Dyslexia: a language and reading disability
• Provide a quiet area for activities like reading, answering comprehension questions
• Use books on tape
• Use books with large print and big spaces between lines
• Provide a copy of lecture notes
• Don’t count spelling on history, science or other similar tests
• Allow alternative forms for book reports
• Allow the use of a laptop or other computer for in-class essays
• Use multi-sensory teaching methods
• Teach students to use logic rather than rote memory
• Present material in small units
Dyscalculia: problems with arithmetic and math concepts
• Allow use of fingers and scratch paper
• Use diagrams and draw math concepts
• Provide peer assistance
• Suggest use of graph paper
• Suggest use of colored pencils to differentiate problems
• Work with manipulatives
• Draw pictures of word problems
• Use mneumonic devices to learn steps of a math concept
• Use rhythm and music to teach math facts and to set steps to a beat
• Schedule computer time for the student for drill and practice
Dysgraphia: writing or fine motor skills deficit
• Suggest use of word processor
• Avoid chastising student for sloppy, careless work
• Use oral exams
• Allow use of tape recorder for lectures
• Allow the use of a note taker
• Provide notes or outlines to reduce the amount of writing required
• Reduce copying aspects of work (pre-printed math problems)
• Allow use of wide rule paper and graph paper
• Suggest use of pencil grips and /or specially designed writing aids
• Provide alternatives to written assignments (video-taped reports, audio-taped reports)
Dyspraxia: problems with motor coordination
• Pre-set students for touch with verbal prompts, “I’m going to touch your right hand.”
• Avoid touching from behind or getting too close and make sure peers are aware of this
• Provide a quiet place, without auditory or visual distractions, for testing, silent reading or work that requires great concentration
• Warn the student when bells will ring or if a fire drill is scheduled
• Whisper when working one to one with the child
• Allow parents to provide earplugs or sterile waxes for noisy events such as assemblies
• Make sure the parent knows about what is observed about the student in the classroom
• Refer student for occupational therapy or sensory integration training
• Be cognizant of light and light sources that may be irritating to child
• Use manipulatives, but make sure they are in students field of vision and don’t force student to touch them
Central Auditory Processing Disorder: difficulty processing and remembering language related tasks.
• Show rather than explain
• Supplement with more intact senses (use visual cues, signals, handouts, manipulatives)
• Reduce or space directions, give cues such as “ready?”
• Reword or help decipher confusing oral and/or written directions
• Teach abstract vocabulary, word roots, synonyms/antonyms
• Vary pitch and tone of voice, alter pace, stress key words
• Ask specific questions as you teach to find out if they do understand
• Allow them 5-6 seconds to respond (“think time”)
• Have the student constantly verbalize concepts, vocabulary words, rules, etc.
• Avoid asking the child to listen and write at the same time
Non Verbal LD: trouble with nonverbal cues
• Rehearse getting from place to place
• Minimize transitions and give several verbal cues before transition
• Avoid assuming the student will automatically generalize instructions or concepts
• Verbally point out similarities, differences and connections; number and present instructions in sequence; simplify and break down abstract concepts, explain metaphors, nuances and multiple meanings in reading material
• Answer the student’s questions when possible, but let them know a specific number (three vs. a few) and that you can answer three more at recess, or after school
• Allow the child to abstain from participating in activities at signs of overload
• Thoroughly prepare the child in advance for field trips, or other changes, regardless of how minimal
• Implement a modified schedule or creative programming
• Never assume child understands something because he or she can “parrot back” what you’ve just said
• Offer added verbal explanations when the child seems lost or registers confusion
Visual Perceptual/Visual Motor Deficit: Reverses letters; cannot copy accurately; eyes hurt and itch; loses place; struggles with cutting
• Avoid grading handwriting
• Allow students to dictate creative stories
• Provide alternative for written assignments
• Suggest use of pencil grips and specially designed pencils and pens
• Allow use of computer or word processor
• Restrict copying tasks
• Provide tracking tools: ruler, text windows
• Use large print books
• Plan to order or check out books on tape
• Experiment with different paper types: pastels, graph, embossed raised line paper
Language Disorders: Aphasia, Dysphasia or Global Aphasia: Trouble understanding spoken language; poor reading comprehension
• Speak slowly and clearly and use simple sentences to convey information
• Refer to a speech pathologist
• Allow tape recorder for note taking
• Write main concepts on board
• Provide support person or peer tutor
• Use visualization techniques to enhance listening and comprehension
• Use of graphic organizers for note taking from lectures or books
• Use story starters for creative writing assignments
• Practice story mapping
• Draw out details with questions and visualization strategies
