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Supporting students with dyslalia (speech articulation and sound-production errors) in the classroom involves modelling correct pronunciation, reducing communication pressure, and collaborating with speech therapists.

Communication and Feedback Strategies

Model instead of correct: When the student mispronounces a word, repeat it back naturally with the correct sound emphasized, without asking them to repeat it back.

Focus on content: Ignore articulation errors and grade assignments or answers purely on the academic content.

Give processing time: Allow the student extra time to formulate and speak their thoughts without cutting them off or finishing their sentences.

Reduce public speaking pressure: Let the student present to you or a small peer group instead of the whole class if they feel anxious.

Classroom Environment and Adaptations

Positioning: Seat the student near the front of the room so they can clearly see your face and mouth movements when you speak.

Minimise background noise: Turn off extra sounds or move the student away from noisy areas to help them perceive and process speech sounds more easily.

Use alternative expression: If you cannot understand what they say, encourage them to point, draw, or show you what they mean rather than causing frustration.

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Dyslalia: Causes, Symptoms and Effective Treatment

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Dyslalia: Causes, Symptoms and Effective Treatment

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Dyslalia is a speech disorder characterized by the inability to correctly pronounce sounds (phonemes) due to structural or functional issues with the articulatory organs. It typically presents as the omission, distortion, or substitution of sounds (e.g., saying "tomek" instead of "domek") without any underlying neurological or hearing deficits.

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MultiMalin is an innovative educational method created by former school teacher Matthieu Protin that helps children master multiplication tables, conjugation, and spelling in 15 days or less. It uses mental imagery and visual stories based on the techniques of world memory champions.

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Tourettes Action

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Tourettes - Information for Education Professionals

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Tourettes - Information for Education Professionals

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Tourettes Action

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Tourette Syndrome (TS) is not a learning disability but some of the symptoms and co-occurring conditions can have a substantial impact on a students ability to learn. It is important that students with TS are properly supported to help them reach their full potential.

How can TS affect learning?

Approximately 1% of school children have TS (the same prevelance as Autism). Many of those children will try to suppress their tics at school. This takes a lot of effort and concentration which can compromise attention and ability to focus on school work.

Certain tics can be disruptive and distracting. It's important to note that tics are not always visible, for example people can experience internal tics such as stomach clenching, and thought tics.

Co-occurring conditions can affect learning, for example a student may experience intrusive thoughts as part of their OCD which can affect their attention and mental health

Students tend to tic more at home - this can affect their ability to concentrate on and complete homework. Sleep issues can be a problem for people with TS which will affect overall functioning.

How we can help

Advice and support service

What can we provide?

FREE eLearning Training Module suitable for Education Professionals - In this module, you will learn what Tourette Syndrome is, co-occurring features and differences that accompany it, how it affects an individual and what can be done to help and understand.

Bespoke Training for education professionals via video conferencing at a cost of £200. This would be suitable for use at staff meetings or as part of your INSET days. Our aim is to provide you with understanding and management strategies so that you can best support your students with TS. CPD Training certificates provided on request.

Free resources for spreading awareness of TS to students within an educational setting. We can provide presentations, leaflets, balloons and a children's quiz that can be used for anything from a class talk, to an assembly or even as part of a neurodiversity event.

A letter template to send out to parents and carers to raise awareness about TS, (including challenging tics such as coprolalia), and encourage understanding and constructive dialogue between students and their care-givers.

Annual webinars and workshops for education professionals to gain further awareness of TS.

Please see downloads below and links in the right hand column.

Presentations

Presentation for Primary School children - explains about Tourette Syndrome and can be used to raise awareness both at home and in school - download the presentation here

Presentation for Secondary School children - explains about TS and is a good tool to help educate older children and raise awareness - download the presentation here

Once Upon A Tic - a creative presentation to inform education and healthcare practitioners about some of the difficulties children have during the transition to secondary education, and in gaining a sense of safety with their tics amongst both peers and teaching staff.

Resources

Lesson plan and quiz for KS 1-4 - download our lesson plan and quiz sheet for each key stage to use in a classroom environment to educate pupils about TS.

TS Social Story - a learning tool to help support the exchange of information between children with TS and their teachers, friends and others in social situations (see right-hand side for download)

Executive Functioning difficulties - Looking all the different executive functions, it is easy to understand why executive functioning difficulties impact on progress for children in school, especially for those living with TS. Read our factsheet (right-hand side) explaining the impact of executive functioning and TS.

Sudden onset of tics - a factsheet (right-hand side) for teachers, addressing the sudden onset of tics in some students and how to manage these in an educational environment.

Video Resources - Specialist teacher Katie Skinner presents a series of videos with advice and strategies for children, parents and teachers, click here to access the videos.

Key Facts for Teachers - this leaflet (right-hand side) gives an overview of TS and how it can affect learning, and outlines management strategies for the classroom.

School Passport - Our School passport is a support aid for students which contains information about their TS symptoms. Contact Venetia for your free passport.

Resources library - Click here for information sheets, printable and online articles plus book recommendations relating to school topics and TS.

What Makes Us Tic - general introduction to TS (right-hand side).

Coprolalia: Letter to parents/carers - quite often this is one of the most difficult tics to explain to students and parents/carers. Our supporting letter tackles this issue in a sensitive way and can be printed off and used to help educate about TS (right hand side).

Top tips

Short, simple and clear instructions

Time. Be patient and give the child time to focus and produce

Movement is key to students learning. Don't insist on sitting at a table with a pen for the whole task. Make it as interactive as possible

Breaks need to be frequent

Understand that short bursts of work may be the key to success

Handwriting is not a sign of intelligence. If it's not a handwriting or spelling assessment then scribe for the student to let their creativity flow

Provide an area for time out where students can feel comfortable to go if things get too much

Allow tics and don't tell off. And don't expect the student to be able to concentrate on what you are saying whilst they are ticcing

Never punish a student for not completing work and never make them stay behind to finish work especially not to let them miss their break time

Support student in explaining tics to peers so they fully understand that they too are 'normal'

For more information about how we can support you and what resources we have to offer then please contact our Education Manager, Lucy for further information.

Be recognised as a TS Friendly school, employer or organisation!

Once you've completed your TS training with our team you can now join our growing community of TS Friendly schools, workplaces and organisations! This has been created so we can highlight and celebrate organisations who are Tourette's-aware.
What does it mean to be part of our Tourette's Friendly Scheme?
Organisations who are part of the Tourette's Friendly Schemes will:

Engage in an awareness and training session specific to their organisation

Be provided with our Tourette's Friendly e-badge to display on their website and social media pages

Have their logo and short bio on our website to highlight that they are part of the scheme

As a charity we are working extremely hard to increase accessibility and ultimately to break down the stigma that surrounds Tourette's. We feel that by creating a Tourette's Friendly scheme and showcasing this on a dedicated area on our website, it will enable our service users and their families to quickly identify schools, employers and organisations that are well equipped to meet their needs. It will also enable organisations to show that they are promoting a fully inclusive environment.

Contact us at Campaigns@tourettes-action.org.uk for more information.

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Tourette Syndrome is not a learning disability but some of the symptoms can impact a students ability to learn. Read our information for teachers on supporting students with TS.

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Find out about Tourette syndrome, a condition that causes tics, including its symptoms, treatment and causes.

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From Teachit

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Teaching blind learners and learners with sight loss in the mainstream FE Sector. (ETF)

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Teaching blind learners and learners with sight loss in the mainstream FE Sector. (ETF)

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Teaching blind learners and learners with sight loss in the mainstream FE Sector.

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People with dyscalculia have a deficit in the brain's ability to process number-related information. They may have trouble with math operations, memorizing multiplication tables and understanding math concepts. In a broader sense, they have difficulties with sequencing information, budgeting time and keeping schedules.

Grounding abstract mathematical information in the physical world can help dyscalculic students succeed. Here are five strategies for making math concepts from basic arithmetic to advanced algebra easier to understand and remember.

1. Talk or Write Out a Problem

For the dyscalculic student, math concepts are simply abstracts, and numbers mere marks on a page. Talking through a problem or writing it down in sentence form can help with seeing relationships between the elements. Even restating word problems in a new way can help with organizing information and seeing solutions.

2. Draw the Problem

Drawing the problem can also help visual learners to see relationships and understand concepts. Students can "draw through" the problem with images that reflect their understanding of the problem and show ways to solve it.

3. Break Tasks Down into Subsets

Dyscalculic students can easily get overwhelmed by a complex problem or concept, especially if it builds on prior knowledge - which they may not have retained. Separating a problem into its component parts and working through them one at a time can help students focus, see connections and avoid overload.

4. Use "Real-Life" Cues and Physical Objects

Relating math to the practicalities of daily life can help dyscalculic students make sense of concepts and see the relationships between numbers. Props like measuring cups, rulers and countable objects that students can manipulate can make math concepts less abstract.

5. Review Often

Because dyscalculic students struggle to retain math-related information, it becomes hard to master new skills that build on previous lessons. Short, frequent review sessions - every day, if necessary - help keep information fresh and applicable to the next new task. Creating written or drawn references such as cards or diagrams can help with quick reviews.

Like other learning disabilities, dyscalculia affects student success both in and out of the classroom. Study strategies that bring the abstract world of mathematics down to earth with visual and verbal cues and physical props can help dyscalculic students overcome obstacles to making sense of math.

Going Beyond Coping Strategies for Dyscalculia

Research has shown that these learning and processing symptoms are tied to weak connections across different regions of the brain. The good news is, we know that these connections, or information pathways, in the brain can change and develop in a way that can lead to improvements in these symptoms.

Brain Balance program exercises and activities are uniquely designed to help strengthen and build new connections by using a combination of physical, sensory, and cognitive activities. These new, efficient, and effective connections in the brain lead to improvements in our ability to complete cognitive tasks and in our executive functioning.

Brain Balance does not require that a child has a medical diagnosis, nor do we clinically diagnose medical conditions. Our focus is on understanding the struggles these children experience and helping them develop and strengthen the connections needed to help those struggles.

We use what we learn in the Personal Assessment to set up your child's program. By doing this for each child, individually, we create a customized program that addresses any deficits in functions or skills your child may have.
Enjoy These Related Articles
Dyscalculia: More Than a Math Struggle
Dyscalculia Tied to Communication Between Brain Hemispheres
Signs and Symptoms of Learning Disorders

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Here are five strategies for making math concepts from basic arithmetic to advanced algebra easier to understand and remember for students with dyscalculia.

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TouchMath succeeds where others fall short. From students with dyscalculia to those with situational learning loss, TouchMath is designed to support every learner and is proven effective in every setting. Learn More About Dyscalculia See how TouchMath measures up against other methods of teaching math.

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A collection of small, simple tools, for when things feel too big or complicated.

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All devices with the same username and password will synchronise lists. Your list is encrypted on your devices using your username and password. It can not be seen or decrypted by admins or anyone who doesn't have your credentials. Synchronization is not instant, it can take a few seconds for your changes to come through on other devices.

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Video - What it is like to have Synesthesia.

