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How Technology Can Help People With Autism

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From weighted blankets to socially responsive robots, there is an incredible range of assistive technology available to help those with autism.

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Understanding the Development of IEP Goals: A Comprehensive Guide

Individualized Education Program (IEP) goals play a crucial role in supporting students with special needs. These goals are designed to address the unique challenges and needs of each student, ensuring that they receive the appropriate educational support and services. In this blog post, we will explore the development process of IEP goals, the components of a well-developed goal, and provide tips for effective goal development.

What is an IEP goal?

An IEP goal is a specific objective that is developed to address a student's individual needs and guide their educational progress. These goals are an essential component of the IEP, which is a legally binding document that outlines the educational plan for students with disabilities. The purpose of an IEP goal is to provide a roadmap for the student's academic, functional, and social-emotional development.

IEP goals are developed based on the student's unique strengths, needs, and abilities. They are designed to be measurable and attainable, allowing educators and other members of the IEP team to track the student's progress and make necessary adjustments to their educational plan.

It is important to note that the development of IEP goals is guided by legal requirements, ensuring that students with disabilities receive the appropriate educational support and services. These requirements are outlined in the Individuals with Disabilities Education Act (IDEA), a federal law that guarantees the right to a free and appropriate public education for students with disabilities.

When is an IEP goal developed?

The development of IEP goals occurs at various stages throughout a student's educational journey. These stages include:

1. Initial evaluation and eligibility determination

When a student is referred for special education services, an initial evaluation is conducted to determine their eligibility for an IEP. During this process, the student's strengths, needs, and areas of concern are assessed. If the student is found eligible for an IEP, the development of goals becomes a crucial step in creating an individualized educational plan.

2. Annual IEP review and goal development

Once a student has an established IEP, an annual review is conducted to assess their progress and make any necessary adjustments to their goals and services. This review provides an opportunity to evaluate the effectiveness of the current goals and determine if any modifications or additions are needed to better support the student's educational needs.

3. Reevaluation and goal modification

Periodic reevaluations are conducted to assess the student's ongoing progress and determine if any changes need to be made to their goals. These reevaluations ensure that the goals remain relevant and aligned with the student's current needs and abilities.

Understanding the development process of IEP goals

The development of IEP goals is a collaborative process that involves various members of the IEP team, including educators, parents, related service providers, and the student (when appropriate). This process includes the following steps:

1. Collaboration between the IEP team members

Effective goal development requires collaboration and communication among all members of the IEP team. Each member brings valuable insights and expertise that contribute to the creation of meaningful and effective goals.

2. Assessing the student's strengths and needs

Before developing goals, it is essential to assess the student's strengths, needs, and areas of concern. This assessment may include reviewing academic records, conducting observations, and gathering input from parents and other professionals who work with the student.

3. Setting measurable and attainable goals

IEP goals should be specific, measurable, attainable, relevant, and time-bound (SMART). This framework ensures that goals are clear, trackable, and achievable within a specified timeframe.

4. Aligning goals with academic and functional skills

IEP goals should address both academic and functional skills. Academic goals focus on the student's educational progress in subjects such as reading, writing, and math. Functional goals target skills that are essential for daily living, such as communication, social skills, and independent living skills.

5. Considering the student's social-emotional development

It is crucial to consider the student's social-emotional development when developing IEP goals. Social Emotional Learning (SEL) principles can be incorporated into goals to support the student's emotional well-being, self-awareness, self-management, social awareness, and relationship skills.

6. Incorporating the principles of Social Emotional Learning (SEL)

Social Emotional Learning (SEL) is a framework that promotes the development of essential social and emotional skills in students. By incorporating SEL principles into IEP goals, educators can support the student's overall well-being and enhance their ability to navigate social interactions and manage emotions effectively.

Components of a well-developed IEP goal

A well-developed IEP goal consists of several key components:

1. Specific and measurable objectives

Goals should be specific and clearly define what the student is expected to achieve. Measurable objectives allow for progress monitoring and data collection to track the student's growth.

2. Timeframe for goal achievement

Goals should include a timeframe within which the student is expected to achieve the objective. This timeframe provides a sense of urgency and helps guide instructional planning.

3. Evaluation criteria and progress monitoring

Goals should include criteria for evaluating the student's progress and determining goal attainment. Progress monitoring allows educators to collect data and make informed decisions about the effectiveness of instructional strategies.

4. Individualized strategies and accommodations

Goals should be supported by individualized strategies and accommodations that address the student's unique needs and challenges. These strategies may include modifications to instructional materials, assistive technology, or additional support from related service providers.

5. Collaboration with related service providers

Goals should involve collaboration with related service providers, such as speech-language pathologists, occupational therapists, or counselors. These professionals can provide valuable insights and support in developing goals that address the student's specific needs.

Tips for effective IEP goal development

Developing effective IEP goals requires careful consideration and collaboration. Here are some tips to guide the process:

1. Utilizing SMART goals framework

Use the SMART goals framework to ensure that goals are specific, measurable, attainable, relevant, and time-bound. This framework provides a clear structure for goal development and evaluation.

2. Considering the student's interests and preferences

Take into account the student's interests and preferences when developing goals. Incorporating their interests can increase motivation and engagement, leading to more meaningful progress.

3. Involving the student in the goal-setting process

When appropriate, involve the student in the goal-setting process. This promotes self-advocacy and empowers the student to take ownership of their educational journey.

4. Regular communication and feedback among team members

Maintain regular communication and provide feedback among team members. This ensures that everyone is aligned and working towards the student's goals effectively.

5. Ongoing evaluation and goal adjustment

Regularly evaluate the student's progress and make necessary adjustments to their goals. This allows for flexibility and ensures that goals remain relevant and attainable.

Conclusion

Understanding the development of IEP goals is essential for ensuring that students with special needs receive the appropriate educational support and services. By following the outlined process and incorporating the key components of a well-developed goal, educators can create meaningful and effective goals that support the student's academic, functional, and social-emotional development. Seeking professional guidance when needed can further enhance the goal development process. Start your EverydaySpeech Free trial today and discover how our resources can support your students' social-emotional learning journey.

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Understanding the Development of IEP Goals: A Comprehensive Guide | Everyday Speech

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Understanding the Development of IEP Goals: A Comprehensive Guide Understanding the Development of IEP Goals: A Comprehensive Guide Individualized Education Program (IEP) goals play a crucial role in supporting students with special needs. These goals are designed to address the unique challenges and needs of each student, ensuring that they receive the appropriate educational support [...]

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Cooperative Games for Children with Special Needs

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Cooperative games for special needs children to build confidence and self esteem

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Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Book Company.

Farkas, R. "Effects of Traditional Versus Learning-Styles Instructional Methods on Middle School Students" The Journal of Educational Research. Vol. 97, No. 1 (Sep- Oct, 2003), pp. 42-51.

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Find out what to look for in a classroom that supports inclusion. Features include how the students are grouped, social skills programs, and use of multi-modal learning aids and assistive technology.

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This website is disability related but can be used by parents and schools to help children with autism

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This website is disability related but can be used by parents and schools to help children with autism

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This website is school related as it goes over what IEP goals are and which ones are considered effective for students with disabilities

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This website is school related as it goes over what IEP goals are and which ones are considered effective for students with disabilities

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This website has a list of assistive technology tools that can be used for people on the autism spectrum to help them with communication, learning, social skills, and helping them get through sensory overload. Links are included as well as many examples for different skills

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This website has a list of assistive technology tools that can be used for people on the autism spectrum to help them with communication, learning, social skills, and helping them get through sensory overload. Links are included as well as many examples for different skills

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Assistive technology is split into low, mid and high tech. Low tech tools include communication cards, sensory toys, and planners. Mid tech tools include communication apps, noise cancelling headphones, and videos that model behaviors. High tech tools include robots that are created to help children with autism with their social skills

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Assistive technology is split into low, mid and high tech. Low tech tools include communication cards, sensory toys, and planners. Mid tech tools include communication apps, noise cancelling headphones, and videos that model behaviors. High tech tools include robots that are created to help children with autism with their social skills

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Some children are easily identified as candidates for special needs from their medical history. They may have been diagnosed with a genetic condition that is associated with mental retardation, may have various forms of brain damage, may have a developmental disorder, may have visual or hearing disabilities, or other disabilities.

Among students whose identification is less obvious, such as students with learning difficulties, two primary methods have been used for identifying them: the discrepancy model and the response to intervention model. The discrepancy model depends on the teacher noticing that the students' achievements are noticeably below what is expected. The response to intervention model advocates earlier intervention.

In the discrepancy model, a student receives special educational services for a specific learning difficulty (SLD) if and only if the student has at least normal intelligence and the student's academic achievement is below what is expected of a student with his or her IQ. Although the discrepancy model has dominated the school system for many years, there has been substantial criticism of this approach among researchers. One reason for criticism is that diagnosing SLDs on the basis of the discrepancy between achievement and IQ does not predict the effectiveness of treatment. Low academic achievers who also have low IQ appear to benefit from treatment just as much as low academic achievers who have normal or high intelligence.

The alternative approach, response to intervention, identifies children who are having difficulties in school in their first or second year after starting school. They then receive additional assistance such as participating in a reading remediation program. The response of the children to this intervention then determines whether they are designated as having a learning disability. Those few who still have trouble may then receive designation and further assistance. Sternberg (1999) has argued that early remediation can greatly reduce the number of children meeting diagnostic criteria for learning disabilities. He has also suggested that the focus on learning disabilities and the provision of accommodations in school fails to acknowledge that people have a range of strengths and weaknesses and places undue emphasis on academics by insisting that people should be propped up in this arena and not in music or sports.

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Some children are easily identified as candidates for special needs from their medical history. They may have been diagnosed with a genetic condition that is associated with mental retardation, may have various forms of brain damage, may have a developmental disorder, may have visual or hearing disabilities, or other disabilities.

