Academic Remediation

Four Things Teachers Need to Know about Dyslexics

Dyslexics Struggle with Automated Processes

To cope with the multitudinous series of thoughts and actions that the brain coordinates every day, humans complete simple tasks on a subconscious, automatic level. For example, a non-dyslexic may pick up a sock and know instantly that it should be put in the sock drawer, or drive to work without thinking about how to turn the steering wheel. For dyslexics, however, these automatic processes can be more difficult due to poor memory recall. This may explain why dyslexics' bedrooms are often particularly messy!

A good way to help dyslexics improve their ability to complete simple processes more quickly is to encourage them to create models, such as "SLUR" (Socks Left-Drawer Underwear Right-Drawer) and "I before E except after C." Models can be created for anything from writing a paragraph (AXE: Argument, Explain, Evaluate) to remembering to pack essentials into an overnight bag (DTGMAP: Deodorant, Toothpaste, Glasses, Makeup and Pajamas).

Suspect Dyslexia? Here are some tips to prove it. | Special Education & IEP Advisor

Suspect Dyslexia? Here are some tips to prove it. | Special Education & IEP Advisor.

You’ve suspected it since your child was three. You were quite sure of it when your child was five and now your child is in school and you are convinced and unwavering about it. The school is not quite as convinced and they are slow to react to your suspicions. Be prepared; the road to the diagnosis may not be easy or cheap, but in the long run it will be worth it. The steps to diagnosis below make the assumption that you have done your research about dyslexia and you understand the symptoms. If you are still at that stage, you can visit www.interdys.org for more information.

Top 10 Items that Should Be Listed in an IEP | Special Education & IEP Advisor

Top 10 Items that Should Be Listed in an IEP | Special Education & IEP Advisor.

We all know how important it is to have an IEP that addresses our child’s Academic, Developmental and Functional needs; to ensure they are appropriately prepared for an independent future.  Therefore, as parents, we have to make sure our child’s IEP includes the necessary information to prepare them for life after high school.  The results of your child’s most recent assessments, report cards, state tests, school personnel and parent input will assist the team in developing an appropriate IEP.

School Based Evaluations: Some Things Parents Need to Know, Part 1

This is from the psychologist Dr. Korner.

Do you have a student whose functional performance at school differs significantly from the results obtained from school based evaluations? If so, was your student denied eligibility for services under either 504 or IDEA?

Child Study Team (CST) evaluations customarily involve an intellectual measure used to gauge students’ abilities, and an educational instrument meant to capture students’ achievement.

When interpreting the results of a CST evaluation, it is important to keep several principles about testing in mind.

• First, comprehensive psycho-educational and neuropsychological evaluations are the most ideal because they do not rely on one particular instrument to assess one specific skill, and, instead, provide data from multiple sources.
• Second, no one instrument can assess a particular domain of functioning completely.

After reading Dr. Korner's essay, the next step is to go to Wrightslaw and read some of these:

• Assessments, Evaluations, and Tests
• My child is being evaluated.  Which tests should I request?
• How can I get the school to provide and appropriate program?

October: LD Awareness Month Dysgraphia (Writing Disability) Warning Signs in Young Children

Dysgraphia (Writing Disability)Warning Signs in Young Children by NCLD.

Writing is a developmental process (meaning that the ability to write doesn’t happen all at once) so a person with dysgraphia may display different challenges at different ages. Dysgraphia generally emerges when children are first introduced to writing, and it may or many not occur with other types of LD. Keep in mind that most children will struggle with learning at times and that learning disabilities such as dysgraphia,do not go away over time. Dysgraphia is most often formally identified in s>hool-age children, but signs of the disorder can often be seen in preschoolers.

Early Identification of Struggling Children

Dr. Korner is a psychologist working with children. He has this to say about struggling children.

Sadly, some teachers are not trained in identifying differing learning styles and disabilities and assume that children who are not performing are unmotivated or just not very smart. Parents who depend on teachers to make judgments about their child’s academic strengths and weaknesses may either receive inaccurate information about their child or none at all.

In this context, I want to offer some hallmarks of learning style differences. Children are often better at learning information via auditory or visual channels.

• Auditory learners may do well when information is presented in the form of lectures 
• Visual learners do best when information is presented visually. 

While teachers use both kinds of presentations in the course of their teaching, education becomes more and more a verbal and auditory medium as children progress through school.

Thus, children whose verbal /language and auditory processing skills are less mature than their visual/nonverbal skills may be at a distinct disadvantage in “getting” much of what teachers present. They may not intake directions well or even understand them.

Similarly, children whose visual and visual organizational skills are less mature may have difficulty with information presented visually or data that needs to be manipulated visually. A good example of this is math computation where operations that require correct lining up of columns of numbers may prove to be challenging.

Remembering material that is presented verbally or visually may also be affected by processing difficulties. Memory for specific words or names may be a challenge for some learners. These children may be unable to recall specific names or words but can explain concepts in other terms if given the chance.

Children who have difficulty staying on-task, being organized and planful, activating themselves to work, or completing tasks in a timely manner may be experiencing executive functioning problems.

I am not a huge fan of "learning styles" because the theory has been thoroughly debunked. So what is the take-away? There are two. One, teachers really aren't prepared to be closely analytical about a child's progress (or lack thereof). Two, parents and teachers together need to be mindful of the need for different presentation and expression methods to ensure that the student is mastering the material. In this context, Universal Design for Learning needs to be in every teacher's toolbox.

Learning Disabilities Awareness Month: Emotional Impact

Another great site is the National Center for Learning Disabilities (NCLD).  They are starting off the month with a campaign:

Are you or someone you know affected by learning disabilities (LD)? Our animation underlines the everyday struggles of students with LD and the power of kind words when it comes to overcoming obstacles. 

 Video: Down & Up: A Journey Through Dyslexia

 

The NCLD staff has created a series of e-cards based on the animation that you can send (free!) to a student or adult with learning disabilities. See the cards here.

You can follow NCLD on twitter at @LDorg, or Facebook or  Google+ 

How important is pencil grip?

Tanya, an occupational therapist (OT) at Therapy Fun Zone, is challenging the orthodoxy:

I see so many articles and statements about the dynamic tripod grasp being the one that should be used, and that you need to have a child learn to use that grip.

I think that’s rubbish.

Yes, the dynamic tripod is the most efficient, but many grasps can be just as efficient if they are the preferred grasp for that particular person.
Typical kids who use a pattern other than tripod are just as efficient in class as their peers who use a tripod.

Therapy Fun Zone published this handy chart of the different grips:

Personally I like to encourage the tripod if the child is having difficulty in forming letters or in writing quickly and legibly.  

October: Learning Disabilities Awareness Month

From LDOnline (a highly recommended site):

History and Future of LD Awareness Month

October was originally designated in the United States as LD Month in 1985 through a proclamation by President Ronald Reagan. Learning Disabilities Association of Canada has celebrated an LD Month since 1987 and provides a toolkit to help you celebrate. For many years, learning disabilities organizations in the United States used the month to inform the public about learning disabilities through events and proclamations.

Learning Disabilities Awareness Month is a time where people pay particular attention to children and adults with learning disabilities. During this month, LD OnLine asks each of you to teach one person something new about learning disabilities. 

I am using this month to spread awareness of the reality of LDs and that there are effective methods of remediation and accomodation.