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Video - What it is like to have Synesthesia.

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Synesthesia is a neurological phenomenon where stimulation of one sense automatically triggers an involuntary experience in another sense. For example, a person with synesthesia might see colors when they hear music, taste words, or associate certain letters with specific colors. This condition is thought to be caused by unusual cross-connections in the brain's sensory pathways

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Sense and sense abilities: How synesthesia changes what people experience

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Synesthesia is experiencing a sensory crossover, like tasting sounds or hearing colors. It's not a medical condition, but it is sometimes a symptom of certain issues.

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Article: The needs of visually impaired learners in education: Key issues and principles

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Article: The needs of visually impaired learners in education: Key issues and principles

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The needs of visually impaired learners in education: Key issues and principles

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An insightful article written by a disability and inclusion specialist about the needs of visually impaired learners in an English language learning environment

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Article: The needs of visually impaired learners in education: Key issues and principles

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Article: The needs of visually impaired learners in education: Key issues and principles

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The needs of visually impaired learners in education: Key issues and principles

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An insightful article written by a disability and inclusion specialist about the needs of visually impaired learners in an English language learning environment

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Article: The needs of visually impaired learners in education: Key issues and principles

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Article: The needs of visually impaired learners in education: Key issues and principles

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The needs of visually impaired learners in education: Key issues and principles

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An insightful article written by a disability and inclusion specialist about the needs of visually impaired learners in an English language learning environment

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Supportive practices and guidance in working with deaf ESOL learners

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Supportive practices and guidance in working with deaf ESOL learners

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Kindly submitted by Rhiannon Price

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Teaching ESOL/EFL to blind and visually impaired students - blog

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Teaching ESOL/EFL to blind and visually impaired students - blog

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Transition to College or University is a big step for people with Dyspraxia, especially if they are going to be living away from home. Parents are encouraged to teach self-help skills at an early age and make sure the student can cook, shop and budget for a balanced diet; can look after their own hygiene and their clothes; manage money and their own time, and have time for some social life as well.
If you feel you could do with additional help at College or University its best to highlight this when you apply, and get an up-to-date Assessment done before you start, rather than wait until you are struggling with the course.

Student Tips

Practice getting up in the morning without parental help before you go to College. Invest in a good alarm clock, maybe with vibrating pad under the pillow.

Use a large magnetic Whiteboard to help organise yourself.

Get a calendar, a Dairy or Organiser and Year planner for 'hand in dates' for college work.

Use the alarm on your phone to warn you to get ready in time for appointments or Lectures.

Text help Read and Write is fantastic for some people when reading documents on your computer.

Symptom checklist:

Do you find it difficult to get your thoughts into writing?

Do you need help with everyday activities like remembering appointments?

Do you prefer solo sports to team games?

Do you lose things and feel disorganised?

Has anyone in your family (including Uncles, Aunts and Grandparents) had difficulties with reading, writing or general clumsiness?

Are you often late for lectures and meetings?

Do you get lost easily in new surroundings?

Do you feel you are underachieving academically?

If you answered YES to 4 or more questions you may have dyspraxia and need further assessment.
What to Do:

Check with your GP if you are still young enough to access the Paediatric/young person services at your local Child Development Centre (NHS). A multi-disciplinary team of therapists and a paediatrician will assess you.

If you are too old for this service, unfortunately, there may not be another contracted NHS resource available for adults with dyspraxia. Contact your GP to see if funding can be applied for via your local GP clinical commissioning group for specialist services.

If there is no NHS funding for suitable service in your area, please contact us for a self pay assessment.

To help choose supportive Colleges go to Good Schools Guide.

How to book an Assessment

I am really glad that I have got a detailed profile of my strengths and difficulties. Being given strategies for the future, in school, work and life is great too.
Gabriel (2023)

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Dyspraxia UK - College and university students with Dyspraxia

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Assessments for college and university students with Dyspraxia

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Dyspraxia UK

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Adults with Dyspraxia seeking work or employment

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Worksheets for dyslexia writing & reading practice

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Worksheets for dyslexia writing & reading practice

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How does one determine which sensory perception areas should be trained?
If the child displays more than one deficiency in the following areas, then these areas of sensory perception should be trained:
Visual recognition Visual memory

Visual information is not retrained

Difficulties in recognizing colors, shapes, images, patterns, and objects

Memorization of word images does not succeed: words are often written properly ten times, then incorrectly again

Difficulties with drawing patterns from memory

Transposition of letters a-e-o, h-k, f-t, m-n

The child cannot find his place in the text when reading

Frequently checking the pattern while copying

The writing is angular, curvatures and lengths are different

The letters a-e-o appear the same

Visual sequencing Acoustical recognition

The basics of the sounds heard cannot be grasped

The ability to distinguish whether sounds are the same or not is severely lacking

A sound is matched with the wrong letter

Removing a letter from a word does not work

Inability to distinguish between or transposition of similarly sounding noises, words or numbers

Ability to distinguish between vocalized and non-vocalized consonants is severely lacking: g-k, b-p, d-t, s-z, f-v

Ability to distinguish between dipthongs is severely lacking: ei-eu, eu-au

Transposition of elongation and sharpening

Difficulties distinguishing between m and n, for example between 3. and 4. case

Difficulties repeating the same or similar words

Difficulties repeating unfamiliar words

Difficulties transcribing a series of spoken words

Acoustical memory

Cannot remember and repeat what was heard

Frequent questions when reciting

Omissions or additions of letters, syllables or words

Failure to complete recitations

Severe difficulty understanding what was heard

Errors with b/p, d/t, g/k

Poor vocabulary, frequent repetitions of words

Short compositions with poor content

Prompting of sentences

Omission of parts of verbally assigned arithmetic problems

Assistance articulating, prompting of a given text or arithmetic problem

Acoustical sequencing

Acoustical sequences are not perceived correctly

Muddled explanations, loses the thread easily

Difficulties with verbally presenting sentences with the correct word order and placed correctly in the thought process

Difficulties avoiding becoming distracted by minor details when telling a story

Halting, broken speech with unharmonious breathing

Spatial orientation Body perception

Difficulties orienting oneself to one's own body

Confusion between right-left, above-below, behind-before (in back of-in front of)

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American Dyslexia Association | We can help! | Worksheets

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Source

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Auditory Processing Disorder - LinkedIn article

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Source and further reading.:

Auditory processing disorder also known as central auditory processing disorder, auditory perceptual disorder or central auditory disorder, is a hearing problem that affects about 3-5% of school-aged children. Auditory processing disorders affect the auditory areas of the brain. Auditory processing disorder is a problem with recognizing and interpreting the meaning of sounds. Children with auditory processing disorder have normal hearing but can’t process what they hear in the same way other kids do. This is because their ears and brain don’t fully coordinate together to understand sound.

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Auditory processing disorder (APD) affects people's ability to understand auditory information.

There are five basic auditory processing disorder types, and some people may experience more than one type. These include hypersensitivity, decoding, integration, prosodic, and organizational deficit.

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Find out about auditory processing disorder, a condition where you have difficulty understanding sounds including spoken words.

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Information on Developmental Language Disorder (DLD) 

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Information on Developmental Language Disorder (DLD) 

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Developmental Language Disorder (DLD) affects 1 in 14 people. Increase your knowledge of this hidden but common disability here.

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Developmental Language Disorder (DLD) - What is it?

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Developmental Language Disorder (DLD) - What is it?

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Developmental Language Disorder (DLD) is when a child has long term difficulties in being able to use and understand language. If they speak more than one language, it will have an effect on all of...

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Speech & Language UK: Educators and professionals

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Speech & Language UK: Educators and professionals

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Speech and Language UK: Changing young lives

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Skip to content

We design innovative tools and training for thousands of nursery staff and teachers. Let us help you, help your students.

Tools and training

Whether you're working with early years, primary or secondary students, we can help you support children who struggle with talking and understanding words. Have a look at our training, programmes and resources below.

Our progress checker is based on what we know about how babies and children develop skills. Choose the age of the child and then answer the questions. At the end, we will direct you to some helpful advice and resources.

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Educators and professionals - Speech and Language UK: Changing young lives

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We design innovative tools and training for thousands of nursery staff and teachers. Let us help you, help your students.

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Source

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Evidence suggests there are 5 steps you can take to improve your mental health and wellbeing. Trying these things could help you feel more positive and able to get the most out of life.
1. Connect with other people

Good relationships are important for your mental wellbeing. They can:

help you to build a sense of belonging and self-worth

give you an opportunity to share positive experiences

provide emotional support and allow you to support others

There are lots of things you could try to help build stronger and closer relationships:

2. Be physically active

Being active is not only great for your physical health and fitness. Evidence also shows it can also improve your mental wellbeing by:

raising your self-esteem

helping you to set goals or challenges and achieve them

causing chemical changes in your brain which can help to positively change your mood

Read about exercise guidelines and workouts to help improve your fitness and wellbeing

3. Learn new skills

Research shows that learning new skills can also improve your mental wellbeing by:

boosting self-confidence and raising self-esteem

helping you to build a sense of purpose

helping you to connect with others

Even if you feel like you do not have enough time, or you may not need to learn new things, there are lots of different ways to bring learning into your life.

Some of the things you could try include:

4. Give to others

Research suggests that acts of giving and kindness can help improve your mental wellbeing by:

creating positive feelings and a sense of reward

giving you a feeling of purpose and self-worth

helping you connect with other people

It could be small acts of kindness towards other people, or larger ones like volunteering in your local community.

Some examples of the things you could try include:

saying thank you to someone for something they have done for you

asking friends, family or colleagues how they are and really listening to their answer

spending time with friends or relatives who need support or company

offering to help someone you know with DIY or a work project

volunteering in your community, such as helping at a school, hospital or care home

5. Pay attention to the present moment (mindfulness)

Paying more attention to the present moment can improve your mental wellbeing. This includes your thoughts and feelings, your body and the world around you.

Some people call this awareness "mindfulness". Mindfulness can help you enjoy life more and understand yourself better. It can positively change the way you feel about life and how you approach challenges.

Read more about mindfulness, including steps you can take to be more mindful in your everyday life.

Further information

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Read about 5 steps you can take to improve your mental health and wellbeing.

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Blog: My Life with Dyspraxia (Matt Starr)

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Blog: My Life with Dyspraxia (Matt Starr)

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Matt Starr
ELT Assessment Writer and Teacher

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My life with dyspraxia - I am not a taboo

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Dyspraxia has influenced my life and has shaped who I am today. Matt Starr

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Personal Injury, Medical Malpractice & Nursing Home Lawyers

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The Cerebral Palsy Toolkit | Levin & Perconti

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Our team compiled all the information you need to know if you've recently encountered a cerebral palsy diagnosis. Check out the CP toolkit here.

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Article: "What Do Colorblind People See?"

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Article: "What Do Colorblind People See?"

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Color blindness is usually an inherited condition that makes it difficult to differentiate among shades of colors. Color blindness happens when the cones of the eye are missing specific light sensitive pigments.