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Low tech tools are things that don't require electricity, mid tech tools are cheap and easy to use, and high tech tools are digital programs and technology that is used to work on communication skills

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Low tech tools are things that don't require electricity, mid tech tools are cheap and easy to use, and high tech tools are digital programs and technology that is used to work on communication skills

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This website is disability related as it focuses  specifically for special needs students, but teachers can also use it to find games that are appropriate for their special needs students. Links are included for some of the items needed for the games mentioned

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This website is disability related as it focuses  specifically for special needs students, but teachers can also use it to find games that are appropriate for their special needs students. Links are included for some of the items needed for the games mentioned

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This website is teacher related as it gives the two main methods that teachers have used to identify students with special needs

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This website is teacher related as it gives the two main methods that teachers have used to identify students with special needs

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This website is school related as it brings up the different ways that classrooms can be inclusive. This can also be used by teachers as a guide for their own classroom

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This website is school related as it brings up the different ways that classrooms can be inclusive. This can also be used by teachers as a guide for their own classroom

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This website focuses on cooperative games, games which involve children working together in order to win and some of the best ones for students with disabilities. Unlike competitive games that often force kids to play against each other, these games focus on developing social skills in children with disabilities while also building their confidence 

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This website focuses on cooperative games, games which involve children working together in order to win and some of the best ones for students with disabilities. Unlike competitive games that often force kids to play against each other, these games focus on developing social skills in children with disabilities while also building their confidence 

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Some of the games listed are parachute games, large puzzles, and trust games. These games help children with disabilities on communication, cognitive skills, decision making skills, and motor skills

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Some of the games listed are parachute games, large puzzles, and trust games. These games help children with disabilities on communication, cognitive skills, decision making skills, and motor skills

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This website is a guide for teachers on how to identify children with disabilities, giving them the discrepancy model, and the response to intervention model and the positives and negatives of both

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This website is a guide for teachers on how to identify children with disabilities, giving them the discrepancy model, and the response to intervention model and the positives and negatives of both

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While some kids are more likely to be identified with special needs due to outside factors or medical conditions. For students with things like learning disabilities, it can be harder to identify their special needs

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While some kids are more likely to be identified with special needs due to outside factors or medical conditions. For students with things like learning disabilities, it can be harder to identify their special needs

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The discrepancy model involves students receiving special education only if they have normal intelligence and low school performance based on their IQ. This model isn't a good way to identify special needs as diagnosing someone with special needs due to low performance doesn't mean special education will help them

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The discrepancy model involves students receiving special education only if they have normal intelligence and low school performance based on their IQ. This model isn't a good way to identify special needs as diagnosing someone with special needs due to low performance doesn't mean special education will help them

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Response to intervention involves identifying learning difficulties in the first few years of school and then assigning interventions to see if the learning difficulties go away with help. If the child still struggles, they are then given further help

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Response to intervention involves identifying learning difficulties in the first few years of school and then assigning interventions to see if the learning difficulties go away with help. If the child still struggles, they are then given further help

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This website has five ideas that make classrooms inclusive for all children, regardless of ability.  Instead of separating special needs and general education students, these inclusion classrooms work to bring both of these groups together as a way to improve social, emotional, and academic needs of all students 

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This website has five ideas that make classrooms inclusive for all children, regardless of ability.  Instead of separating special needs and general education students, these inclusion classrooms work to bring both of these groups together as a way to improve social, emotional, and academic needs of all students 

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The five signs of inclusive classrooms in the article are groups of desks to help students with their communication and cooperation skills as they interact with their peers on a daily basis, visual aids to help students who learn better using visuals, level appropriate books and hands on activities so all learning styles are taken into consideration

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The five signs of inclusive classrooms in the article are groups of desks to help students with their communication and cooperation skills as they interact with their peers on a daily basis, visual aids to help students who learn better using visuals, level appropriate books and hands on activities so all learning styles are taken into consideration

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Teachers encouraging communication between classmates in order to develop social skills and socially acceptable behavior, and assistive technology for students who use it for communication or students who prefer to learn using apps and websites

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Teachers encouraging communication between classmates in order to develop social skills and socially acceptable behavior, and assistive technology for students who use it for communication or students who prefer to learn using apps and websites

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This article describes what IEP goals are, which are objectives included in a child's IEP that address their educational needs and how to improve their performance. These goals are developed at the yearly IEP meeting, which has adults close to the child reporting on their progress and updating the IEP and goals as needed

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This article describes what IEP goals are, which are objectives included in a child's IEP that address their educational needs and how to improve their performance. These goals are developed at the yearly IEP meeting, which has adults close to the child reporting on their progress and updating the IEP and goals as needed

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The development of these goals requires parents and school staff working together, going over the student's strengths and weaknesses, and making these goals obtainable using the SMART method

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The development of these goals requires parents and school staff working together, going over the student's strengths and weaknesses, and making these goals obtainable using the SMART method

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Some tips given in the article for effective goal development are using the SMART method, taking the student's interests into consideration, having the student be involved in the process, and frequent goal evaluation

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Some tips given in the article for effective goal development are using the SMART method, taking the student's interests into consideration, having the student be involved in the process, and frequent goal evaluation

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Visual Impairments Factsheet (for Schools)

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https://kidshealth.org/en/parents/vision-factsheet.html

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Building Relationships with Families of Children with Special Needs

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https://childcareta.acf.hhs.gov/infant-toddler-resource-guide/infanttoddler-care-providers/inclusive-care/relationships-families

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Physical Disabilities and Implications for Learning

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https://alc.ext.unb.ca/modules/physical-disabilities/implications-for-learning.html

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Background

Special education certification has undergone many changes in the past 20 years. Prior to 2004, the special education certificate was considered an 'All Grades' certificate, or K-12. In 2004 the special education certificate was replaced by the certificate title of Students with Disabilities (SWD) and this SWD title was broken into four (4) grade level certificates:

SWD: Birth - Grade 2

SWD: Grades 1 - 6

SWD: Grades 5 - 9

SWD: Grades 7 -12: Content Area

The SWD Grades 5-9 certificate was further delineated into a generalist title (for non- departmentalized assignments) or a content-specific title. The SWD Grades 7-12 certificates were separated into content area, requiring knowledge of a specific content area in addition to the knowledge base in special education.

In 2011 the SWD: Grades 5-9 and the SWD: Grades 7-12 content-specific certificate titles were eliminated and replaced with the SWD Grades 7-12 Generalist certificate, with the availability of content area extensions that could be attached to this certificate.

In 2018-19, additional changes were made to the SWD titles; state regulations were amended to allow for grade level extensions to existing SWD certificate titles.

In the fall of 2019, the State Education Department (SED) more clearly defined the appropriate credentials for special education teachers assigned to special classes: a 7-12 subject area certificate, the Statement of Continued Eligibility, the Limited Subject Area Extension, or the Subject Area Extension.

In September 2022 SED created the Students with Disabilities - All Grades certificate. This certificate will be available in early 2023 for interested applicants, and NY colleges that offer teacher preparation programs in special education will be transitioning to this certificate by 2030.

SED also changed the requirements for the Subject Area Extension, used to teach content in certain special classes in grades 7-12.

Students with Disabilities - All Grades Certificate

The SWD - All Grades certificate covers teaching students with disabilities from PreK - Grade 12. It does not cover students with disabilities from age 0-2.

Currently certified special education teachers DO NOT have to apply for the SWD - All Grades certificate. The pre-2004 special education certificate and the grade-level SWD certificate titles remain valid. Currently certified special education teachers continue to meet the requirements of their current certificates i.e., fulfill requirements for the professional certificate and registration/CTLE requirements.

Currently certified special education teachers who wish to obtain the SWD - All Grades certificate can view the requirements at https://eservices.nysed.gov/teach/certhelp/CertRequirementHelp.do. Interested members should note that currently there is no CST specific to this new certificate, so the state is accepting the pre-9/24/214 Multisubject exam or current grade-level CST exams including Multi-subject: Childhood Grades 1-6; Multi-subject: Middle Childhood Grades 5-9; Multi-subject: Secondary Teachers Grades 7-12. The Birth - Grade 2 Multi-subject CST is not acceptable for the SWD - All Grades certificate.

* These titles still exist, yet SED has either stopped issuing them or will stop issuing them. Note that eventually the State Education Department will only issue two certificates, the SWD Birth - Grade 2 certificate and the SWD - All Grades certificate.

Currently certified special education teachers who possess a grade-level SWD certificate can still apply for an additional grade-level SWD certificate or SWD grade-level extension.
Members who may want an additional grade-level SWD certificate have two options:

a. Apply on TEACH using the Additional Classroom Teaching Certificate pathway prior to September 1, 2023 if they are completing courses on their own (like ELT's SWD courses).

b. Apply on TEACH using an Approved Teacher Prep Program pathway if completing a NYS-approved teacher education program prior to September 1, 2030 or when the college stops offering the program, whichever comes first.

Grade-Level Extensions

Grade-level extensions will continue to be available to special education teachers who hold grade-level Students with Disabilities certificates. The introduction of the Students with Disabilities - All Grades certificate does not impact the availability of these extensions.

For each of the grade level extensions, teaching experience is defined as at least 75% or more of the applicant's time is spent teaching students with disabilities in either of the two grade levels closest to the grade level extension during each of the three school years. Applicants for the grade level extension(s) use the state's Verification of Paid Experience form for Classroom Teachers and Pupil Personnel Services Professionals: Professional and Permanent Certificates, Extensions, Limited Extensions, and Statements of Continued Eligibility to fulfill this requirement.

New York State Teacher Centers offer state approved CTLE courses that fulfill the requirement for grade level extensions. For information on availability of these courses, visit the Teacher Center website at NYS Teachers Centers.

Statements of Continued Eligibility, Limited Subject Area Extensions, and Subject Area Extension

In addition to grade level flexibility, the State Education Department also adopted regulations to increase the flexibility of select Students with Disabilities certificates to teach special classes. The SWD titles eligible for this flexibility include: SWD 7-12 Generalist, SWD 7-12 Content Specialist, SWD 5-9 Generalist, SWD 5-9 Content Specialist, and Special Education K-12.

Effective July 1, 2021, special education teachers who teach one or more subject areas in a special class in grades 7-12, with some or no students under alternate assessment, must either:

1) meet the teaching experience requirement for the statement of continued eligibility (SOCE) and have an active SOCE application in TEACH in each subject area that they teach, or

2) be appropriately certified in each subject area that they teach, (content 7-12 certificate, Subject Area Extension, or Limited subject Area Extension).

