups.
        
        Sample Accomodations
        
        minimal use of open-ended statements or questions
        
        do not use sarcasm or inferences when communicating with the student
        
        allow 5 or 10 seconds (whatever child needs) processing time when a request is made
        
        chunk down verbal instructions
        
        use only 1 question or instruction task at a time if child cannot do 2-3 parts questions
        
        speak slower
        
        use literal language
        
        Use of first, then___.
        
        having someone read the material to them
        
        concise, direct prompts
        
        clear, concise instructions that are at child's ability
        
        activity based learning
        
        explain metaphors and double meanings
        
        limit oral questions to the number that the child can manage
        
        provide direct feedback in appropriate settings
    - - The ability to understand language; hear the words as well as to decode the meaning of verbal and nonverbal communication including movement and gestures, signs and symbols. (Muller and Brady 2006)
        Receptive Language disorders interfere with the child’s ability to learn new material. If a student misunderstands the words or meaning of language, it can interrupt literacy and other learning. Receptive language disorders can affect the ability to remember important information as well as make social interactions difficult. (Understood for All, Inc., 2022)
- - - - Dyscalculia Symptoms
        
        Difficulties with processing numbers and quantities, including:
        
        Connecting a number to the quantity it represents (the number 2 to two apples)
        
        Counting, backwards and forwards
        
        Comparing two amounts
        
        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
      - When considering dyscalculia, most people are actually thinking of developmental dyscalculia – difficulties in acquiring and performing basic math skills. Exact causes for this type of dyscalculia are unknown, though research points to issues in brain development and genetics (as the disability tends to run in families) as possible causes.
- - - - First words and phrases coming late
      - Learning new words acquired at a slow rate
      - Difficulty forming words correctly, such as reversing sounds in words or confusing words that sound alike
      - Problems remembering simple numbers, letters and colours
      - An apparent difficulty learning nursery rhymes or playing rhyming games
      - Signs and Symptoms for school age children Once a child begins school and attempt to learn how to read, signs of dyslexia become much more apparent. Teachers are usually the first to spot these signs and refer their students to the school's SendCo. Signs and symptoms include:
        
        The child is reading well below the expected level
        
        They have clear difficulty processing and understanding what they hear
        
        Difficulty finding the right word or forming answers to questions
        
        Problems remembering the sequence of things
        
        Difficulty seeing (and occasionally hearing) similarities and differences in letters and words
        
        Inability to sound out the pronunciation of an unfamiliar word
        
        Difficulty spelling simple words
        
        Spending an unusually long time completing tasks that involve reading or writing
        
        Avoidance of activities that involve reading
      - Diagnosis
        
        Dyslexia & ADHD Students who have dyslexia are at an increased risk of having ADHD, and vice versa. ADHD causes a significant difficulty sustaining attention as well as hyperactivity and impulsive behavior, which can make dyslexia harder diagnose and therefore harder to accommodate for.
        
        In the United Kingdom, the only way to formally assess for dyslexia is through a Diagnostic Assessment which had to be carried out by a certified assessor, recognised by the British Dyslexia Association.
        The Dyslexia Diagnostic Assessments help to provide a confirmed diagnosis of dyslexia, as well as a clearer picture of the students’s strengths and weaknesses and their individual cognitive profile
        
        Before a formal assessment can take place, there are a number of factors that must be considered. The parent/carers will be interviewed by a professional and asked questions about the child's health, how well they preform in certain tasks and what the child struggles with in daily life.
        The assessment itself may involve observing the child in their learning environment and interviewing key adults involved with the child's learning. After all of these steps have been completed, the formal tests can then take place.
        After the child has been assessed, an official report will be completed that outlines the child's strengths and weaknesses, with recommendations of accommodations to support the child's learning.
- - - - Acquired dysgraphia occurs when existing brain pathways are disrupted by an event (e.g., brain injury, neurologic disease, or degenerative conditions), resulting in the loss of previously acquired skills.
      - Types of dysgraphia:
        
        Motor dysgraphia: Happens when a person has poor fine motor skills. Someone with motor dysgraphia may also have poor dexterity. Written work, including copied work and drawings, tend to be poor or illegible. Spelling abilities are usually in the normal range.
        