Research suggests that color blindness is most prevalent in Caucasian males.

There are different types of color blindness, including red-green, blue-yellow, and complete color blindness.

The most common type is red-green color blindness, which as many as 8 percent of Caucasian males and up to 0.4 percent of Caucasian females.

In this article, we will explore what causes color blindness, the different types of color blindness, and what colorblind people see. We'll also suggest some strategies for coping with everyday activities when you have color blindness.

Humans have three types of light-sensing cones in the eyes: red, blue, and green. With color blindness, also known as color vision deficiency, the pigments in these cones may be dysfunctional or missing. In these cases, the eyes have trouble differentiating between different colors. This leads to color blindness.

Although there are some nongenetic causes of this condition, the primary cause of color blindness is genetics. Color blindness results from an X-linked recessive gene that can pass down from a parent to a child on the X chromosome.

Color blindness is, therefore, statistically more likely to affect males, who only need to have one X chromosome with the gene on it to have the condition.

Each type of color blindness has a different effect on how your eyes see color.

Red-green color blindness

Red-green color blindness is the most common form of the condition. This type of color blindness makes it difficult to differentiate between shades of red and green. There are four types of red-green color blindness:

Deuteranomaly occurs when the M-cones (medium wavelength cones) of the eye are present but dysfunctional. It causes green to look redder.

Protanomaly happens when the L-cones (long wavelength cones) of the eye are present but dysfunctional. It causes red to look greener.

Protanopia occurs when the L-cones of the eye are missing. Missing M-cones are responsible for deuteranopia. Both conditions cause trouble differentiating between red and green.

Blue-yellow color blindness

Blue-yellow color blindness is less common than red-green color blindness, though red-green color blindness often accompanies it. With this type of color blindness, you have trouble differentiating between blue and green, as well as between yellow and red.

Tritanomaly occurs when the S-cones (short wavelength cones) of the eye are present but dysfunctional. If you have tritanomaly, blue and green will look alike, and red and yellow will look alike.

Tritanopia occurs when the S-cones of the eye are missing, which causes colors to look dampened. It also makes it difficult to differentiate between colors with attributes of blue and yellow, such as green, purple, red, and pink.

Complete color blindness

Complete color blindness is rare. This type of color blindness, also called achromatopsia, occurs when all the cones of the eye are either dysfunctional or missing.

Some experts consider another type of color blindness, blue cone monochromacy, to be a form of achromatopsia since it involves a partial or total lack of color vision.

What you'll see in images if you have color blindness depends entirely on its type and severity. If you have red-green color blindness, you'll generally have more color acuity than you would if you had blue-yellow or complete color blindness.

Below are a few examples of how images might look with each of the types of color blindness.

Normal vision vs. protanopia

If you have protanopia, you're "red-blind," which makes red colors look greener.

Normal vision vs. deuteranopia

If you have deuteranopia, you're "green-blind," which makes green colors look redder.

Normal vision vs. tritanopia

If you have tritanopia, you're "blue-blind" and have trouble differentiating among blue-associated colors.

Normal vision vs. achromatopsia

If you have complete achromatopsia, you have monochromatic vision, which makes everything look like different hues of gray.

Having color blindness can make it difficult to perform everyday tasks, especially those that require color differentiation. Some daily activities that color blindness can affect include:

choosing clothes

driving

cooking food

using electronic devices

However, it's usually possible to lead a relatively normal life with color blindness once you've made some adjustments to your daily routine.

Here are some strategies for how to cope with color blindness in your everyday life:

Change the lighting in your home. Color vision doesn't function in the dark, so having a dark environment can make it more difficult to see colors, especially with color blindness. If you have trouble navigating around your home or at work during the day, consider using daylight bulbs to help brighten things up.

Memorize certain daily necessities. Having color blindness can make tasks like driving much more difficult. Memorizing the position of stoplights and the look of certain road signs can help keep you safe on the road, even if you have trouble seeing colors.

Utilize labeling systems. If you're colorblind, it can be hard to perform everyday tasks like choosing outfits or dressing for particular occasions. Creating systems, such as color labeling, can help make daily tasks like this much easier.

Rely on your other senses. Sight is only one of the five senses that we have. Even without it, we still have smell, taste, touch, and hearing. For other activities that usually benefit from color differentiation, such as cooking meals or choosing fresh fruits, you can rely on your other senses to guide you through the process.

Take advantage of accessibility options. Many electronics offer accessibility options that can help people with disabilities navigate them more easily. Changing the options on your phone or TV can help make it easier to enjoy these electronics, even with color blindness. In addition, there are some apps on the market that you can download to help with color distinguishing during certain tasks.

Although there's no cure for color blindness, many people with this condition enjoy fulfilling lives.

Some people have even benefited from using experimental treatments for their conditions. For example, the use of EnChroma Glasses has restored partial color vision for some people with color blindness, which can make daily tasks easier.

If you have partial color blindness, visit your doctor to discuss the treatment options that may be available to you.

Color blindness is a common hereditary condition that primarily affects males, although it can also affect females. There are several types of color blindness, and these differ depending on which cones of the eyes are dysfunctional or missing.

The most common type of color blindness is red-green color blindness, with blue-yellow color blindness following it. Complete color blindness is a much rarer form of color blindness.

If you have color blindness, making small changes to your daily routine can help improve life with this condition.

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What Do Colorblind People See? Types, Images, and More

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Color blindness is usually an inherited condition that makes it difficult to differentiate among shades of colors. Color blindness happens when the cones of the eye are missing specific light sensitive pigments. Research suggests that color blindness is most prevalent in Caucasian males. There are different types of color blindness, including red-green, blue-yellow, and complete color blindness.

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Key points about color blindness and green perception:

Red-green color blindness:

This is the most common type, and people with it struggle to differentiate between shades of red and green, meaning light green might look very similar to a light red or a muted yellow.

Deuteranopia:

A specific type of red-green color blindness where green cones are affected, causing greens to appear more like reds or browns.

Protanopia:

Another type of red-green color blindness where red cones are affected, making greens appear more yellowed or muted.

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A Learning difference / neurodiversity is a life-long condition.

Terms use to describe a group or difficulties/ disorders that affect how someone learns and performs everyday tasks.

These might be difficulties in reading, writing, mathematics, listening, and/or speaking. They could be coordination, memory or focus.

There is usually a large difference between what is expected based on your 'intelligence' and capabilities and your actual performance.

A learning disability is not an intellectual disability (you must have an IQ over 85 to be diagnosed with a learning disability), hearing loss, vision problems, a behavior or emotional disturbance, attention deficit hyperactivity disorder (ADHD or ADD), or autism. These conditions must be ruled out before a learning disability can be diagnosed.

Screening can be carried out which may lead to formal testing by specialists who carry out a series of tests and conduct witness statements before official diagnosis.

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The Teacher’s Guide to Common Learning Challenges

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The Teacher’s Guide to Common Learning Challenges

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Source

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This dyscalculia symptom test is not intended to diagnose or to replace the care of an educational professional. Only a trained healthcare or education professional can make a diagnosis. This self-test is for personal use only.

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[Self-Test] Dyscalculia Symptoms in Children

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Could your child's difficulties in math be symptoms of dyscalculia - the learning disability that makes it challenging to process and understand math? Take the results of this free symptom test to your child's school or a learning specialist to find out.

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Access denied | www.additudemag.com used Cloudflare to restrict access

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Signs of Dyslexia - guide for school teachers & parents

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Signs of Dyslexia - guide for school teachers & parents

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Article - What’s making my dyslexic child so nervous about exams?

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Article - What’s making my dyslexic child so nervous about exams?

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What’s making my dyslexic child so nervous about exams?

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If you’re a parent or guardian to a young person with dyslexia, you likely already know the basics: reading comprehension and writing under pressure are tricky for students whose dyslexia impacts those skills, which can make exam season an extremely high-stress environment. But it goes well beyond t

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The image above shows some of the most dyslexic-friendly fonts that can help improve readability ⬆️

Specially Designed Fonts

1. Dyslexie: Specifically designed to make reading easier for people with dyslexia by altering the shapes of letters to prevent them from being mirrored or flipped. It is a paid downloadable font.

2. OpenDyslexic: Another font designed to increase readability, with heavier bottoms to help prevent letter confusion.

Tips for Using Dyslexic-Friendly Fonts

Font Size: Use a font size of 12-14 points or larger.

Spacing: Increase the spacing between letters, words, and lines to improve readability.

Avoid Italics and Underlining: These can make text harder to read. Use bold for emphasis instead.

Background and Contrast: Use high contrast between text and background, but avoid pure white backgrounds as they can be too harsh.

These fonts and tips can make a significant difference in readability for individuals with dyslexia.

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Read & Write for Google Chrome - Text to Speech Overview.

How to set up Speak Selection on Mac - Apple Support

How to use Speechify - Tutorial.

A Guide to ClaroRead.

Read&Write for Google Chrome - Talk&Type Overview.

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Coloured background tests to see which colour reduces your visual stress.

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Once you have looked at the test page you may find one or two of the coloured backgrounds help. If this is the case order the tints in the coloured background that appeared to reduce the visual stress. It is important to note that the colour of background and overlay can be different when in tinted glasses. We recognise this and therefore if you order a pair and they don't help we will exchange the glasses as many times as required and offer a full refund if none help. Based on our sales we currently exchange 1.5 in every 100 pairs sold

Happyeye glasses are an alternative to overlays. Overlays can only be used for reading; HAPPYEYE glasses are an all round solution offering an individual with visual stress freedom to access all text. They can be used for reading, writing and when the teacher is using the whiteboard or projector and computer work. Our glasses also have a UV filter Cat 1 and are CE approved. This means they can be worn when an individual wishes to read outdoors, or finds the tint beneficial. Many other filters and tints sold for visual stress and dyslexia do not have this as standard and we feel it is an added benefit giving the individual freedom to access text outdoors. Some people who suffer from migraines or who have e.g. autism may feel more comfortable wearing them for longer periods of time.

It is also important that any child or adult wearing our glasses do still have regular eye tests and that any headaches are checked out by a doctor to rule out any other health issues.

It is also worth knowing that the colour that helps can change over time. It is worth retesting an individual every 1-2 years. It may stay the same or it may change.

If you find none of our tints help but feel you have got visual stress please visit an optician who will be able to test you or your child as it maybe that you require a mixture of colours. Happyeye glasses are an alternative to overlays and are available in 13 colours. They are an alternative to overlays.

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Once you have looked at the test page you may find one or two of the coloured backgrounds help. If this is the case order the tints in the coloured background that appeared to reduce the visual stress. It is important to note that the colour of background and overlay can be different when in tinted glasses.

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Echolalia is the repetition of words or phrases, either immediately after the person hears it or at a later time. Echolalia is a common autism trait but also can occur with ADHD.

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Misophonia is a disorder in which certain sounds trigger emotional or physiological responses that some might perceive as unreasonable given the circumstance. Those who have misophonia might describe it as when a sound “drives you crazy.” Their reactions can range from anger and annoyance to panic and the need to flee. While hyperacusis and phonophobia are often noted in people with ASD, misophonia occurs in people who may or may not have another diagnosis. Those living with sensory processing disorder may also react to certain stimuli, both auditory and otherwise; again, this is not the same as misophonia.