Special education teachers can become certified in a subject area by obtaining a 7-12 subject area certificate or they can earn subject area certification through the SOCE, a limited subject area extension, or the actual Subject Area Extension.

Statement of Continued Eligibility or SOCE: The SOCE was available to special education teachers with select certificate titles and at least three years of special education teaching experience in a special class in grades 7-12. The deadline to apply for a SOCE was June 30, 2021.

Special education teachers can complete the SOCE requirements within three years of the application date or two official state evaluations of the application, whichever comes first, with the exception that the teaching experience requirement must have been completed by June 30, 2021.

Limited Subject Area Extension: The [time] limited extension is available to special education teachers with any of the eligible certificate titles identified above who will teach a special class but did not qualify for the SOCE. The limited extension enables these teachers to teach special classes for five years (with additional 5-year renewal option) while they complete the requirements for a subject area extension. Extensions are available in the following subjects: biology, chemistry, earth science, ELA, general science, languages other than English, mathematics, physics, and social studies .

Limited extensions can be obtained by:

having at least two years of satisfactory full-time teaching experience with students with disabilities in grades 7-12 prior to July 1, 2021, and be deemed Highly Qualified by a district in the subject area using the HOUSSE rubric; or

passing an industry accepted exam in the subject area; or

completing at least 9 credits of course work in the subject area; or

completing at least 45 CTLE hours in the subject area and either:

having at least two years of satisfactory full-time teaching experience with students with disabilities in grades 7-12 in the subject area, or

being mentored for at least one year by a teacher in the school or school district who holds a professional or permanent certificate in the subject area.

Subject Area Extension: The subject area extension is available to special education teachers with any of the eligible certificate titles identified above who teach one or more subject areas in a special class in grades 7-12, with some or no students under alternate assessment. The subject area extension requires 12 credits in a content area (biology, chemistry, earth science, ELA, general science, languages other than English, mathematics, physics, and social studies) OR passing the corresponding Content Specialty Test.

Depending upon the special education certificate (permanent or initial/professional) held by the teacher, the subject area certificate may include some or all of the following:

Being fingerprinted;

Child Abuse Identification and Reporting workshop;

School Violence Intervention and Prevention workshop;

6-hour DASA workshop;

Autism workshop.

Attachment A: Current SED Guidance
Special Education Teaching Assignments and Certification
The following table shows the certification required for various types of special education teaching assignments. The types of teaching assignments are described on the Continuum of Special Education Services for School-Age Students with Disabilities webpage. Certification requirements are available on the Search Certification Requirements webpage.

Effective July 1, 2021, all special education teachers who teach a subject area in a special class (self-contained class) with some or no students under alternate assessment in grades 7-12 must be certified in the subject area, including Permanent Special Education certificate holders. They could earn subject area certification through a limited extension, SOCE, subject area extension, or additional certificate.

Please note that special education teachers can only teach students who are in the grade levels in which their certificate is valid, with the exception of teachers who teach a special class where all students are under alternate assessment.

For questions about teaching assignments that are not answered in the following table, please contact the Office of Special Education at speced@nysed.gov. For questions about certification requirements, please contact the Office of Teaching Initiatives at tcert@nysed.gov.

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fact sheet 22-9: nys certification: students with disabilities

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Fact Sheet 22-9: NYS Certification: Students with Disabilities

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Fact Sheet 22-9 NYS Certification: Students with Disabilities

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Common accommodations and modifications in school

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Refer to this checklist of common modifications and accommodations to get to know options for struggling students.

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Future website reviews will be on this padlet. They are right below the previous one

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Future website reviews will be on this padlet. They are right below the previous one

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This website is teacher related as it focuses on what teachers should know about visually impaired students and how to help them

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This website is teacher related as it focuses on what teachers should know about visually impaired students and how to help them

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This website is teacher related as it focuses on the benefits of building healthy relationships with parents, as well as ways to strengthen this connection 

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This website is teacher related as it focuses on the benefits of building healthy relationships with parents, as well as ways to strengthen this connection 

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This website is disability related as it focuses on the implications physical disabilities can have on education. This website can also be used by teachers to find out the bests accommodations for their students with physical disabilities

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This website is disability related as it focuses on the implications physical disabilities can have on education. This website can also be used by teachers to find out the bests accommodations for their students with physical disabilities

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This website is teacher related as it focuses specifically on how teachers can be certified to teach special education

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This website is teacher related as it focuses specifically on how teachers can be certified to teach special education

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This website is school related as it focuses on the different types of classroom modifications and accommodations 

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This website is school related as it focuses on the different types of classroom modifications and accommodations 

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This is a guide about the struggles visually impaired students whose vision can't be fixed with glasses, or have partial or full vision loss deal with in school, and a list of what teachers need to do in order to support them in the classroom

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This is a guide about the struggles visually impaired students whose vision can't be fixed with glasses, or have partial or full vision loss deal with in school, and a list of what teachers need to do in order to support them in the classroom

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Some of the things visually impaired children struggle with are not being able to see the whiteboard, struggling to read things assigned to them, or bumping into things in their way like desks

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Some of the things visually impaired children struggle with are not being able to see the whiteboard, struggling to read things assigned to them, or bumping into things in their way like desks

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On top of developing an IEP or 504 plan for these students, a teacher can keep them seated at the front of the classroom so they can see the whiteboard, keep the hallway and classroom clear of objects that visually impaired students could bump into, and allow them to use verbal responses for written assignments

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On top of developing an IEP or 504 plan for these students, a teacher can keep them seated at the front of the classroom so they can see the whiteboard, keep the hallway and classroom clear of objects that visually impaired students could bump into, and allow them to use verbal responses for written assignments

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Some examples of accommodations for students with disabilities are for settings and timing. Setting changes include working in a quiet room while taking a test, or a room with special or darker lighting. For timing, children receive more time to work on assignments, tests, and projects, and can take frequent breaks to avoid being overwhelmed

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Some examples of accommodations for students with disabilities are for settings and timing. Setting changes include working in a quiet room while taking a test, or a room with special or darker lighting. For timing, children receive more time to work on assignments, tests, and projects, and can take frequent breaks to avoid being overwhelmed

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Some common modifications are for assignments, including giving students different assignments than their peers, or creating alternative tests. The curriculum can also be modified for differentiation purposes, or using different standards to grade students with special needs

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Some common modifications are for assignments, including giving students different assignments than their peers, or creating alternative tests. The curriculum can also be modified for differentiation purposes, or using different standards to grade students with special needs

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This website has a list of some of the most common accommodations and modifications for school work and the school environment for students with special needs

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This website has a list of some of the most common accommodations and modifications for school work and the school environment for students with special needs

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This website focuses on what students with physical disabilities might struggle with in the classroom, like not being able to hold a pencil, having poor posture, and struggling with movement. Many of the barriers these students face are caused by inaccessible buildings and classrooms, making it harder for them to navigate around or succeed in their education

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This website focuses on what students with physical disabilities might struggle with in the classroom, like not being able to hold a pencil, having poor posture, and struggling with movement. Many of the barriers these students face are caused by inaccessible buildings and classrooms, making it harder for them to navigate around or succeed in their education

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Some common characteristics, or struggles students with physical disabilities deal with are difficulty finishing work in the set time, requiring special transportation, and feeling excluded in group activities

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Some common characteristics, or struggles students with physical disabilities deal with are difficulty finishing work in the set time, requiring special transportation, and feeling excluded in group activities

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For these specific issues, teachers can give these students extra time for work and exams, having a flexible class schedule that takes their transportation into consideration, and making sure that these students aren't excluded in group activities by grouping them with their peers

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For these specific issues, teachers can give these students extra time for work and exams, having a flexible class schedule that takes their transportation into consideration, and making sure that these students aren't excluded in group activities by grouping them with their peers

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This website contains the benefits of a healthy parent teacher relationship, ways to jumpstart and manage this relationship, and questions to ask yourself regarding the relationship

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This website contains the benefits of a healthy parent teacher relationship, ways to jumpstart and manage this relationship, and questions to ask yourself regarding the relationship

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Some of the benefits of having a healthy relationship with parents are that parents often have a unique understanding of their child, as well as having information the teacher might not have. Communicating with them also helps teachers become more responsive to special needs families needs

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Some of the benefits of having a healthy relationship with parents are that parents often have a unique understanding of their child, as well as having information the teacher might not have. Communicating with them also helps teachers become more responsive to special needs families needs

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Some ways to build this relationship are to warmly welcome families when they enter your classroom, especially special needs families, use drop off and pick up time as a way to discuss the child's day with the parents and check in, and learn more about each families culture and beliefs

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Some ways to build this relationship are to warmly welcome families when they enter your classroom, especially special needs families, use drop off and pick up time as a way to discuss the child's day with the parents and check in, and learn more about each families culture and beliefs

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Some things teachers should ask themselves when they form these relationships is how can they make families feel valued, what approaches should they use to form the relationship, and how to communicate with families regarding their child's development

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Some things teachers should ask themselves when they form these relationships is how can they make families feel valued, what approaches should they use to form the relationship, and how to communicate with families regarding their child's development

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This website focuses on what the different requirements for getting certified are, the different levels of certification, and certification extensions

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This website focuses on what the different requirements for getting certified are, the different levels of certification, and certification extensions

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Using the special education certification for grades 1-6, teachers who seek this certification must have a minimum of three years of teaching experience in 1st and 2nd grade, and a minimum of three credits in a college course that involves teaching kids with disabilities. They can also get an extension for prek and kindergarten. 

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Using the special education certification for grades 1-6, teachers who seek this certification must have a minimum of three years of teaching experience in 1st and 2nd grade, and a minimum of three credits in a college course that involves teaching kids with disabilities. They can also get an extension for prek and kindergarten. 