        Sources:
        
        https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7082241/#:~:text='Dysgraphia'%20and%20'specific%20learning,different%20symptoms%20at%20different%20ages.
        
        https://www.medicalnewstoday.com/articles/dysgraphia#seeing-a-specialist
        
        Spatial dysgraphia: Results from issues with spatial awareness. This may show as difficulty staying within the lines on a piece of paper or using a correct amount of spacing between words.
        
        Dyslexia dysgraphia: Written words that a person has not copied from another source are illegible, particularly as the writing goes on. Copied writing or drawings, on the other hand, may be clear. Spelling is poor even though an individual’s fine motor skills are normal. Despite the name, a person with dyslexia dysgraphia does not necessarily have dyslexia.
    - - The DSM-5 includes dysgraphia under the specific learning disorder category, but does not define it as a separate disorder.
        
        Common symptoms of dysgraphia:
        
        poor or illegible handwriting
        
        incorrect or odd spelling
        
        incorrect capitalization
        
        a mix of cursive and print writing styles
        
        using incorrect words
        
        omitting words from sentences
        
        slow writing speed
        
        fatigue after writing short pieces
        
        inappropriate letter sizing
        
        inappropriate letter spacing
        
        difficulty with grammar and sentence structure
        
        unusual position of the body or hands when writing
        
        saying words aloud when writing them down
        
        tight or unusual pencil grip
        
        avoiding tasks involving writing or drawing
        
        difficulty taking notes
        
        How to obtain a diagnosis:
        
        academic tests
        
        fine motor skill challenges
        
        IQ tests
        
        writing tests, such as writing sentences or copying words
        
        Treatment
        
        Medications for co-occurring conditions: Those who have both dysgraphia and attention-deficit hyperactivity disorder (ADHD) may notice improvements in both conditions when they take ADHD medications.
        
        Occupational therapy: Students can learn specific skills and techniques to make writing easier. They can learn to improve their fine motor skills and may relearn how to hold a pen or pencil to facilitate better writing.
        
        Learning strategies:
        
        Strategies involving classroom materials:
        
        3 more items...
        
        Strategies involving clarity of instruction:
        
        5 more items...
        
        Strategies for completing assignments
        
        4 more items...
- - - - Students with intellectual disabilities will struggle with learning the content of lessons, but also may have speech and language challenges
    - - Students with ADHD may also have difficulty with Dysgraphia and benefit from graphic organizers and additional time
    - - 24% to 52% of students with learning disabilities have some form social, emotional, and/or behavioural difficulties (Rock, Fessler & Church, 1997).
        
        Students with Anxiety may struggle with learning the material and/or demonstrating learning and would benefit from accommodations and modifications similar to those recommended for dysgraphia, dyslexia or language disorders
- - - - Dyscalculia Diagnosis
        
        Dyscalculia appears under the “specific learning disorder” (SLD) section in the Diagnostic and Statistical Manual of Mental Disorders 5th Edition (DSM-5)
        
        Diagnostic evaluations for dyscalculia are typically carried out by school psychologists and neuropsychologists, though child psychiatrists and school health services and staff may play a role in evaluation. Adults who suspect they have dyscalculia may be referred to a neuropsychologist by their primary care provider.
      - References:
        
        Frye, D. (2022, July 13). What is dyscalculia? math learning disability overview. ADDitude. Retrieved July 22, 2022, from https://www.additudemag.com/what-is-dyscalculia-overview-and-symptom-breakdown
        
        Dyscalculia Accommodations
        
        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
        
        tutoring to target core, foundational skills
        
        providing supplemental information via
        
        computer-based interactive lessons
        
        hands-on projects
        
        Assistive technology for math
        
        Numbershark
        -motivating computer program that uses 50 games to teach and reinforce numeracy and improve understanding and use of numbers. The wide variety of carefully designed games provide many ways in which to practice the same information.
        
        Squeebles
        -aimed at children between the ages of 5 and 11, but are great fun for anyone who would like to improve their math and numeracy skills.
        
        Virtual manipulatives
        -math app with a focused purpose: to help learners visually understand the relationships among percentages, fractions, and decimals.
        This app is free from the iTunes app store.