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Dysorthography is a specific disorder of spelling which accompanies dyslexia; the cognitive dysfunction underlying the two disorders is probably common to both. In dysorthography, the spelling of words is highly deficient, a direct consequence of the phonological disorder in dyslexic children.

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Dysorthography: what is it, symptoms and treatment | Top Doctors

What is dysorthography?

Dysorthography is a writing disability that develops in children as a difficulty to write words correctly and follow grammatical rules. They have difficulties with sounds and writing. This disorder tends to affect children who have other language disorders or delays, such a s dyslexia.

Prognosis:

Dysorthography develops in childhood and it is necessary to treat it as soon as possible so it does not affect the child's development. It is important to see a specialist if symptoms of this disorder are noticed in order to help the child.

What are the symptoms?

It affects some people more than others, but the most common symptoms tend to be:

Spelling mistakes

Article confusion and misuse

Not using apostrophes or using them incorrectly

Confusing letters, writing words together, or mistaking spoken and written words

Difficulty spelling

Medical tests:

This disorder should not be confused with common grammatical mistakes that children often make when growing up. To adequately diagnose, the following traits should be taken into account; difficulties spelling, mixing up letters, or difficulties separating words and syllables.

The tests to asses this disorder include:

Aural tests

Tests to check for difficulties writing and learning language rules

What causes it?

There are many things that have been thought to cause dysorthography, they include:

Intellectual causes: these can delay learning basic grammatical rules.

Linguistic causes: difficulty in language acquisition and lack of vocabulary knowledge.

Educational causes: depending on the cognitive style that the patient has, different teaching methods may present more challenges.

Perceptual causes: linked to the visual and auditory process.

How can it be prevented?

It is crucial that parents and teachers work together for early detection of this disorder. Parents should provide support at home while teachers provide support in the classroom.

What is the treatment?

In order to treat this disorder, the cause should be found. It is often caused by a visual or hearing impairment, pronunciation issues, or even an unfavourable study environment. Depending on the cause and the level of impairment, the speech therapist or childhood psychologist may suggest a treatment aimed at resolving related issues and learning and using correct spelling.

What specialist should I see?

The specialist that diagnoses and treats this disorder is a speech therapist.

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Dysorthography: what is it, symptoms and treatment | Top Doctors

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Everything you need to know about dysorthography . What is (dysorthography) and where is it?

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Apraxia is difficulty in carrying out planned movements. A person with apraxia may be

able to carry out automatic movements but not planned movements. For example, they

may be able to yawn (automatic) but be unable to open their mouth when asked (planned).

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If you drink alcohol during pregnancy you risk causing harm to your baby. Sometimes this can result in mental and physical problems in the baby, called foetal alcohol spectrum disorder (FASD).
FASD can happen when alcohol in the mother's blood passes to her baby through the placenta.

Your baby cannot process alcohol well, which means it can stay in their body for a long time. Alcohol can damage their brain and body and stop them from developing normally in the womb.

This can result in the loss of the pregnancy. Babies who survive may be left with lifelong problems.

Characteristics of foetal alcohol spectrum disorder (FASD)

FASD can cause problems with:

movement, balance, vision and hearing

learning, such as problems with thinking, concentration, and memory

managing emotions and developing social skills

hyperactivity and impulse control

communication, such as problems with speech

the joints, muscles, bones, and organs, such as the kidneys and heart

These problems are permanent, though early treatment and support can help limit their impact on a child's life.

The type of FASD symptoms a baby has and how severe they are is different depending on how often, and how much, the mother drank during pregnancy. The greater the amount of alcohol consumed, the more severe the symptoms tend to be.

What to do if you think your child has foetal alcohol spectrum disorder (FASD)

Speak to a GP or health visitor if you have any concerns about your child's development or think they could have FASD.

If the condition is not diagnosed early and your child does not receive appropriate support, they're more likely to experience bigger challenges associated with the condition.

For example, they may have difficulties with learning, have challenging behaviours, mental health problems, and find it difficult to get a job and live independently as an adult.

A doctor or health visitor will need to know if your child was exposed to alcohol during pregnancy to help make a diagnosis of FASD.

Your child may be referred to a specialist team for an assessment if there's a possibility they have the condition.

This usually involves physical examinations and blood tests to rule out genetic conditions that have similar characteristics to FASD.

Treatment and support for foetal alcohol spectrum disorder (FASD)

There is no particular treatment for FASD, and the damage to a child's brain and body cannot be reversed. But an early diagnosis and support can make a big difference.

Once the condition has been diagnosed, a team of healthcare professionals can assess your child's needs and offer appropriate educational and behavioural strategies.

You may also find it helpful to contact a support group for people with FASD. These can be a good source of advice and they may be able to connect you with other people in a similar situation.

Find support from:

You might also want to ask your care team if they know of any local groups in your area.

Preventing foetal alcohol spectrum disorder (FASD)

FASD is completely avoidable if you do not drink alcohol while you're pregnant.

The risk of FASD is higher the more you drink. There's no proven "safe" level of alcohol in pregnancy. Not drinking at all is the safest approach.

If you're pregnant and struggling with an alcohol problem, talk to a midwife or doctor.

Confidential help and support is also available from:

Drinkaware has a national alcohol helpline called Drinkline; if you're worried about your own or someone else's drinking, call the free helpline on 0300 123 1110 (weekdays 9am to 8pm, weekends 11am to 4pm)

We Are With You - a charity providing free, confidential support for drugs, alcohol and mental health problems, and a directory of drug and alcohol services around the UK

Alcoholics Anonymous (AA) - a free self-help group; its "12-step" programme involves getting sober with the help of regular support groups

National Organisation for FASD has a helpline - 020 8458 5951 (you leave a message and someone returns your call)

You can also find your nearest alcohol support services or read advice on cutting down your drinking and alcohol in pregnancy.

Page last reviewed: 04 April 2023
Next review due: 04 April 2026

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Find out about foetal alcohol spectrum disorder, which is a range of mental and physical problems that can affect a child if their mother drinks alcohol while pregnant.

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The term fetal alcohol spectrum disorders (FASD) refers to the wide range of physical, behavioral, and cognitive impairments that occur due to alcohol exposure before birth (also known as prenatal alcohol exposure).

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Accessibility tools for neurodiversity - Microsoft

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Accessibility tools for neurodiversity - Microsoft

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This page lists neurodiversity-related accessibility tools to help all Microsoft Windows and Microsoft 365 users. We make the content accessible for people with a health condition such as dyslexia, seizures, autism, ADHD, or other cognitive disabilities.

Set up Windows to fit your needs

Improve reading comprehension and writing skills

Read without distractions and customize your reading experience

Stay focused and organized

Use your keyboard effectively

Other helpful tools

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Learn about accessibility tools for neurodiversity in Windows and Microsoft 365.

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Supporting young learners with dyslexia: Cambridge Assessment - English

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Supporting young learners with dyslexia: Cambridge Assessment - English

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A guide for teachers

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The images on this site can be used for teaching a way of thinking that can help students to build a network of ideas and an approach for learning and thinking about maths.

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Same But Different is a powerful routine for use in math classrooms. The images can be used for teaching a way of thinking: grayscale thinking, categorical thinking; helping students to build a network of ideas and an approach for learning and thinking about mathematics.

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Teaching strategies for students with ADHD

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Teaching strategies for students with ADHD

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Teaching Strategies for Students with ADHD: Ideas to Help Every Child Shine

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Your child’s teacher is your partner in a fair and equitable education, but does she have the ADHD tools she needs? The following ADHD teaching strategies will help all students — but especially those with ADD — learn to the best of their ability in any classroom.

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The Bell Foundation - EAL and SEND Guidance

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The Bell Foundation - EAL and SEND Guidance

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Kooth.com - Mini-activities to boost your wellbeing

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Kooth.com - Mini-activities to boost your wellbeing

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Kooth is your online mental wellbeing community. Access free, safe and anonymous

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Video: Dyscalculia Teaching Strategies: What is Dyscalculia?

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Video: Dyscalculia Teaching Strategies: What is Dyscalculia?

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Dyscalculia Teaching Strategies: What is Dyscalculia?

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Video: Supporting students with dysgraphia

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Video: Supporting students with dysgraphia

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Video: Top tips for supporting learners with Dyscalculia and maths learning difficulties. 

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Video: Top tips for supporting learners with Dyscalculia and maths learning difficulties. 

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Top Tips for Supporting Learners with Dyscalculia and Maths Learning Difficulties

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Encouraging movement breaks in the classroom (booklet)

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Encouraging movement breaks in the classroom (booklet)

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Great video by Middle Ground

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Can You Tell If Someone has Autism? | Middle Ground

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Mental health and wellbeing guides for the Further Education sector from the ETF

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Mental health and wellbeing guides for the Further Education sector from the ETF

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Mental Health and Wellbeing - The Education and Training Foundation

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Selection of resources on how to look after your, and your colleagues’ mental health as further education and skills sector professionals.

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The science behind building healthy habits can help you keep your New Year’s resolution

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The science behind building healthy habits can help you keep your New Year’s resolution

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The science behind building healthy habits can help you keep your New Year's resolution

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Resolutions are like goals and putting time into planning your resolution can increase your success. Using scientific strategies can increase your chances of sticking with your resolution.

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ADHDadultUK | The UK's leading adult ADHD charity - Evidence-based information about adult ADHD

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ADHDadultUK - The UK's adult ADHD charity

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A registered charity set up to support adults with ADHD in the UK, through resources, The ADHD Adults podcast and links to evidence.

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“Twice exceptional” (2e) is the term used to describe intellectually gifted children with great potential for academic achievement who also have a learning disability or neurological challenge, like attention deficit hyperactivity disorder (ADHD or ADD).

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What Does Twice Exceptional Mean? Identifying and Nurturing Gifted Children with ADHD

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The intellectual potential of twice exceptional youth is great but sometimes difficult to recognize and cultivate due to a co-existing condition like ADHD, a learning disability, sensory issues, or other conditions that complicate learning - and teaching.

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Hyperlexia: What is it, and how can I support a hyperlexic learner?

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Hyperlexia: What is it, and how can I support a hyperlexic learner?

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Hyperlexia is a syndrome which impacts speech, language and social interaction, as well as word reading ability. It often co-occurs with Autistic Spectrum Condition.
Hyperlexia was first identified by Siberlberg and Silberberg:
‘the precocious ability to read words without prior training in learning to read, typically before the age of five’.

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What is Hyperlexia?

Hyperlexia is a syndrome which impacts speech, language and social interaction, as well as word reading ability. It often co-occurs with Autistic Spectrum Condition. Some experts believe that most or all children with hyperlexia are Autistic, while others suggest that there are subtypes, and that only some of these subtypes overlap with Autism. It is believed that around 6-14% of Autistic children are hyperlexic, and that around 84% of hyperlexic children are Autistic ( ref).