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For people who are getting certified for grades 7-12 and wish to teach other subjects in special education, they can get a subject area extension for their certification. It requires 12 credits in a specific concentration area like English, and additional workshops and seminars before you can be certified

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For people who are getting certified for grades 7-12 and wish to teach other subjects in special education, they can get a subject area extension for their certification. It requires 12 credits in a specific concentration area like English, and additional workshops and seminars before you can be certified

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As of 2022, NYS has switched over to an all grades certification for special education and will fully switch over to this certification by 2030. This means that when you get certified for special education, you will no longer be certified for one specific age range, but instead you'll be certified for all of them

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As of 2022, NYS has switched over to an all grades certification for special education and will fully switch over to this certification by 2030. This means that when you get certified for special education, you will no longer be certified for one specific age range, but instead you'll be certified for all of them

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Teachers are often the first to notice that a child might have a learning disorder. Sometimes the signs are easy to spot - a student who just isn't making headway in reading, for example. Or a child who, despite obvious effort, can't seem to master the times tables. But the signs are not always as clear, and many children, embarrassed that they are struggling to do things that seem easy for other kids, go to pains to hide their difficulties.

Here are some less-obvious signs of learning disorders in children to watch for in the classroom.

If you notice that a student who seems as if he should be succeeding, but he isn't -either in one specific subject or in his overall school performance - it could be a sign that he has learning disorder.

This is often described as a discrepancy between ability and aptitude i.e. a gap between what it seems a student should be able to do and what he's actually able do.

Some examples of how this gap might appear in the classroom include:

A student who writes fantastic essays but has serious difficulty getting through basic math assignments, or vice versa.

A kid who's great at answering questions in class but can't get her point down on paper.

A student whose intelligence is obvious in person, but isn't reflected on his report card.

Kids who aren't doing as well in school as expected may appear to be lazy or just not applying themselves, when in fact they may be struggling with a learning disorder. Adults with learning issues recall being told repeatedly, before they were diagnosed, that they weren't trying hard enough. Kids who look like they're not trying may actually be trying very hard, but failing, or trying to hide an embarrassing deficiency.

If a student constantly has to be reminded what to do next, you might think he's not paying attention, but it could be a sign that he's having difficulty with what's called " working memory " - holding, processing and building on new information. This is a common issue for kids with learning disorders.

Other signs to watch for include:

Difficulty following directions - especially if the student is hearing the information for the first time or there are several steps to remember

Daydreaming

Difficulty copying from the board

Trouble remembering assignments and doing them correctly

Students with learning disorders often try conceal their struggles from teachers and peers. Even if they're managing to keep up with school work, with extra effort, it may be taking a big toll on their self esteem. If a student comes across as excessively shy during class - hanging back during group projects, sitting in the back row, or doing everything in his power to avoid being called on during class - he may be trying to hide a learning issue.

It's also important to remember that hiding doesn't always look like what it is. In fact, for some kids it may look just the opposite. Where some students shrink down, hoping to go unnoticed, others act out, drawing attention away from deficits by becoming the class clown, being defiant, or pretending to be "too cool" to care how they're doing in school.

Students with learning disorders often struggle to get homework in on time - or at all. Homework troubles happen for a number of reasons.

A child may feel embarrassed to hand in work that is incorrect or unfinished.

Total wipe-out. Kids who struggle with memory and organization may have simply forgotten there was an assignment due at all.

Lost! Even when homework does get done, it still has to make it from home to school .

Every kid is bound to miss an assignment once in a while, but if a student routinely fails to turn in her homework it's time to take a closer look at what's going on.

Kids with learning disabilities often struggle with time management, transitions and organization. These timing troubles can cause problems both in school and at home. Tell-tale signs to watch for include:

A child who always seems to take 'too long' to complete tasks - from assignments to putting on his shoes after gym.

A student's who's parents report that it takes him hours to get through his homework at night.

A kid who's chronically late to school (I missed the bus - again!) or always seems to be rushing from one class to another.

Most kids will have test anxiety now and then, but if a student seems to have more trouble than expected it can be a clue that he has a learning disorder. Some things to watch for:

A student who always ends up scrambling to finish the test on time - or routinely exceeds the time limit - regardless of reminders.

A child who's always the last one still working on a timed assignment.

Very messy handwriting

Serious pre-test anxiety

A student who fails numerous tests despite having studied

School can be an emotional minefield for students with learning disorders. From struggling to keep up with peers to falling behind on schoolwork, the opportunities to feel bad about themselves can be overwhelming.

Kids with learning disorders often struggle with feelings of shame, embarrassment, and low-self esteem. If a child often seems to be down on himself, depressed, or frustrated at school, an undiagnosed learning disorder could be a cause.

Kids with learning disorders may develop serious school-related anxiety. Especially before they are diagnosed, when they don't understand why they keep up with their peers.

Additionally, kids with learning disorders often struggle with "self-regulation," meaning they lack the tools to manage and process emotions and are easily overwhelmed - which can lead to outbursts. For example, a student who flies off the handle when he's asked to stay in his seat, or is reduced to tears when asked to try a challenging assignment.

Students with learning disorders often go to great lengths to avoid school situations that trigger anxiety or stress. Some signs of avoidance to watch for include:

Excessive absences

Staying home "sick" on days when there are tests or other important assignments

Refusal to participate in challenging activities

Making frequent trips to the bathroom or asking to go to the nurse when faced with stressful assignments or tests

Cutting class, or skipping school entirely

Helping students with learning disabilities get the attention and support they need to do better and feel better will benefit that child- both in school and out - for years to come.

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Tips for Recognizing Learning Disorders in the Classroom - Child Mind Institute

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Learn how to identify learning disabilities in the classroom. Child Mind Institute offers tips for helping children with learning disabilities in school.

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Accommodations are provided by a school, employer, or other institution to ensure deaf people are able to fully access all the experiences and activities offered. There are many different types of accommodations, ranging from interpreters to extra time for testing. In order to ensure equitable opportunities and effective communication for all students, Section 504 of the Rehabilitation Act and [...]

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School should be easy for a child who is gifted, right? On the surface, that's a simple answer: "Of course!" But if we take a closer look at a typical school experience for a gifted child, we often see some version of the following scenario...

A student wonders, "Why is high school so much harder than middle school?"

Imagine you are an 8th grader and that school has always been easy for you. You seemed to almost instinctively understand the material in your classes and if you didn't, you caught on within a couple minutes. You quickly memorized facts, aced tests without ever studying (or even remembering that you had a test that day!), and most of the time you zipped through your homework while you were at school, without ever having to transport anything in your backpack.

Then one day, a few weeks into 9th grade, the material got harder.Teachers told you to study for an exam, but you had no idea how to study. You had 5 different teachers who had 5 different ways of giving and collecting assignments. Suddenly, you couldn't finish your homework in class. You had no systems in place for remembering what you needed in your locker at the end of the day - and half the time you forgot to bring to school the homework you had managed to complete the night before. You start to doubt your abilities as a student when you see zeros for missed assignments. You start to second-guess your skills as a writer and procrastinate because you think it should be a "perfect" essay draft that you submit to your English teacher. You're overwhelmed and confused. After all, the source of your confidence since you were a first-grader was your performance as a student - what happens when that starts to slip?

Maybe you don't have to imagine this scenario. Maybe this hits too close to home. This is what it can be like for a child who is gifted yet needs to build their Executive Function skills. Without these critical self-management abilities, even gifted students can struggle in school.

What Does it Mean to be "Gifted"

According to the National Association of Gifted Children, "Children are gifted when their ability is significantly above the norm for their age." However, giftedness does not mean exceeding the norm in every domain. A child can be gifted in musical ability, or math, or languages, for example, and in the typical range for other domains. Another aspect of giftedness to keep in mind is asynchrony, which refers to having an "out of sync" pattern of development. Many gifted children may exceed the academic ability of their peers, but lack other basic skills. For instance, a student may be able to multiply, divide, and tell time early on, but struggle to tie their shoes, ride a bike, or remember to bring their backpack to school. Clearly, gifted students can have a variety of needs and often have an uneven profile of strengths and challenges.

Why Do Gifted Students Struggle?

While there are several reasons for this, one is that while their peers were learning how to plan ahead, study for tests, and stay organized, the gifted students were coasting by on their areas of intellectual strength. During that time on academic cruise control, they actually missed out on the very experiences that build self-managment skills. Finishing assignments quickly and having little actual homework means not learning to manage your time and prioritize; memorizing facts upon hearing them means not learning to take notes or organize information; never having to study means missing out on learning active study strategies; and never having to write down assignments or take anything home means never learning how to plan ahead. And the list goes on.

The Good News About Learning Executive Function Skills

There is good news, though. Executive Function skills can be taught, practiced, and learned. It is never too late! Here are 3 steps to start gaining the skills your gifted child needs.

Step 1: Finding a starting place

For a student who has always done well, you can imagine how frustrating it must be to suddenly struggle to remember homework, prepare for assessments, and try to keep it all organized and turned in on time. It can feel overwhelming but the key is to identify a starting place and approach each skill a little at a time.

Step 2: Where to start?

While many tools may come to mind in order to help a child in this situation, the student must first learn to organize their work and plan their time. For a student that has been able to get by on finishing assignments quickly, once assignments become more lengthy and complex, they end up in a vicious cycle between procrastination and panic. They live half of their lives putting off important tasks and the other half with a sense of panic and urgency because they delayed the work for too long.

Step 3: Experimenting

The next time your child has a school project, try this experiment. Start by working with your child to brainstorm a list of small steps needed to complete the project. Once you have a list of steps, use the template below to help your child plan out the day they will complete each step leading up to the due date. Next, have them estimate the amount of time they think it will take to complete that task. As you go through the week, help them to record the actual amount of time that each step takes. This is valuable data! When the assignment is complete and the stress of the week has dissipated, take some time to sit down with your child and review the table you've filled in together. Ask your child what went well, what didn't go as planned, and how they might adjust this system for the next project they are assigned. Don't forget to celebrate the small successes in this experiment - this will help your child gain confidence and motivation to use strategies to help them stay organized and on track.

Science Project Steps

When

Estimated Time Needed

Actual Time Used

Remember, it takes time for students to build new skills like this - but as with any skill, practice and consistency are key. Students who are much like the one described earlier in this article may have a hard time accepting help at first. Other gifted children may want help but have no idea where to even begin. Be patient and help your student to be patient as well, because once that Executive Functioning puzzle piece clicks into place, the possibilities are endless!

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If your student struggles in areas like time-management, procrastination, and organization, then they're experiencing Executive Dysfunction. Learn all about how Executive Dysfunction can impact a student's ability to succeed and how coaching can help.

Photo above by Nikhita Son Unsplash

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Why Do Gifted Students Often Struggle in School?

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School should be easy for a child who is gifted, right? On the surface, that's a simple answer: "Of course!" But if we take a closer look at a typical school experience for a gifted child, we often see some version of the following scenario...

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Over 10 percent of students in the United States-more than 4.8 million kids-are English language learners (ELLs), and the number is on the rise. Though these students do not learn differently than their native-English-speaking peers, they do have particular educational needs.

To learn about these needs-and best practices for addressing them-I interviewed a range of educators and observers, including Larry Ferlazzo, an educator and author of The ESL/ELL Teacher's Survival Guide; longtime teachers of English as a second language (ESL) Emily Francis and Tan Huynh; and the journalist Helen Thorpe, who spent a year observing a teacher who works with ELLs.

The group emphasized that the strategies listed here, which include both big-picture mindsets and nitty-gritty teaching tactics, can be incorporated into all classrooms, benefiting both native English speakers and ELLs.

1. Cultivate Relationships and Be Culturally Responsive

No surprise here. A successful classroom, our educators agreed, is one in which students feel known, appreciated, and comfortable taking emotional and intellectual risks. That requires intentional planning and consistent messaging by the teacher.

Emily Francis, an ESL teacher in Concord, North Carolina, makes clear that she wants her students to "embrace their culture and their language as a foundation of who they are" and to consider their acquisition of a new culture and language "not as subtractive, but as additive." To help support students who may never have attended school before or may be coping with migration-based trauma, Francis emphasizes that little things make a big difference. "The first thing that I need to think about is, how is my student feeling in my classroom?" she says. "Are they sitting next to a buddy they can ask a question in their home language? Do they feel comfortable tapping me on the shoulder if they have to go to the bathroom?"

But creating a supportive environment is also about cultivating an appreciation of diversity-it's critical that both the curriculum and the classroom environment honor and reflect the lives of the students. For instance, Francis makes certain that her classroom library is reflective of her students' diverse backgrounds and identities.

ESL teacher Katie Toppel, who teaches near Portland, Oregon, champions the value of home visits to get to know students' families and takes care to incorporate the particulars of students' lives, such as pets' names and favorite sports, into lessons. Students are most engaged when they feel a personal connection to a lesson or unit, a connection that's created in part by a teacher's investment in culturally competent relationships.

2. Teach Language Skills Across the Curriculum

English language learners should not be learning the fundamentals of English in isolation; they should be applying their developing language skills to rich academic content in all subjects.

"It is key that in mainstream classrooms, teachers understand their role as language teachers," says Valentina Gonzalez, a district leader in Katy, Texas, suggesting that all teachers should be aware of the specialized idiom they work within. "If we teach math, then we teach the language of mathematics. If we teach science, then we teach the language of science." Math teachers, in other words, should take the time to teach the unfamiliar vocabulary of mathematics- add, subtract, calculator, solve -concurrently with the teaching of math skills.

3. Emphasize Productive Language

The educators I interviewed agreed that productive language skills-hard-to-master dimensions of language fluency like speaking and writing-should be front and center from day one, even if students feel hesitant about them.

Beginning ELLs often develop receptive language skills like listening and reading first. Educators who are unaware of the typical path to fluency may believe that students who can follow verbal or written directions will be able to produce oral or written language, but that's usually not the case.

To support reluctant speakers, Tan Huynh, an educator who blogs at Empowering ELLs, suggests using sentence frames. "For example, when a science teacher wants ELLs to produce a hypothesis, they might offer the sentence, 'If _____ was added, then _____ because _____.' This sentence frame provides clues that empower ELLs to sound and think like scientists," Huynh says.

Andrea Honigsfeld, a professor of education at Molloy College in Rockville, New York, suggests that all lessons touch on every letter of the acronym SWIRL, which stands for Speak, Write, Interact, Read, Listen. The approach intentionally privileges productive language skills "from the beginning," she says.

4. Speak Slowly-and Increase Your Wait Time

Easier said than done. Still, many of the teachers I spoke to said this simple change is vital. You can record yourself speaking in class to measure your cadence, and adjust.

"Adding in an extra three to five seconds after we pose a question offers all students time to think," explains Gonzalez. "However, for English learners, it also gives time to translate, process their thinking, translate back into English, and develop the courage to answer. If we call on students too quickly, many of our students will stop thinking about the answers-or trying to answer at all."

That means undoing some of our own habits, according to Larry Ferlazzo, a high school ESL teacher in Sacramento, California. "Researchers have found that typically most teachers give one to two seconds between asking a question and expecting a student response," he says. "The same researchers have shown that if you wait three to five seconds, the quality of responses is astronomically greater."

5. Differentiate-and Use Multiple Modalities

All kids learn better when they engage with material in multiple ways: Lessons that involve writing, speaking, drawing, and listening, for example, give students four opportunities to deepen their understanding of the work. For ELLs, those additional engagements also provide a little breathing room so they can work through the language barrier.

Helen Thorpe, a journalist who spent a year observing Eddie Williams's classroom in Denver in order to write a book about immigrants called The Newcomers, marveled at Williams's method of differentiation. "Eddie would enunciate very clearly in English multiple times, he would write it on the board, and he would go to the projector to give a visual. And, finally, he'd be asking the kids to verbalize aspects of the lesson themselves," she says, tracing Williams's efforts to move his students from receptive to productive language fluency.

Toppel uses a strategy called QSSSA to scaffold classroom discussions with ELLs. The letters stand for Question (the teacher poses a question, then gives ample think time); Signal (a designated motion like a thumbs-up, a finger on the nose-something that lets students indicate that they're ready to answer); Stem (the teacher provides a sentence starter for the question-for example, for "What is your favorite place to read a book?" the stem might be, "My favorite place to read a book is _____"); Share; and Assess.

6. Incorporate Students' Native Languages-and Don't Be Afraid of Technology

Bilingualism is the goal, of course, not replacement.

Ferlazzo uses a strategy called "preview, view, review," which leverages a student's native language skills as a foundation for learning the new language. He introduces a topic and encourages students to preview it in materials in their home language (often using multilingual videos and other online resources); he then teaches the topic in English, and then has students review the information in their home language.

Ferlazzo also encourages teachers to embrace technologies that students find helpful, like Google Translate. He stresses that the app can be a useful way for students to translate words quickly-but warns that it can quickly "become a dependency" if it's used as more than a handy dictionary.

Thorpe agrees that Translate can take pressure off teachers, who sometimes find that they "just stand at the front of the room and say things over and over. And if the kids didn't know what those words are, they're out of luck." Translation technology means you can say it once (or twice) and let the students use the technology to translate key words and phrases.

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6 Essential Strategies for Teaching English Language Learners

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We interviewed educators with decades of experience in teaching ELLs and tapped a network of experts and observers to find the strategies that work.

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Centers for Disease Control and Prevention

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What is intellectual disability?

Intellectual disability is a term used when there are limits to a person's ability to learn at an expected level and function in daily life. Levels of intellectual disability vary greatly in children. Children with intellectual disability might have a hard time letting others know their wants and needs, and taking care of themselves. Intellectual disability could cause a child to learn and develop more slowly than other children of the same age. It could take longer for a child with intellectual disability to learn to speak, walk, dress, or eat without help, and they could have trouble learning in school.

Intellectual disability can be caused by a problem that starts any time before a child turns 18 years old - even before birth. It can be caused by injury, disease, or a problem in the brain. For many children, the cause of their intellectual disability is not known. Some of the most common known causes of intellectual disability - like Down syndrome, fetal alcohol syndrome, fragile X syndrome, genetic conditions, birth defects, and infections - happen before birth. Others happen while a baby is being born or soon after birth. Still other causes of intellectual disability do not occur until a child is older; these might include serious head injury, stroke, or certain infections.

What are some of the signs of intellectual disability?

Usually, the more severe the degree of intellectual disability, the earlier the signs can be noticed. However, it might still be hard to tell how young children will be affected later in life.

There are many signs of intellectual disability. For example, children with intellectual disability may:

sit up, crawl, or walk later than other children

learn to talk later, or have trouble speaking

find it hard to remember things

have trouble understanding social rules

have trouble seeing the results of their actions

have trouble solving problems

What can I do if I think my child may have intellectual disability?

Talk with your child's doctor or nurse. If you or your doctor think there could be a problem, you can take your child to see a developmental pediatrician or other specialist, and you can contact your local early intervention agency (for children under 3) or public school (for children 3 and older). To find out who to speak to in your area, you can contact the Parent Center in your state: www.parentcenterhub.org/find-yourcenter/external icon .

To help your child reach his or her full potential, it is very important to get help for him or her as early as possible!

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Intellectual disability is a term used when there are limits to a person's ability to learn at an expected level and function in daily life. Levels of intellectual disability vary greatly in children. Children with intellectual disability might have a hard time letting others know their wants and needs, and taking care of themselves.

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This website is teacher related as it focuses on ways to recognize learning disabilities in the classroom, and what symptoms a child might display

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This website is teacher related as it focuses on ways to recognize learning disabilities in the classroom, and what symptoms a child might display

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This website is school related as it focuses on the accommodations that students with hearing disabilities can receive 

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This website is school related as it focuses on the accommodations that students with hearing disabilities can receive 

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This website is teacher related as it focuses on why gifted students might struggle in their classrooms, and some methods that can be used to help them excel 

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This website is teacher related as it focuses on why gifted students might struggle in their classrooms, and some methods that can be used to help them excel 

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This website is teacher related as it focuses on different methods to help ELL students in the classroom

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This website is teacher related as it focuses on different methods to help ELL students in the classroom

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This website is disability related as it focuses on the signs of an intellectual disability that children might display

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This website is disability related as it focuses on the signs of an intellectual disability that children might display

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This website has a list of the most common signs of intellectual disabilities, what an intellectual disability is, and what causes them

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This website has a list of the most common signs of intellectual disabilities, what an intellectual disability is, and what causes them

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An intellectual disability causes "limits to a person’s ability to learn at an expected level and function in daily life". Some of the causes are injury, diseases, brain problems, early birth, or head injury

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An intellectual disability causes "limits to a person’s ability to learn at an expected level and function in daily life". Some of the causes are injury, diseases, brain problems, early birth, or head injury

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Some symptoms that parents and teachers should look out for are sitting/crawling later than normal, talking much later, struggling to remember, not understanding social rules, and struggle with problem solving skills. Parents should take their children to a doctor if they notice these symptoms

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Some symptoms that parents and teachers should look out for are sitting/crawling later than normal, talking much later, struggling to remember, not understanding social rules, and struggle with problem solving skills. Parents should take their children to a doctor if they notice these symptoms

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This website focuses on six strategies to help ELL students who are currently in the process of learning English. These strategies can be used by both ELL students and students who already speak English already.