Hyperlexia was first identified by Siberlberg and Silberberg, who defined it as, 'the precocious ability to read words without prior training in learning to read, typically before the age of five'. Hyperlexic children have a word reading ability far above that expected for their age. Their ability to read words (decode) is usually far above their comprehension levels, so they may be able to read complex texts, but with limited understanding of the content. Their comprehension of written text, as well as their understanding of spoken language, may be similar to or lower than that which is expected at their age. Hyperlexic children often have a special interest in letters or numbers, and may also be interested in other systems of organisation such as the periodic table, significant dates, flags or languages.

The key traits which may be seen in a hyperlexic child are:

Very strong word reading skills, and an ability to decode unfamiliar words far beyond the level expected at their age.

Difficulty in understanding and developing verbal language, and ongoing differences in expressive and receptive language skills, as is often seen in Autistic individuals.

Non-typical social interaction skills.

Other traits which may be seen are:

Echolalia (repeating the speech of others, or memorising set phrases to use to communicate).

Listening selectively to some things but not others.

Difficulty understanding or answering questions (who, what, where, when, how).

Strengths in learning concrete information and facts, but difficulty understanding abstract concepts.

Enjoys routines and finds change and transition difficult.

Strong auditory and/or visual memory.

Sensory processing differences.

You can find further information on hyperlexia on the Hyperlexia UK website, or view the video below for insight into a personal experience of hyperlexia.

The above video may be from a third-party source. We accept no responsibility for any videos from third-party sources. Please let us know if the video is no longer working.

How is Hyperlexia Diagnosed?

Hyperlexia in itself is not currently a diagnosis. Children displaying traits of hyperlexia will often be assessed to see if they are on the Autistic spectrum, or may be diagnosed with a social communication disorder (SCD). For children who receive SEN Support in school or have an EHCP, it is useful to recognise their hyperlexic traits within the description of their needs, and ensure that the provision that they are offered supports the unique strengths and needs of hyperlexia.

8 Top Tips: What are the best ways of supporting learners with hyperlexia?

Children with hyperlexia have strengths in reading, so this should be used to support their understanding. They may find verbal information or instructions difficult to process, so accompany verbal language with written information. Bear in mind though that their comprehension of written text is unlikely to be as strong as their ability to decode it, especially if it includes anything abstract, so keep written instructions simple (e.g. checklists or bullet points), and include images or symbols alongside them to aid understanding.

Work on developing the child's expressive and receptive language skills to support their communication. You can find guidance on developing these skills, written by Twinkl's speech and language therapy team, below.

And although their decoding skills will be strong, embed regular practise of reading comprehension skills into the timetable. You can find a range of reading comprehension activities for KS1 level here, for KS2 level here, and for KS3 level here.

Explicitly teach wh- questions and practise how to answer them (for example memorising that an answer to a 'why' question can begin with the word 'because...'). Blank's levels of questioning are an effective way to support development of these skills.

1. Most children with hyperlexia are good at rote learning, and enjoy this learning style. Make use of this, for example by using interactive games to teach skills and information. You can find a range of interactive learning games at Twinkl Go.

2. If the child you are working with has a special interest, make use of this to help them engage with their learning.

3. Hyperlexic children may need support to understand what to expect in different social situations, and to cope with change and transitions. Social situation texts can be a great way to help with this - you can find out more about how to write a social situation here, or use the template below. You can also find many pre-written social situations on the Twinkl website, all of which are editable so that they can be personalised to the learner's needs and the specific situation.

Use visual timetables to help hyperlexic children manage transitions and understand what is coming up next - they may not be able to process this information if it is only given verbally, and not knowing the schedule may cause distress or behaviour which challenges. You can create visual timetables for free on the Twinkl Symbols app,

Be aware of sensory seeking or sensory avoiding behaviours which the child may be displaying, and support them with these, for example by implementing a sensory diet.

You can find more information and resources to support learners with special educational needs on the Twinkl SEND homepage.

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Hyperlexia: What is it, and how can I support a hyperlexic learner?

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Hyperlexia is a syndrome which is significantly more common in Autistic individuals, and is characterised by a reading ability far beyond the expected level for a child's age.

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Teaching Children with Hyperlexia | Study.com

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Teaching children with hyperlexia can be a challenge as well as a unique and rewarding opportunity. This lesson discusses what hyperlexia is and…

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Supporting children with Oppositional Defiant Behaviours in the classroom

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Supporting children with Oppositional Defiant Behaviours in the classroom

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Third grade teacher Ms. Kim is really struggling with her student Aiden. Every day, he argues over simple things, seemingly just for the sake of causing trouble. He refuses to take responsibility for his behavior, even when caught in the act. And today, Aiden tore up a fellow student's art project after that student wouldn't let him use their red marker. His parents say he's the same at home. A school counselor finally suggests that many of these behaviors line up with the symptoms of ODD in kids-oppositional defiant disorder.

What is ODD?

Image: TES Resources

Oppositional defiant disorder, commonly known as ODD, is a behavioral disorder in which children are-as the name suggests-defiant to the degree that it interferes with their daily lives. The DSM-5, published by the American Psychiatric Association, defines it as a pattern of angry, vindictive, argumentative, and defiant behavior that lasts at least six months.

In an article on Headteacher Update, Dr. Nicola Davies sums it up this way: "The goal of a student with oppositional defiant disorder (ODD) is to gain and maintain control by testing authority to the limit, breaking rules, and provoking and prolonging arguments. In the classroom, this can be distracting for both the teacher and other students."

Between 2% and 16% of the population may have ODD, and we're not entirely sure of the causes. Scientists believe it could be genetic, environmental, biological, or a mix of all three. It's diagnosed more often in younger boys than girls, though by their teen years, both seem to be equally affected. It co-occurs in many kids with ADHD, with some studies indicating up to 50% of students with ADHD also have ODD.

What does ODD in kids look like?

Image: ACOAS

We all know that kids of a certain age, especially toddlers and teenagers, are pretty much always arguing and defying. In fact, those can be appropriate behaviors at those ages, as kids test the world around them and learn how it works.

However, ODD is a whole lot more than that, to the point where students with ODD disrupt their own lives and often the lives of everyone around them. Kids with ODD push the limits of defiance far beyond reason. Their problem behavior is much more extreme than that of their peers, and it happens much more often.

Defiance and arguing

Most kids go through a phase where "no" is their favorite word, but for students with ODD, that phase never ends. They question everything, all the time, and consistently refuse to comply with rules and requests. Their need for argument may lead them to deliberately annoy others in an attempt to create conflict. However, they usually refuse to take responsibility for their mistakes or behaviors, blaming others for everything.

Anger and irritability

These are the kids who seem angry all the time and fly off the handle at the slightest provocation. Their overreactions may devolve into temper tantrums, not just occasionally but frequently. Therefore, every conversation you have with them seems to be a struggle.

Vindictiveness

The ongoing anger of kids with ODD can lead to vindictiveness and a need for revenge. They are spiteful and retaliatory, holding grudges and demanding punishment for others.

Not surprisingly, these behaviors cause students with ODD to struggle both at home and in school. It's hard for them to make friends, and their schoolwork often suffers too. They may become depressed or anxious, or develop conduct or substance abuse disorders as they grow older. Early identification and treatment are vital to helping these kids.

How can teachers help kids with ODD?

It's vital that teachers and parents work together to help students with ODD. The experienced teachers in the WeAreTeachers Helpline group on Facebook suggest trying these methods at school and at home. Find more ideas at Pathway 2 Success.

Be consistent

"Instead of arguing, repeat your words and consequences," says Brandy T. "I use trigger words that I often repeat so the student knows I mean business. If a student tries to argue, I simply say either 'not now,' 'later,' or 'fix the issue!' The student then knows they can go to their chill-out space if they need to calm down."

Give them space to reset

Kids with ODD can learn to recognize when they're feeling overwhelmed and getting ready to challenge or defy. Giving them a safe space to calm down and rethink their choices can be beneficial. Calm-down corners have become popular in classrooms for this very reason. "Put out books, coloring, LEGO bricks, etc., in a place where they can go on their own when they feel like they need a break," says Tobey G. "Often immediately after activities with a lot of stimulation, these kids need a safe space to calm down. Let them decide if and when they need to excuse themselves."

Give them choices

Kids with ODD are looking for control. Rather than letting them drive the situation, you can give them a feeling of control while maintaining control yourself. "Always give choices," advises Holli A. "State your choices-then walk away. Give the student time to process and decide which choice to make. If they don't like the choices, don't engage. When they try to argue, repeat the choices, and walk away again. If the student still will not choose, they do not get to participate in their preferred activity."

As in other situations, it pays to stay consistent in your classroom rules and discipline. "After I give choices, I always reinforce the classroom rules and procedures and follow up with an appropriate consequence," says Kristel R. "You cannot falter; stick to your rules and follow through."

Offer positive reinforcement and appropriate rewards

Kids with ODD often respond to positive behavior reinforcement. It's helpful to offer them a chance to earn certain privileges, rather than taking those privileges away as punishment. For instance, give them the ability to earn screen time when they promptly do as they're asked, instead of threatening to take away screens when they defy.

When using a reward system, make sure that it is appropriate and isn't perceived as manipulation. Leslie L. uses a behavior tracking system and a reward system where students can turn in points for an incentive (iPad time, lunch with a teacher, etc.). "I also build breaks right into their schedule," adds Leslie. "And I try to be as patient and understanding as I possibly can."

Teacher Erica M. also uses a point system checklist with options A and B. If they do each one, they earn "points" for an incentive, which often is iPad time during the last 15 minutes of class. "Find an interest and use that to your advantage!" Erica says.

Avoid power struggles

Most teachers agreed: Stay out of those winless power struggles. As Kris W. said, "Pick your battles. A student of mine corrects me all the time, whether I am wrong or not. I answer back, 'OK, let's double-check that.' If I made a mistake, I correct it, and we move on; if he's wrong, I silently let him figure it out."

Make personal connections

Often kids with ODD are looking for a relationship with a teacher who can help them deal with problems on their own instead of making them stand out in a negative way. Building a connection with them will help get to the root of the behavior.

"Almost all of my students have ODD, and I have a great relationship with most of them," says Kendra J. "Find out what they are interested in and have conversations on their level during breaks." Allow them to set goals and decide together what the consequences will be if they don't meet the goal.

Carol H. says, "Find something at the student's interest level. I once had a middle school girl who hated all of her teachers and was out of control. She would curse at adults and peers, scratch, bite, and refuse to complete work. I found out she played soccer for a travel team. So did my son. A few weeks into the school year, she had a game adjacent to my son's, and I was able to watch her play. It changed everything. She is a freshman in college now, and we still keep in touch."

Find ODD Resources

This is just an overview of what students with ODD are facing. Educate yourself about the condition to find more ways to understand and help these kids in your classroom.

Online

Books

(Just a heads up, WeAreTeachers may collect a share of sales from the book links on this page. We only recommend items our team loves!)

Have more questions about kids with ODD? Come share your thoughts and ask for advice in the WeAreTeachers Helpline Facebook group.

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What Teachers Need To Know About Students With ODD

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What is ODD in kids, and how can teachers help their students with ODD? Learn what oppositional defiant disorder looks like in the classroom.

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ODD is a type of disruptive behaviour disorder (not a learning difference) but some people with autism (1/10) or ADHD have ODD. Symptoms of ODD may include:

Having frequent temper tantrums.

Arguing a lot with adults.

Refusing to do what an adult asks.

Always questioning rules and refusing to follow rules.

Doing things to annoy or upset others, including adults.

Blaming others for the child's own misbehaviors or mistakes.

Being easily annoyed by others.

Children may grow out of ODD

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Hyperlexia: Signs, Diagnosis, and Treatment

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If you're confused about what hyperlexia is and what it means for your child, you're not alone! When a child is reading exceptionally well for their age, it's worth learning about this rare learning disorder.

Sometimes it can be difficult to tell the difference between a gifted child and one who has hyperlexia and is on the autism spectrum. A gifted child might just need their skills nurtured more, while a child who is on the spectrum may need special attention to help them communicate better.

Still, hyperlexia alone doesn't serve as an autism diagnosis. It's possible to have hyperlexia without autism. Every child is wired differently, and by paying close attention to how your child communicates, you'll be able to get them the support they need to maximize their potential.

Hyperlexia is when a child can read at levels far beyond those expected for their age. "Hyper" means better than, while "lexia" means reading or language. A child with hyperlexia might figure out how to decode or sound out words very quickly, but not understand or comprehend most of what they're reading.

Unlike a child who is a gifted reader, a child with hyperlexia will have communication or speaking skills that are below their age level. Some kids even have hyperlexia in more than one language but have below average communication skills.

There are four main characteristics that most kids with hyperlexia will have. If your child doesn't have these, they might not be hyperlexic.

1. Signs of a developmental disorder. Despite being able to read well, hyperlexic kids will show signs of a developmental disorder, such as being unable to speak or communicate like other kids their age. They might also exhibit behavioral problems.

2. Lower than normal understanding. Kids with hyperlexia have very high reading skills but lower than normal understanding and learning skills. They might find other tasks like putting together puzzles and figuring out toys and games a bit tricky.

3. Ability to learn quickly. They'll learn to read quickly without much teaching and sometimes even teach themselves how to read. A child might do this by repeating words he sees or hears over and over again.

4. Affinity for books. Kids with hyperlexia will like books and other reading materials more than playing with other toys and games. They might even spell words out loud or in the air with their fingers. Along with being fascinated with words and letters, some kids also like numbers.

Hyperlexia can be the opposite of dyslexia, a learning disability characterized by having difficulty reading and spelling.

However, unlike children with hyperlexia, dyslexic children can normally understand what they are reading and have good communication skills. In fact, adults and children with dyslexia are often able to understand and reason very well. They may also be fast thinkers and very creative.

Dyslexia is much more common than hyperlexia. One source estimates that about 20 percent of people in the United States have dyslexia. Eighty to 90 percent of all learning disabilities are classified as dyslexia.

Hyperlexia usually doesn't occur on its own as a stand-alone condition. A child who is hyperlexic may also have other behavioral and learning issues. This condition is not easy to diagnose because it doesn't go by the book.

Hyperlexia is not clearly defined in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) for doctors in the United States. The DSM-5 lists hyperlexia as a part of autism.

There's no specific test to diagnose it. Hyperlexia is normally diagnosed based on what symptoms and changes a child shows over time. Like any learning disorder, the sooner a child receives a diagnosis, the faster they'll have their needs met to be able to learn better, their way.

Let your pediatrician know if you think your child has hyperlexia or any other developmental issues. A pediatrician or family doctor will need the help of other medical experts to diagnose hyperlexia. You'll likely have to see a child psychologist, behavioral therapist, or speech therapist to find out for sure.

Your child might be given special tests that are used to find out their understanding of language. Some of these might involve playing with blocks or a puzzle and just having a conversation. Don't worry - the tests are not difficult or scary. Your child might even have fun doing them!

Your doctor will also likely check your child's hearing, vision, and reflexes. Sometimes hearing problems can prevent or delay speaking and communication skills. Other health professionals that help diagnose hyperlexia include occupational therapists, special education teachers, and social workers.

Treatment plans for hyperlexia and other learning disorders will be tailored to your child's needs and learning style. No plan is the same. Some children may need help with learning for just a few years. Others need a treatment plan that extends into their adult years or indefinitely.

You're a big part of your child's treatment plan. As their parent, you're the best person to help them communicate how they feel. Parents can often recognize what their child needs to learn new mental, emotional, and social skills.

Your child might need speech therapy, communication exercises, and lessons on how to understand what they're reading, as well as extra help with practicing new speaking and communication skills. Once they begin school, they might need extra help in reading comprehension and other classes.

In the United States, individualized education programs (IEPs) are made for children as young as age 3 who would benefit from special attention in certain areas. A hyperlexic child will excel in reading but might need another way of learning other subjects and skills. For example, they might do better using technology or prefer writing in a notebook.

Therapy sessions with a child psychologist and occupational therapist might also help. Some children with hyperlexia also need medication. Talk to your pediatrician about what's best for your child.

If your child is reading remarkably well at a young age, it doesn't mean they have hyperlexia or are on the autism spectrum. Likewise, if your child is diagnosed with hyperlexia, it doesn't mean they have autism. All children are wired differently and have varying learning speeds and styles.

Your child might have a unique way of learning and communicating. As with any learning disorder, it's important to receive a diagnosis and begin a treatment plan as early as possible. With a plan in place for continued learning success, your child will have every opportunity to thrive.

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Hyperlexia: Signs, Diagnosis, and Treatment

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Hyperlexia is characterized by high-level reading skills, but other communication delays may be present at the same time. Learn about the signs, diagnosis, and treatment of hyperlexia.

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See the Treatment section of the Apraxia of Speech (Adults) Evidence Map for pertinent scientific evidence, expert opinion, and client/caregiver perspective.

The goal of intervention is to help the individual achieve the highest level of independent function for participation in daily living (WHO, 2001). Intervention is designed to

For individuals with apraxia of speech (AOS), treatment goals focus on facilitating the efficiency, effectiveness, and naturalness of communication by

improving speech production and intelligibility and

using augmentative and alternative communication (AAC), such as gestures, manual signs, electronic speech output devices, and context-specific communication boards when indicated.

Barriers to successful communication and participation can be minimized for individuals with AOS by

See Person-Centered Focus on Function: Acquired Apraxia of Speech [PDF] for an example of functional goals consistent with the International Classification of Functioning, Disability and Health framework.

Family-Centered Practice

The goal of family-centered practice for individuals with AOS is to create a partnership so that family members fully participate in all aspects of the individual's care. The range of services offered to families includes

counseling,

providing resources and information,

coordinating services,

advocating for practices that incorporate family preferences and address family priorities, and

teaching specific skills to family members and other significant communication partners (see family-centered practice).

Treatment Considerations

When designing a treatment program for an individual with AOS, consider the following factors:

Client Autonomy and Personal Preferences

Treatment begins with meaningful and self-selected speech stimuli (e.g., words and phrases).

The ability to exercise choice and control over practice conditions has been shown to enhance motor skill learning, even when choices are incidental (e.g., which target to practice first; Wulf & Lewthwaite, 2016).

Task Difficulty

Stimulability is often used to determine initial therapy targets; however, more difficult targets may promote better generalization (Ballard, 2001; Maas et al., 2008; Odell, 2002).

Motor performance and learning may be enhanced by setting positive expectations that a learner will be able to complete a task (i.e., moderating perceived task difficulty; Wulf & Lewthwaite, 2016).

Task Hierarchy

For individuals who are nonverbal, reflexive actions (e.g., cough, laugh) may be initially elicited as reflexes and then shaped to volitional control and, ultimately, to voluntary speech production (Simpson & Clark, 1989).

Examples of Stimulus and Task Variables That Affect Responses*

Oral/nasal distinctions

Voiced distinctions

Bilabial and lingual/alveolar place of articulation

Other places of articulation

Consonant clusters that cross syllables

Consonant clusters within syllables

Shorter syllables

Longer syllables

High-frequency syllables and words

Low-frequency syllables and words

Stressed syllables and words

Unstressed syllables and words

Automatic/reactive speech

Volitional/propositional speech

Imitation of a model

Self-generation of response (especially in those with coexisting aphasia)

Feedback

Treatment Approaches

Treatment can be restorative (i.e., aimed at improving or restoring impaired function) and/or compensatory (i.e., aimed at compensating for deficits not amenable to retraining). In the case of progressive AOS, it may also help maintain speech functioning.

Approaches aimed at improving speech production and intelligibility focus on reestablishing motor plans/programs and improving the ability to select and activate them and set program parameters (e.g., speed) in specific situations (Knock et al., 2000). These treatment approaches include articulatory-kinematic approaches, sensory cueing, rate and/or rhythm control, and various combinations thereof.

Approaches used to compensate for AOS focus on teaching use of strategies or external aids and creating or personalizing those resources (e.g., using gestures, writing, or drawing to communicate).

Some approaches may be used in both restorative and compensatory capacities. For example, AAC is used to provide functional communication options while supporting, enhancing, and potentially improving speech production (Lasker et al., 2008; Yorkston et al., 2010).

Treatment Options

Below are brief descriptions of treatment options for addressing AOS, grouped by approach. This list is not exhaustive, and the inclusion of any specific treatment does not imply endorsement from ASHA. Please see the Apraxia of Speech (Adults) Evidence Map for systematic reviews of AOS interventions.

Treatment selection depends on a number of factors, including severity of the disorder, communication needs of the individual, and presence and severity of co-occurring conditions (e.g., aphasia and associated language and cognitive deficits, dysarthria, or progressive neurological diseases).

Apraxia in other systems may play a role in treatment. For example, similar to limb weakness, the presence of limb apraxia may impact access to AAC.

Articulatory-Kinematic Approaches

Articulatory-kinematic approaches are based on principles of motor programming/planning. They

See Bislick et al. (2012) and Maas et al. (2008) for discussions of motor learning principles as they apply to the treatment of motor speech disorders.

Multiple Input Phoneme Therapy

Multiple input phoneme therapy is appropriate for individuals with severe AOS. The program proceeds through a hierarchy of steps that stress phoneme generalization using multiple input stimuli. The individual's stereotypic utterances are used as initial stimuli; the clinician models these utterances while simultaneously providing a gestural/prosodic cue (e.g., tapping the individual's arm). The clinician then fades the voice and mimes the movement while the individual continues to produce the target. New words use the initial phoneme of a stereotypic utterance (e.g., "one" to "win"). The number of targets and the length and phoneme complexity progressively increase. The individual initially repeats the stereotypic utterance in a nonvolitional manner and eventually regains volitional control and the ability to spontaneously express words and phrases (Stevens, 1989; Stevens & Glaser, 1983).