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This website focuses on six strategies to help ELL students who are currently in the process of learning English. These strategies can be used by both ELL students and students who already speak English already.

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Since the most important thing to do when working with ELL students is create a safe environment for their learning, languages, and culture, A few of these strategies include emphasizing productive language, differentiating, and teaching in the students native languages if possible

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Since the most important thing to do when working with ELL students is create a safe environment for their learning, languages, and culture, A few of these strategies include emphasizing productive language, differentiating, and teaching in the students native languages if possible

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For productive language, teachers should provide sentence frames for students who are afraid to speak, that give them an idea about what they should be discussing during the lesson, such as a scientific hypothesis. Lessons should also focus on the SWIRL method (speak, write, interact, read, and listen) To differentiate instruction, you should speak English clearly and slowly, and then give a visual for students who still struggle with understanding English. 

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For productive language, teachers should provide sentence frames for students who are afraid to speak, that give them an idea about what they should be discussing during the lesson, such as a scientific hypothesis. Lessons should also focus on the SWIRL method (speak, write, interact, read, and listen) To differentiate instruction, you should speak English clearly and slowly, and then give a visual for students who still struggle with understanding English. 

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To incorporate the students native languages in a lesson, you can introduce a specific topic they will be learning about and then give the students the chance to research using materials written in their home language, and then they receive the lesson in English

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To incorporate the students native languages in a lesson, you can introduce a specific topic they will be learning about and then give the students the chance to research using materials written in their home language, and then they receive the lesson in English

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This website focuses on the struggles that gifted students often face in school, especially when their needs aren't being met

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This website focuses on the struggles that gifted students often face in school, especially when their needs aren't being met

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Even though gifted students might do better academically because of their increased academic abilities. They might struggle with skills like planning ahead, studying, and staying organized as these weren't skills that they practiced during their time in school. Time management is another struggle among gifted students, especially if their assignments are too easy. Without these proper skills, it can lead to burnout and suffering school performance

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Even though gifted students might do better academically because of their increased academic abilities. They might struggle with skills like planning ahead, studying, and staying organized as these weren't skills that they practiced during their time in school. Time management is another struggle among gifted students, especially if their assignments are too easy. Without these proper skills, it can lead to burnout and suffering school performance

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The website gives a three step solution to help gifted kids in school. Step one focuses on discovering what is causing their academic problems, step two involves teaching them how to organize their assignments and time.

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The website gives a three step solution to help gifted kids in school. Step one focuses on discovering what is causing their academic problems, step two involves teaching them how to organize their assignments and time.

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The third step focuses specifically on experiments. First creating a list of activities that need to be done and a schedule to get them done, then estimate the time it will take to complete each step, and when the project is finished go over what went right and wrong with the experiment

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The third step focuses specifically on experiments. First creating a list of activities that need to be done and a schedule to get them done, then estimate the time it will take to complete each step, and when the project is finished go over what went right and wrong with the experiment

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This website focuses on the different accommodations for students with hearing disabilities, and a short description for each of them 

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This website focuses on the different accommodations for students with hearing disabilities, and a short description for each of them 

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These accommodations can be used for both k-12 education, but also college education. While one accommodation worked before college, that might not be the case once they get to college or that option might not be available The deaf person should be included in each accommodation meeting, and they should have a say in picking what is comfortable for them

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These accommodations can be used for both k-12 education, but also college education. While one accommodation worked before college, that might not be the case once they get to college or that option might not be available The deaf person should be included in each accommodation meeting, and they should have a say in picking what is comfortable for them

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Some of the accommodations that are available for deaf students are ASL interpreters, speech to text services, captioning for pre recorded videos, and having someone taking notes to capture important information 

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Some of the accommodations that are available for deaf students are ASL interpreters, speech to text services, captioning for pre recorded videos, and having someone taking notes to capture important information 

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This website focuses on the different symptoms students with learning disabilities might face in school, and acts as a guide for teachers on what they should be looking out for

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This website focuses on the different symptoms students with learning disabilities might face in school, and acts as a guide for teachers on what they should be looking out for

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Teachers are often the first people to notice students struggling with learning disabilities, especially if parent's aren't home often to help with homework, or practice with subjects such as reading. It can be harder to notice for some students as some children might hide their struggles out of embarrassment 

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Teachers are often the first people to notice students struggling with learning disabilities, especially if parent's aren't home often to help with homework, or practice with subjects such as reading. It can be harder to notice for some students as some children might hide their struggles out of embarrassment 

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Some of the symptoms listed are not trying in school or trying hard but they keep doing poorly, having poor behavior by keeping quiet and isolated or acting out to pretend they don't care about their struggles with school, strong test anxiety or struggling to get their tests done quickly, and low self esteem regarding their poor performance which can lead to depression and anger

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Some of the symptoms listed are not trying in school or trying hard but they keep doing poorly, having poor behavior by keeping quiet and isolated or acting out to pretend they don't care about their struggles with school, strong test anxiety or struggling to get their tests done quickly, and low self esteem regarding their poor performance which can lead to depression and anger

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Speech Pathology Degrees | Find an Online SLP Program | Ready to start your SLP career? Earn your degree in speech-language pathology by finding an online SLP master's program. Discover new career paths, licensing requirements & certifications.

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As you get to know more about the field of speech-language pathology you'll increasingly realize why SLPs are required to earn at least a master's degree. This stuff is serious - and there's nothing easy about it.

In 2016 the National Institute on Deafness and Other Communication Disorders reported that 7.7% of American children have been diagnosed with a speech or swallowing disorder. That comes out to nearly one in 12 children, and gets even bigger if you factor in adults.

Whether rooted in psycho-speech behavioral issues, muscular disorders, or brain damage, nearly all the diagnoses SLPs make fall within just 10 common categories...

Types of Speech Disorders & Impediments

Apraxia of Speech (AOS)

Apraxia of Speech (AOS) happens when the neural pathway between the brain and a person's speech function (speech muscles) is lost or obscured. The person knows what they want to say - they can even write what they want to say on paper - however the brain is unable to send the correct messages so that speech muscles can articulate what they want to say, even though the speech muscles themselves work just fine. Many SLPs specialize in the treatment of Apraxia .

There are different levels of severity of AOS, ranging from mostly functional, to speech that is incoherent. And right now we know for certain it can be caused by brain damage, such as in an adult who has a stroke. This is called Acquired AOS.

However the scientific and medical community has been unable to detect brain damage - or even differences - in children who are born with this disorder, making the causes of Childhood AOS somewhat of a mystery. There is often a correlation present, with close family members suffering from learning or communication disorders, suggesting there may be a genetic link.

Mild cases might be harder to diagnose, especially in children where multiple unknown speech disorders may be present. Symptoms of mild forms of AOS are shared by a range of different speech disorders, and include mispronunciation of words and irregularities in tone, rhythm, or emphasis (prosody).

Severe cases are more easily diagnosed, with symptoms including inability to articulate words, groping for sound positions, off-target movements that distort sounds, and inconsistency in pronunciation.

Stuttering - Stammering

Stuttering, also referred to as stammering, is so common that everyone knows what it sounds like and can easily recognize it. Everyone has probably had moments of stuttering at least once in their life. The National Institute on Deafness and Other Communication Disorders estimates that three million Americans stutter, and reports that of the up-to-10-percent of children who do stutter, three-quarters of them will outgrow it. It should not be confused with cluttering.

Most people don't know that stuttering can also include non-verbal involuntary or semi-voluntary actions like blinking or abdominal tensing (tics). Speech language pathologists are trained to look for all the symptoms of stuttering, especially the non-verbal ones, and that is why an SLP is qualified to make a stuttering diagnosis.

The earliest this fluency disorder can become apparent is when a child is learning to talk. It may also surface later during childhood. Rarely if ever has it developed in adults, although many adults have kept a stutter from childhood.

Stuttering only becomes a problem when it has an impact on daily activities, or when it causes concern to parents or the child suffering from it. In some people, a stutter is triggered by certain events like talking on the phone. When people start to avoid specific activities so as not to trigger their stutter, this is a sure sign that the stutter has reached the level of a speech disorder.

The causes of stuttering are mostly a mystery. There is a correlation with family history indicating a genetic link. Another theory is that a stutter is a form of involuntary or semi-voluntary tic. Most studies of stuttering agree there are many factors involved.

Because the causes of stuttering are largely unknown the treatments are mostly behavioral. Triggers often precede a stuttering episode, and SLPs can help people recognize and cope with these triggers ahead of time.

Dysarthria

Dysarthria is a symptom of nerve or muscle damage. It manifests itself as slurred speech, slowed speech, limited tongue, jaw, or lip movement, abnormal rhythm and pitch when speaking, changes in voice quality, difficulty articulating, labored speech, and other related symptoms.

It is caused by muscle damage, or nerve damage to the muscles involved in the process of speaking such as the diaphragm, lips, tongue, and vocal chords.

Because it is a symptom of nerve and/or muscle damage it can be caused by a wide range of phenomena that affect people of all ages. This can start during development in the womb or shortly after birth as a result of conditions like muscular dystrophy and cerebral palsy. In adults some of the most common causes of dysarthria are stroke, tumors, and MS.

As an SLP there's not much you can do about muscle damage, and even less you can do about nerve damage. So for treatments you'll focus on managing the dysarthria symptoms through behavior changes. This can include helping a person slow down when they're speaking, breath training, and exercising the muscles that are involved in speech.

Lisping

A lay term, lisping can be recognized by anyone and is very common.

Speech language pathologists provide an extra level of expertise when treating patients with lisping disorders . They can make sure that a lisp is not being confused with another type of disorder such as apraxia, aphasia, impaired development of expressive language, or a speech impediment caused by hearing loss.