Sound Production Treatment

Sound production treatment is intended to improve production of consonants that are problematic for a particular speaker. It uses a treatment hierarchy that incorporates modeling and repetition of minimal-contrast word pairs. Auditory, visual, and tactile cues are used, along with articulatory placement cueing and graphemic cues (Wambaugh et al., 1998; Wambaugh & Mauszycki, 2010).

Speech Motor Learning Treatment Approach

The speech motor learning treatment approach addresses the underlying inability to plan and program the production of speech motor targets in varying phonetic contexts and in utterances longer than single words or nonwords. Nonwords, constructed from a corpus of target consonants and vowels, are used as treatment stimuli. Treatment proceeds in steps, taking the individual from imitated blocked practice of each nonword to self-initiated production of a series of nonwords. Eventually, real words and phrases containing these words are identified and rehearsed until the criterion is met (van der Merwe, 2011).

Sensory Cueing Approaches

Many treatments for AOS incorporate sensory input (e.g., visual, auditory, proprioceptive, and tactile cues) to teach the movement sequences for speech. Sensory cues can be used separately or in combination (i.e., multisensory approach). Feedback is an important aspect of motor learning. These external cues may facilitate speech production by providing additional feedback to the individual if they cannot benefit from, or do not receive, sufficient intrinsic sensory feedback.

Integral Stimulation

Integral stimulation is a method for practicing movement gestures for speech production that involves imitation and emphasizes multiple sensory models (e.g., auditory, visual, tactile). This method is part of many treatment approaches. Treatment follows a "listen to me, watch me, do what I do" sequence, in which the individual hears and sees how the clinician produces a targeted sound sequence or word/phrase and then imitates (Rosenbek et al., 1973).

Tactile Cueing

Tactile cueing methods of speech facilitation are those that provide direct tactile input for correct speech production. Using these methods, the SLP applies pressure or otherwise touches the individual's face, neck, and head to provide a tactile cue for correct production or speech movement gesture.

Prompts for Restructuring Oral Muscular Phonetic Targets (PROMPT)

PROMPT is a tactile method of treatment based on touch pressure, kinesthetic, and proprioceptive cues (Bose et al., 2001; Chumpelik, 1984; Freed et al., 1997). Using this approach, the clinician uses finger placements on the individual's face and neck to cue various aspects of speech production (e.g., place and manner of articulation) and help the individual limit unnecessary movements. PROMPT requires specialized training.

Visual Cueing

Visual cueing methods provide visual cues for shape, placement, or movement of the articulators. Visual cues can be provided via low-tech methods (e.g., simple hand signs or visual feedback via a mirror) or more technologically advanced methods that utilize computer software and screen, ultrasound images, and other forms of biofeedback (e.g., acoustic/spectrographic feedback displays).

Electropalatography

Electropalatography utilizes a palatal device with electrodes to record and visualize contact of the tongue on the palate while an individual makes different speech sounds (Howard & Varley, 1995). Electropalatography provides real-time visual feedback as well as a split-screen option so that the SLP can model the correct tongue placement while the patient observes.

Electromagnetic Articulography

Electromagnetic articulography uses miniature receiver coils placed on and in the mouth (e.g., tongue dorsum, corners of the mouth, or velar margin) to record and provide a visual display of tongue, mouth, palate, and jaw movements during treatment. AOS treatment research involving electromagnetic articulography has focused on tongue placement (see, e.g., Katz et al., 1999, 2010).

Word and Phrase-Focused Approaches

Script Training

Script training is a functional approach to treating neurogenic communication disorders (Holland et al., 2002). It is used to facilitate verbal communication on specific topics selected by the individual. Script training helps the individual who wants to speak relatively normally on a few personally relevant topics. A number of phrases are practiced so that they become automatic and can be inserted into conversation relatively fluently (Henry et al., 2018; Youmans et al., 2011).

Rate and Rhythm Control Approaches

Rate and rhythm control approaches (also called prosodic facilitation approaches) use intonation patterns (melody, rhythm, and stress) to improve speech production. Although these approaches are aimed at improving prosody, they may also result in improved articulation for individuals with AOS (Mauszycki & Wambaugh, 2011). Using these patterns, the clinician guides the individual through a gradual progression of steps that increase the length of utterances, decrease dependence on the clinician, and decrease reliance on intonation (Martin et al., 2001).

Contrastive Stress

Contrastive stress is used when speaking to highlight a particular word in a phrase or sentence; varying the stressed word also changes the meaning of the sentence. In treating AOS, contrastive stress can be used in target phrases or sentences to improve the individual's ability to produce speech with varying intonation contours (Wertz et al., 1984).

Melodic Intonation Therapy

Melodic intonation therapy uses melody, rhythm, and stress to facilitate speech production. The clinician provides models of intoned utterances of varying lengths. Reliance on intonation is gradually decreased over time. Melodic intonation therapy was first designed for individuals with nonfluent aphasia, many of whom have co-occurring AOS (Sparks et al., 1974; Sparks & Holland, 1976; Zumbansen et al., 2014).

Metrical Pacing Treatment

Metrical pacing treatment is a pacing technique that uses rhythmical sequences of tones that provide metrical templates to guide the production of target utterances. Individuals are asked to produce target utterances at the same time as pacing signals. The synchronization pulse is generated by a computer and can be varied by rate (corresponding to speech rate) and metrical structure (syllable number and stress pattern) to simulate natural stress patterns of speech (Brendel & Ziegler, 2008).

Rhythmic Pacing Strategies

Rhythmic pacing strategies use various rate control techniques to provide temporal cues that help pace speech production. Techniques include hand or finger tapping and use of a pacing board or metronome (Dworkin et al., 1988; Mauszycki & Wambaugh, 2008).

Transcranial Direct Current Stimulation

Transcranial direct current stimulation is an experimental procedure in which transcranial direct current is delivered to the left inferior frontal gyrus to modulate cortical activity. It has been used in conjunction with articulatory-kinematic treatment to improve the speech of individuals with AOS secondary to stroke. Speech targets consist of syllables and words that are presented auditorily and are repeated by the individual (Marangolo et al., 2011).

Augmentative and Alternative Communication (AAC)

AAC involves supplementing or replacing natural spoken language with writing and/or aided (e.g., picture communication, line drawings, speech-generating devices, and tangible objects) or unaided (e.g., manual signs, gestures, and finger spelling) symbols. Whereas aided symbols require some type of transmission device, the production of unaided symbols requires only body movements. When selecting AAC systems or devices, it is important to determine the individual's willingness to use them. See Lasker and Bedrosian (2001) for a discussion on promoting acceptance of AAC by adults with acquired communication disorders. See ASHA's Practice Portal page on Augmentative and Alternative Communication for additional information.

Treatment Considerations: Factors Influencing Treatment Decisions

Severity of co-occurring conditions may influence treatment decisions. For example, improving the functional communication of an individual with severe language and cognitive impairments following a stroke may take precedence over treatment of their AOS. Treatment for individuals with progressive AOS resulting from degenerative disease is often appropriate, particularly for those with no significant language or cognitive impairments. The goal of treatment is to maximize communication at each stage of the disease, not to reverse decline (Duffy, 2013). Goals in the early stages might begin with efforts to improve speech and maintain comprehensibility, followed by establishing the use of compensatory strategies, including AAC (Duffy & McNeil, 2008; Jung et al., 2013).

Service Delivery

In addition to determining the optimal speech and language treatment for an individual with AOS, the clinician considers other service delivery variables that may have an impact on treatment outcomes, such as format, provider, dosage, timing, and setting.

Format

Format refers to the structure of the treatment session (e.g., group and/or individual). The appropriateness of treatment format (individual vs. group vs. both) depends on the primary goal at a particular point in the treatment process. For example, initial treatment may involve intensive drills to improve speech production and/or practice in using AAC aids. However, once the individual has made progress on these goals, group treatment may be incorporated to provide opportunities for practice.

Provider

Provider refers to the person providing the treatment (e.g., SLP, trained volunteer, caregiver). SLPs treat the speech motor and communication aspects of AOS and train individuals in the use of AAC. It is important to involve family members, caregivers, and other communication partners in the treatment process to help them understand the individual's communication needs and learn strategies to facilitate communication. Other professionals (e.g., physical therapist or occupational therapist) may be involved in the treatment of comorbid deficits. It is important for SLPs to collaborate with other professionals regarding treatment and to take advantage of opportunities for co-treatment.

Dosage

Dosage refers to the frequency, intensity, and duration of service. Treatment dosage for AOS should be consistent with principles of motor learning (Maas et al., 2008; Rosenbek et al., 1973; Wambaugh et al., 2014). Intensive and individualized treatment is often stressed because of the need for repetitive production practice in motor speech disorders like AOS. See Ballard et al. (2015) for a discussion of average dosage.

Timing

Timing refers to the initiation of intervention relative to diagnosis. Generally speaking, treatment begins as early as possible post onset. Treatment can also be appropriate when an extended amount of time has elapsed since onset, particularly if an individual has not received any treatment for AOS during that time.

Setting

Setting refers to the location of treatment (e.g., home, community-based). A naturalistic treatment environment that incorporates a variety of communication partners may facilitate generalization and carryover of skills.

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Acquired apraxia of speech is a neurologic speech disorder that impairs a person's ability to program and co-ordinate speech sounds.

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Learning to Read with Childhood Apraxia of Speech

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Learning to Read with Childhood Apraxia of Speech

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Structured Literacy | Pride Reading Program

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Apraxia of Speech is a speech disorder that makes it difficult for children to pronounce syllables and words. Apraxia can affect reading because when a child struggles with saying the sounds, they also struggle with reading the sounds. If you are wondering how to help your child with childhood apraxia of speech learn to read, you have come to the right place. This article will give you all the tips and resources you will need.

How Do You Help a Child with Childhood
Apraxia of Speech Read?

1. Use a Multisensory Approach

You can help your child with CAS learn to read by utilizing multisensory instruction . A multisensory approach uses all the senses to relay information to the child, accessing the auditory, visual, and kinesthetic pathways in order to enhance memory and learning.

When learning a new concept, the child will:

See it

Say it

Hear it

Touch it

Move with it

For example, when learning the letter combination "ank" like in the word "bank," the child might first look at it and then have to trace the letters in the air while speaking out loud.

This combination of listening, looking, and moving around creates a lasting impression for the child as things will connect to each other and become memorable.

If you'd like some more examples, we post lots of quick, easy multisensory activities for you to try out with your child or student on our PRIDE YouTube channel like this one:

2. Use Orton-Gillingham

Because apraxia affects how your child with childhood apraxia of speech processes and produces sound, they will need a different approach in learning to read.

Orton-Gillingham is an approach that helps children with reading difficulties due to dyslexia, auditory processing, speech deficits and other learning differences.

The Orton-Gillingham approach is a structured, sequential, cumulative, and repetitive phonics-based approach that teaches children the basics of word formation before the whole meaning. It is a multi-sensory, language-based method that uses visual, auditory, and kinesthetic learning modalities to explicitly and directly teach every phoneme in the English language.

Learn more about Orton-Gillingham by reading my previous posts:
What is Orton-Gillingham Show Me an Orton-Gillingham Lesson

3. Strengthen Phonemic Awareness

Before they can begin learning to read, children with childhood apraxia of speech will need intensive instruction in phonemic awareness. Phonemic awareness is when a child identifies the different sounds that make words and associates these sounds with written words. A child cannot learn to read without this skill.

In order to learn to read, children must be aware and able to sound out each of the phonemes in the English language. A phoneme is the smallest functional unit of sound. For example, the word 'bench' contains four different phonemes. They are ' b ' ' e ' ' n ' and ' ch .'

Research clearly shows that phonemic awareness performance is a strong predictor of long-term reading and spelling success for children with speech and language disabilities. In fact, according to the International Reading Association, phonemic awareness abilities in kindergarten (or in that age range) appear to be the best single predictor of successful reading acquisition!

Some examples of phonemic awareness are:

1. Identify rhymes - "Tell me all of the words you know that rhyme with the word " bat."

2. Listening for sounds - "Close your eyes as I read some words to you. When you hear the " f " sound, raise your hand."

3. Segmenting sounds - "Say the word tap. What is the first sound you hear? What is the next sound you hear? What is the last sound you hear?"

4. Manipulating sounds in words by adding, deleting, or substituting - "In the word hat, change the h to b." (bat)

You can read learn more about phonemic awareness here:
Harnessing the Power of Phonemic Awareness, Phonological Awareness, and Phonics

Reading repetitive books is an excellent tool in helping your child with childhood apraxia of speech find their voice. Kids love reading books that are colorful, predictable, and highly repetitive. For kids with apraxia of speech, this repetition is crucial.

Repetitive books really help these kids grasp the content of the story much easier. When children with childhood apraxia of speech have less to think about, they can have fun and relax in the story.

Kids LOVE reading the same books over and over again and that is a really good thing for kids struggling in reading. Every time a child with apraxia of speech reads out loud, they are practicing oral speech sounds.

Helping your child with CAS learn to read should include multisensory teaching approaches so that your child sees it, says it, hears it, and moves with it.

Additionally, it is very important to use an Orton-Gillingham program that is structured, sequential, and cumulative.

Lastly, using a lot of phonemic awareness activities like rhyming, blending, substituting, and manipulating sounds will benefit your child tremendously as well as reading repetitive books over and over again.

Please don't leave without checking out the PRIDE Reading Program. The PRIDE Reading Program is an Orton-Gillingham curriculum that is used by teachers, tutors, and homeschooling parents worldwide with great success.
PRIDE Reading Program

PRIDE Reading Program is a multisensory Orton-Gillingham reading, writing, and comprehension curriculum that is available worldwide for parents, tutors, teachers, and homeschoolers of struggling readers. The PRIDE curriculum uses research-based best practices to work for students of all ages and various learning modalities, and works for students with numerous learning differences and employs differentiated teaching practices. To learn more, email us at info@pridereadingprogram.com or visit the website at www.pridereadingprogram.com

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Learning to Read with Childhood Apraxia of Speech - Structured Literacy | Pride Reading Program

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If you are wondering how to help your child with childhood apraxia of speech learn to read, here are all the tips and resources you need.

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Olga Bogdashina is Professor, Chief Research Fellow and Lecturer at the International Autism Institute, co-founder of the International Consortium of Autism Institutes, and Visiting Lecturer and Associate Consultant (Autism) to the European Institute of Child Education and Psychology (ICEP Europe). Olga shares her experience and insight into synaesthesia in autistic people.
A person with synaesthesia can:

see sounds

smell colours

taste shapes

feel sounds on the skin

hear colours.

Although not specific to autism, synaesthesia seems to be quite common among autistic individuals.

"Wednesdays are always blue, like the number nine or the sound of loud voices arguing...Tuesdays are a warm colour while Thursdays are fuzzy"
Tammet 2006

Quite common in autistic pople is the form of synaesthesia that produces tactile sensations without the individual being physically touched, for example, looking at something can bring a tactile experience. Alternatively, when somebody looks (or stares) at them directly, they feel it on the skin. Some autistic individuals experience 'being touched' by sounds, in other words, certain sounds are more felt than seen.

Lucy Blackman (2001) calls this phenomenon 'sound-feeling'. Often the skin sensation comes from sounds other people cannot hear. But there are no strict rules as the experiences, interpretation and response change at different times. Some can be even hit by sounds. What is even more interesting, the sound can be both felt on their skin and seen by their eyes simultaneously. Too much noise creates visual chaos - making it impossible to interpret their environment and comprehend what is going on around them.

Different variations and forms of synaesthesia.

According to the number of senses involved, synaesthesia can be of two types:

1. Two-sensory (or bimodal) synaesthesia

When stimulation of one sensory area triggers the perception in a second area. There can be many different combinations of senses. For example:

coloured-hearing (when a sound triggers the perception of a colour)

coloured-olfaction (when a smell triggers the perception of a colour); coloured-tactility (when a touch triggers a colour)

coloured-gustation (when a taste triggers the perception of a colour)

tactile-hearing (when a sound triggers tactile sensation)

tactile-vision (when a sight triggers feeling shapes and textures pressing the skin);

tactile-gustation (when a taste is experienced as a shape)

audiomotor (when the sounds of different words trigger different postures or movements of the body) etc...

2. Multiple sensory (or multimodal) synaesthesia

When stimulation of one sensory area triggers simultaneous sensations in several other senses, e.g. a child may experience the taste of the sound while simultaneously seeing the colour and experiencing tickling sensation on the skin.

Another major distinction is made between sensory synaesthesia and cognitive synaesthesia. Cognitive synaesthesia combines sensory (usually colour) and semantic triggers - letters, words and numbers - when letters/words/numbers are heard or read they are experienced as colours; or numbers are experienced as shapes or forms.

Another variation of the cognitive synaesthesia is conceptual synaesthesia, when abstract concepts (for example, units of time, mathematical operations) are perceived as shapes or colours. So the answer to 6+2 may be 'green'.

Prevalence

The research of prevalence shows that 2-5% of the population have synaesthesia (Simner et al. 2006). Though the fact that synaesthesia does occur in autistic people is recognised, it is considered to be rare. Probably, the reported low incidence of synaesthesia in autistic people can be accounted for by the fact that it is not easily detected in the autistic population because many autistic children with synaesthesia don't realise that other people cannot hear sounds while seeing colours.

Features of synaesthesia

Synaesthetic experience is very individual; for example, among people who see coloured sounds there is no specific colour for each sound from person to person. Learning disabilities seem more common in synaesthetes.

There are some general features of synaesthesia, suggested by Cytowic (1995/2002):

Synaesthesia is involuntary. It is a passive experience that happens to someone. The sensations cannot be suppressed or incurred, though the intensity is influenced by the situation they occur in.

Synaesthesia is projected into the environment: it is not just in the head but the individual actually sees a sound, hears a sight, etc...

Synaesthetic perceptions are durable and generic, i.e. they do not change over time or situation and they are always experienced with the stimulus.

Synaesthesia is memorable: the synaesthetic sensations are remembered best.

Synaesthesia is emotional: having this experience causes pleasure.

Synaesthetes are observed to have uneven cognitive skills. They are reported to prefer order, neatness, symmetry and balance. Most commonly reported are right-left confusion (allochiria), poor maths skills and a poor sense of direction. Here there may be some similarity between the synaesthetic and autistic features.

One of the most common features of synaesthetes is their superior memory (due to their parallel sensations). Synaesthetes often remember the secondary perception better than the primary one. Some people may forget the name of the person they know but remember the colour, or taste, or even the temperature of the word. They often remember conversations, verbal instructions, movie dialogues, text blocks in books, precise location of objects, furniture arrangements, etc... in great detail.

Professional experience

One of my first experiences of synaesthesia in autistic people was during my teaching days at a school for autistic children. I brought some coloured alphabet blocks into the classroom for fun learning. But seven year-old Lena definitely didn't think this idea was much fun. She grabbed a block and threw it across the room: "The colour is wrong!" "C" isn't yellow, it's brown!" More blocks (with Lena's commentaries) followed the first one.

Daniel Tammet, an autistic adult describes fascinating ways he perceives numbers and words. He explains that often the colour of the word depends on the initial letter:

"Yoghurt' is a yellow word, 'video' is purple (perhaps linked with 'violet') and 'gate' is green. I can even make the colour of a word change by mentally adding initial letters to turn the word into another: 'at' is a red word, but add the letter T to make 'that', the word's colour is now orange. Not all words fit the initial letter pattern: words beginning with the letter A, for example, are always red and those beginning with W are always dark blue".
Tammet 2006

Many synaesthetes have more than one form of synaesthesia. More often synaesthesia is unidirectional, for example, sight may be experienced as touch but touch does not trigger visual perceptions.

Most people with synaesthesia do not complain of their condition because for them it is their normal perception of the world and they are not aware of it causing any disadvantages. Moreover, they often enjoy it and think that losing their unique perception would be upsetting. When asked if they'd want to get rid of their synaesthetic experiences, most would say 'no', because they see their condition not as a problem but rather as a different (and wonderful!) way to perceive the world, and they cannot imagine their life without it.

However, when synaesthesia is 'two-ways' (for example, a person with synaesthesia not only sees colours when they hear sounds, but also hears sounds whenever they see colours), the individual can really struggle: they can experience stress, dizziness and information overload. Because of this, they may avoid noisy or colourful places, and may withdraw completely. And if the synaesthete is also autstic (with other sensory differences as well) it becomes harder to deal with sensory overload.

A person can experience problems comminicating with others because the voice hurts or sends flashes of colour that disrupts the understanding. Or the voice may be so pleasant (with pleasurable sensory experiences - colour, movement, etc.) and fascinating that the person cannot focus on the conversation and lose the meaning of verbal utterances.

When Alex (an autistic child with synaesthesia) is in a state of sensory overload, his synaesthetic experiences can lead to 'panic attacks' and aggression. After one of these 'incidents' he tried to give his explanation of what had happened:

"In the shop I heard black, then the word broke down into pieces and they entered my eye. I became blind because everything was black."

At the time I was bewildered with his explanation, and placed his 'reports' into the category 'confusing'. However, in 2011 I came across the account by Brian King, a social worker who is autistic himself. King says that when he is listening to someone speak, he can see each word; words scroll through the air in front of him. If someone repeats a word in a conversation Brian sees it in a darker colour; and if his communicative partner emphasises that word while speaking, it literally jumps out at him like 3D. So Alex sees not only colours in response to sounds, but also words (yes, words) when he hears them.

Many autistic people with synaesthesia cherish their unique perspectives as a valid way to perceive the world around them:

"I gain so much beauty and meaning from the way my senses work! My hearing is oversensitive and this is bothersome at times, but I wouldn't change it because I don't want to lose the colors of voices and the tactility of music."
Sinclair 1998

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Olga Bogdashina shares her experience and insight into synaesthesia in autism

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