SLPs are also important in distinguishing between the five different types of lisps. Most laypersons can usually pick out the most common type, the interdental/dentalised lisp. This is when a speaker makes a "th" sound when trying to make the "s" sound. It is caused by the tongue reaching past or touching the front teeth.

Because lisps are functional speech disorders, SLPs can play a huge role in correcting these with results often being a complete elimination of the lisp. Treatment is particularly effective when implemented early, although adults can also benefit.

Experts recommend professional SLP intervention if a child has reached the age of four and still has an interdental/dentalised lisp. SLP intervention is recommended as soon as possible for all other types of lisps. Treatment includes pronunciation and annunciation coaching, re-teaching how a sound or word is supposed to be pronounced, practice in front of a mirror, and speech-muscle strengthening that can be as simple as drinking out of a straw.

Lisps usually develop during childhood, and children will often outgrow an interdental or dentalised lisp on their own.

Spasmodic Dysphonia

Spasmodic Dysphonia (SD) is a chronic long-term disorder that affects the voice. It is characterized by a spasming of the vocal chords when a person attempts to speak and results in a voice that can be described as shaky, hoarse, groaning, tight, or jittery. It can cause the emphasis of speech to vary considerably. Many SLPs specialize in the treatment of Spasmodic Dysphonia.

SLPs will most often encounter this disorder in adults, with the first symptoms usually occurring between the ages of 30 and 50. It can be caused by a range of things mostly related to aging, such as nervous system changes and muscle tone disorders.

It's difficult to isolate vocal chord spasms as being responsible for a shaky or trembly voice, so diagnosing SD is a team effort for SLPs that also involves an ear, nose, and throat doctor (otolaryngologist) and a neurologist.

After diagnosis SLPs can have a role helping with coaching to optimize voice production, and can be particularly effective in mild cases of SD. This especially includes working on breathing control techniques to maintain a stead flow of air from the lungs.

Cluttering

Have you ever heard people talking about how they are smart but also nervous in large groups of people, and then self-diagnose themselves as having Asperger's? You might have heard a similar lay diagnosis for cluttering. This is an indication of how common this disorder is as well as how crucial SLPs are in making a proper cluttering diagnosis.

A fluency disorder, cluttering is characterized by a person's speech being too rapid, too jerky, or both. To qualify as cluttering, the person's speech must also have excessive amounts of "well," "um," "like," "hmm," or "so," (speech disfluencies), an excessive exclusion or collapsing of syllables, or abnormal syllable stresses or rhythms.

The first symptoms of this disorder appear in childhood. Like other fluency disorders, SLPs can have a huge impact on improving or eliminating cluttering. Intervention is most effective early on in life, however adults can also benefit from working with an SLP.

Treatment methods include delayed audio feedback, syllable articulation and annunciation coaching, playing games that involve rapid word retrieval, practicing pausing and phrasing in sentences, and increasing a clutterer's own self-awareness of what they are doing, such as through video recording.

Muteness - Selective Mutism

There are different kinds of mutism, and here we are talking about selective mutism. This used to be called elective mutism to emphasize its difference from disorders that caused mutism through damage to, or irregularities in, the speech process.

Selective mutism is when a person does not speak in some or most situations, however that person is physically capable of speaking. It most often occurs in children, and is commonly exemplified by a child speaking at home but not at school.

Selective mutism is related to psychology. It appears in children who are very shy, who have an anxiety disorder, or who are going through a period of social withdrawal or isolation. These psychological factors have their own origins and should be dealt with through counseling or another type of psychological intervention.

Diagnosing selective mutism involves a team of professionals including SLPs, pediatricians, psychologists, and psychiatrists. SLPs play an important role in this process because there are speech language disorders that can have the same effect as selective muteness - stuttering, aphasia, apraxia of speech, or dysarthria - and it's important to eliminate these as possibilities.

And just because selective mutism is primarily a psychological phenomenon, that doesn't mean SLPs can't do anything. Quite the contrary.

SLPs can play an important role through working with selectively mute children to create a tailored behavioral treatment program and address speech and language disorders - such as stuttering - that may be contributing to psychological factors like excessive shyness.

Aphasia

The National Institute on Neurological Disorders and Stroke estimates that one million Americans have some form of aphasia.

Aphasia is a communication disorder caused by damage to the brain's language capabilities. Aphasia differs from apraxia of speech and dysarthria in that it solely pertains to the brain's speech and language center.

As such anyone can suffer from aphasia because brain damage can be caused by a number of factors. However SLPs are most likely to encounter aphasia in adults, especially those who have had a stroke. Other common causes of aphasia are brain tumors, traumatic brain injuries, and degenerative brain diseases.

In addition to neurologists, speech language pathologists have an important role in diagnosing aphasia. As an SLP you'll assess factors such as a person's reading and writing, functional communication, auditory comprehension, and verbal expression.

Because the field of brain damage repair is in its infancy, your role as an SLP is to help with coping methods and strategies. The brain is a remarkable organ, and sometimes when one part gets damaged another part will try and pick up the slack. That means you can also try working on activities to improve the language skills that have been affected by the brain damage - sometimes this can have an effect.

Speech Delay - Alalia

A speech delay, known to professionals as alalia, refers to the phenomenon when a child is not making normal attempts to verbally communicate. There can be a number of factors causing this to happen, and that's why it's critical for a speech language pathologist to be involved.

The are many potential reasons why a child would not be using age-appropriate communication. These can range anywhere from the child being a "late bloomer" - the child just takes a bit longer than average to speak - to the child having brain damage. It is the role of an SLP to go through a process of elimination, evaluating each possibility that could cause a speech delay, until an explanation is found.

Approaching a child with a speech delay starts by distinguishing among the two main categories an SLP will evaluate: speech and language.

Speech has a lot to do with the organs of speech - the tongue, mouth, and vocal chords - as well as the muscles and nerves that connect them with the brain. Disorders like apraxia of speech and dysarthria are two examples that affect the nerve connections and organs of speech. Other examples in this category could include a cleft palette or even hearing loss.

The other major category SLPs will evaluate is language. This relates more to the brain and can be affected by brain damage or developmental disorders like autism. There are many different types of brain damage that each manifest themselves differently, as well as developmental disorders, and the SLP will make evaluations for everything.

Once the cause or causes for the speech delay are identified then the SLP can go to work treating and monitoring the child. For many speech-language disorders that cause a speech delay, early intervention and evaluation by an SLP can make a huge difference.

Issues Related to Autism

While the autism spectrum itself isn't a speech disorder, it makes this list because the two go hand-in-hand more often than not.

The Centers for Disease Control and Prevention (CDC) reports that one out of every 68 children in our country have an autism spectrum disorder. And by definition, all children who have autism also have social communication problems.

Speech-language pathologists are often a critical voice on a team of professionals - also including pediatricians, occupational therapists, neurologists, developmental specialists, and physical therapists - who make an autism spectrum diagnosis.

In fact, the American Speech-Language Hearing Association reports that problems with communication are the first detectable signs of autism. That is why language disorders - specifically disordered verbal and nonverbal communication - are one of the primary diagnostic criteria for autism.

So what kinds of SLP disorders are you likely to encounter with someone on the autism spectrum?

A big one is apraxia of speech. A study that came out of Penn State in 2015 found that 64 percent of children who were diagnosed with autism also had childhood apraxia of speech.

A study published in the National Center for Biotechnology Information out of Harvard Medical School cites muteness, involuntarily repetition of another person's vocalizations (echolalia), and unusual inflection and tone (prosody) as also being characteristics of people on the autism spectrum, especially children. It points out that in general language abilities are impaired or delayed at an early age.

This basic primer on the most common speech disorders offers little more than an interesting glimpse into the kind of issues that SLPs work with patients to resolve. But even knowing everything there is to know about communication science and speech disorders doesn't tell the whole story of what this profession is all about. With every client in every therapy session, the goal is always to have the folks that come to you for help leave with a little more confidence than when they walked in the door that day. As a trusted SLP, you will build on those gains with every session, helping clients experience the joy and freedom that comes with the ability to express themselves freely. At the end of the day, this is what being an SLP is all about.

Ready to make a difference in speech pathology? Learn how to become a Speech-Language Pathologist today

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10 Most Common Speech Impediments & Language Disorders

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As you dive into speech-language pathology, you learn about all types of speech disorders. Here are the top 10 most common language disorders

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There are many teaching methods that can help struggling readers. The best ones for kids with dyslexia use an Orton-Gillingham approach. But teachers and specialists may use other methods to supplement their main instruction. Learn about these commonly used programs.

Orton-Gillingham

The Orton-Gillingham approach is the "gold standard" for teaching reading to kids with dyslexia. It focuses at the word level by teaching the connections between letters and sounds. Orton-Gillingham also uses what's called a multisensory approach. It taps into sight, sound, movement and touch to help kids link language to words. Students learn the rules and patterns behind why and how letters make the sounds they do. Orton-Gillingham is the basis for a number of other reading programs. These programs are mostly used by special education teachers.

Reading Mastery

Reading Mastery is very systematic. It starts by teaching word sounds and what the corresponding letters and words look like. Next, kids learn to read passages. Then they build vocabulary while increasing their understanding of what they read. Students are grouped by reading level. Reading Mastery is often used by general and special education teachers as a complement to other programs. It may also be used on its own. Teachers tend to use one of two versions. Reading Mastery Classic is for grades K-3 and Reading Mastery Plus is taught in grades K-6.

Read Naturally

Read Naturally aims to improve reading fluency and understanding in kids and adults. It uses texts, audio CDs and computer software. Usually students listen to a story and then read the same text aloud. The program tracks progress carefully. Students work at their own level and move through the program at their own rate. Usually they work independently. Read Naturally is most often used as an add-on to the main program being used in the general education classroom.

READ 180

READ 180 is for struggling readers in grades 3-12. It involves teacher instruction, working on a computer and reading alone. Kids also listen to someone read aloud and then read the same text. The program includes workbooks, books for reading alone, audiobooks and software that tracks student progress. It's most often used by reading specialists to give extra support.

Project Read

Project Read is used in a classroom or group. The program emphasizes instruction by the teacher. Lessons move from letter-sounds to words, sentences and stories. Project Read has three strands: listening, understanding and writing. All three strands are taught at all grade levels, though the emphasis differs by grade. The program is sometimes used in general education classrooms where many students are struggling. In schools where most kids are on track, the program is often used by special education teachers or reading specialists to give extra support.

Voyager Passport

The Voyager programs are most often used by reading specialists in addition to the general education reading program. Voyager Passport is a small-group program for grades K-5. It includes letter-sound understanding, sight words and vocabulary. Voyager Passport Reading Journeys is for teens who struggle with reading. The program is taught in a group using science and social studies topics. There is also a Voyager Universal Literacy System. This is a K-3 curriculum that includes a program for struggling readers.

Read, Write and Type!

Read, Write and Type! Learning System is a software program to teach beginning reading skills, emphasizing writing. The program was developed for 6- to 9-year-olds who are beginning to read, and for struggling students. The main goal is to help students become aware of the 40 English phonemes, or word sounds, and to associate each with a finger stroke on the keyboard. Read, Write and Type! is often used as a supplement to other reading programs.

LANGUAGE!

LANGUAGE! is for struggling learners in grades 3-12 who score below the 40th percentile on standardized tests. It is most often used by special education teachers. The curriculum uses a six-step format for each lesson. The first step is word-sound awareness. The second step is word recognition and spelling. Then comes vocabulary and then grammar. Listening and reading comprehension come next. Writing is the last step. There is also a version of this program that is specifically designed for English language learners.

Reading Recovery

Reading Recovery is a short-term tutoring program for struggling first graders. It aims to develop reading and writing by tailoring lessons to each student. Tutors are trained in the program. They teach students in daily pullout sessions over 12-20 weeks. Reading Recovery is designed for short-term use. It's an add-on to whatever program is being used in the general classroom. Kids with dyslexia are often included in the program at first. But research has questioned how effective it is for these students.

Read Well

Read Well is for K-3 students. The program teaches word-sound awareness. It also works on vocabulary and comprehension. Teachers begin by modeling what to do. They then gradually decrease their support until eventually students are asked to do the reading task by themselves. The program includes activities for the whole class as well as small-group lessons. Read Well is often used in the general education classroom.

Fast ForWord

Fast ForWord is a computer-based program that focuses on the link between spoken language and written words. The software aims to help kids master reading by improving things like memory, processing speed and attention. But the impact the program reports to have on these skills isn't widely accepted. Nor is its impact on improving reading. Fast ForWord is used by clinicians and specialists.

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11 Methods for Teaching Reading That Help Struggling Readers

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There are many teaching methods that can help struggling readers, including children with dyslexia. Learn about the Orton-Gillingham approach and 10 other other methods to supplement your main classroom instruction.

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Some children are born with a hearing loss. Others may develop one due to injury, infection or even loud noises. Children with hearing loss can do well in school, but they often need extra help to learn at their full capacity. Every child is different. This handout can help schools find ways to meet the needs of the child with a hearing loss.

Teaching a Child With Hearing Loss

Children with hearing loss may benefit from all or just a few of these tips to help them learn. It is important for the school and the family to work together to decide what is best for the child.

Pause during lessons. Take time to be sure the child understands what was said.

Repeat and/or rephrase information when needed.

Talk slowly and clearly. Use a comfortable volume.

Change your speech pattern, rhythm, stress and tone. This shows that you are excited about what you are teaching. Children hear it in your voice. Make lessons predictable by repeating the content. Pre-teach new words before the actual lesson. Review lessons that were taught earlier.

Use visual models and cues.

Provide a peer note-taker or lecture outlines to help with understanding what the lesson was about. It may be hard for a child with hearing loss or an auditory processing disorder (APD) to take notes while listening. This is because it is hard to watch the teacher's face for visual and speech cues while trying to listen and take notes.

Be aware of how close you are to the child. The closer you are, the better they can understand what you are saying.

Face the child when speaking. Do not turn your back and speak while writing on a board.

Teach in a well-lit area. This helps the child see speech signals on your lips and face. The light should be on your face, not in the child's eyes. Do not stand in front of a window or bright light.

Seat the child where they can easily turn and follow classroom discussion or allow them to move to other seats, as needed, for demonstrations, discussions or other activities.

Arrange chairs in a circle. This allows the child with hearing loss to interact well with other classmates.

Do not hold your hand over your mouth or near your face when speaking

Classroom Acoustics

The classroom setting is not always easy for children with hearing loss. Poor sound (acoustics) can be caused by background noise in or out of the classroom, echoes from hard surfaces, such as walls, and the level of the teacher's voice compared to background noise.
Poor acoustics can make it hard to:

understand

focus and stay on task

pay attention

read

reach educational goals

Ways to improve classroom acoustics:

Close the classroom door.

Fix squeaky doors, windows and fans.

Cut an 'X' in tennis balls and place them on classroom chairs and table legs.

Place the students' desks as far away as possible from sources of noise. This includes audio-visual equipment, HVAC systems, pencil sharpeners and open windows.

Modify the classroom. Consider putting carpet, permanent walls or sound panels on the walls. Use an FM system.

FM Systems

An FM (frequency modulated) system helps a person with hearing loss listen in noisy places, such as a classroom. There are two main parts of this system:

the microphone (transmitter) unit worn by the teacher and

a receiver used by the student to pick up the teacher's voice.

The child's audiologist can help select the best FM system for the child based on their learning needs.

IEP and 504 Plans

Hearing loss is legally considered a disability. Children with hearing loss may benefit from being placed on an IEP (Individualized Education Plan) or a 504 Plan. An IEP is a document that identifies what special education services a child must receive. A 504 Plan is for any child with a disability that does not need special education services. Both allow the school and parents to work together, discuss and monitor classroom performance and prepare the school environment.

A Multi-Factored Evaluation checks to see if the child is eligible for special education services. It is typically recommended for all children with hearing loss. Children with hearing loss are at high risk for speech and/or language delays, educational and learning problems, behavior issues and attention deficits. It is best if an educational audiologist helps write the child's IEP or 504 Plan. The child's clinical audiologist at Nationwide Children's Hospital can also provide helpful information and recommendations.

Nationwide Children's is here to partner with the school and the family. The Audiology Department can be reached at 614-722-3951, Monday through Friday, from 8:00 a.m. to 4:30p.m. Please note that the child's parent or guardian must sign a release of information before we can talk to the school about a child.

For more information, you can log onto our websites at nationwidechildrens.org/audiology or nationwidechildrens.org/ear-nose-throat.
Children with Hearing Loss: Guidelines for Schools (PDF) HH-IV-237 ©2021, Nationwide Children 's Hospital

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Children With Hearing Loss: Guidelines for Schools

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Some children are born with a hearing loss. Others may develop one due to injury, infection or even loud noises. Children with hearing loss can do well in school, but they often need extra help to learn at their full capacity.

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Centers for Disease Control and Prevention

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How to help children with ADHD with changes in schooling

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Emotional and Behavioral Disorders in the Classroom - Education Corner

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Explore the characteristics of children with emotional and behavioral disorders, as well as strategies for teaching these student.

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This website is disability related as it focuses on the ten most common types of speech and language disabilities, as long as their symptoms

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This website is disability related as it focuses on the ten most common types of speech and language disabilities, as long as their symptoms

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This website is teacher related as it focuses on the different strategies to use on students who struggle to read, including students with dyslexia

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This website is teacher related as it focuses on the different strategies to use on students who struggle to read, including students with dyslexia

# data[].attributes.headline
This website is school related as it focuses on the different guidelines and teaching methods in order to help students who have a hearing disability

# data[].attributes.subject
This website is school related as it focuses on the different guidelines and teaching methods in order to help students who have a hearing disability

# data[].attributes.headline
This website is disability related as it focuses on the struggles that students with ADHD face in the classroom, but it is also school related as it also focuses on ways schools can help these students learn

# data[].attributes.subject
This website is disability related as it focuses on the struggles that students with ADHD face in the classroom, but it is also school related as it also focuses on ways schools can help these students learn

# data[].attributes.headline
This website is disability related as it mostly focuses on the different types of emotional and behavioral disorders, but it is also teacher related as it also focuses on strategies to use on these students

# data[].attributes.subject
This website is disability related as it mostly focuses on the different types of emotional and behavioral disorders, but it is also teacher related as it also focuses on strategies to use on these students

# data[].attributes.headline
This website focuses specifically on the most common speech and language disabilities, their symptoms, and the causes 

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This website focuses specifically on the most common speech and language disabilities, their symptoms, and the causes 

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Three of the disabilities featured in the article are apraxia of speech, selective muteness, and speech delays (alalia)

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Three of the disabilities featured in the article are apraxia of speech, selective muteness, and speech delays (alalia)

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Apraxia is defined as "when the neural pathway between the brain and a person’s speech function (speech muscles) is lost or obscured". It has been shown that two causes of apraxia is caused by brain damage or genetics. Selective mutism is defined as "when a person does not speak in some or most situations, however that person is physically capable of speaking". It mostly effects students who are shy, suffering from anxiety, or experiencing social withdrawl

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Apraxia is defined as "when the neural pathway between the brain and a person’s speech function (speech muscles) is lost or obscured". It has been shown that two causes of apraxia is caused by brain damage or genetics. Selective mutism is defined as "when a person does not speak in some or most situations, however that person is physically capable of speaking". It mostly effects students who are shy, suffering from anxiety, or experiencing social withdrawl

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Alalia is defined as "when a child is not making normal attempts to verbally communicate", and can either be caused by something less severe, such as being a late bloomer, or it can be caused by brain damage

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Alalia is defined as "when a child is not making normal attempts to verbally communicate", and can either be caused by something less severe, such as being a late bloomer, or it can be caused by brain damage

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This article features eleven different methods for teachers to use to help their struggling readers, especially dyslexic students

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This article features eleven different methods for teachers to use to help their struggling readers, especially dyslexic students

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Most of the methods listed follow the Orton-Gillingham approach, which is described as teaching "the connections between letters and sounds" and why the letters make the sounds they do and uses many different senses to link language to words

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Most of the methods listed follow the Orton-Gillingham approach, which is described as teaching "the connections between letters and sounds" and why the letters make the sounds they do and uses many different senses to link language to words