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The AT Resource Flipkit was developed to support educators in finding tools and strategies which support access for students. These resources have been vetted as options to support access and learning. If you are considering trying or implementing a new tool, please check with your district to ensure the specific product or resource meets your district's student privacy requirements . Use the filters below to explore specific strategies and tools that can help eliminate barriers to learning which exist within the learning environment and specific lesson plans you are designing.

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The objective of the Open Access website is to facilitate the Learning and Participation for ALL students by eliminating barriers to learning.

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At a glance

Assistive technology (AT) can help kids with auditory processing challenges better understand what they hear.

AT tools include listening devices, captions, and text-to-speech apps.

AT tools can minimize background noise and amplify speech to make it clearer.

Auditory processing challenges isn't an actual diagnosis. But the struggles it refers to are very real. People with these challenges don't recognize the small differences in the sounds of words. So, they may mishear questions or have trouble following instructions. They may also be easily distracted by background noise. But assistive technology (AT) can be a big help.

Here's a guide to AT tools and where to find them.

Types of AT for auditory processing challenges

There's a range of AT tools for auditory processing challenges. They address different areas of difficulty.

Some PLDs are called frequency modulation (FM) listening systems. That's because they rely on the same FM frequencies radio stations use. Some newer PLDs use Wi-Fi or Bluetooth to transmit a voice. Apps are also available that allow an iPhone or iPad to work as a PLD.

This helps to distribute their voice evenly throughout the room, so everyone can hear it well. Systems may include a pass-around microphone for people to use during discussions. Sound field systems can be installed permanently. Others are portable and can be moved to different rooms.

Some note-taking apps and devices allow people to synchronize their handwritten or typed notes to the audio recording. This can make it easier to navigate an audio recording. The user can simply tap on a note later to hear what was recorded at that time.

Auto-captioning is available with a number of platforms and apps. You can turn it on during Zoom meetings and PowerPoint presentations. It's also available in YouTube videos. Just know that it may not be completely accurate. That's because it uses speech recognition software.

It can take some experimenting with different voices and reading speeds to find what works. And some of the newer TTS voices (often called "neural text-to-speech") are very human-sounding. Another option is audiobooks. They use human voices for narration.

Where to get AT for auditory processing challenges

Some AT tools are easy to find. Audio recorders and headphones are sold at electronics stores and online. Many tools are available on a range of platforms. These include mobile devices, computers, and Chromebooks. Some tools are already built in. Note-taking tools that link recorded audio with notes can be bought and downloaded to the user's device.

Captioning is available for free on most TV programs, movies, and remote meeting apps like Zoom. The same is true for most websites that have videos. But you may need to contact a specialized company for devices like a sound field system or a personal listening device. If you're looking for AT for your child, you can ask if their school will provide these tools.

Key takeaways

AT tools can help people cope with listening challenges in the classroom and the workplace.

Certain systems can transmit the speaker's voice directly to listeners.

Some AT tools can be found at electronics stores or downloaded online.

About the author

About the author

Gail Belsky is executive editor at Understood. She has written and edited for major media outlets, specializing in parenting, health, and career content.

Reviewed by

Reviewed by

Shelley Haven has spent more than 30 years helping individuals with physical, sensory, and cognitive challenges unlock their potential with technology.

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Assistive technology for auditory processing challenges

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Auditory processing challenges make it hard to understand what's being said. Learn how assistive technology can help kids and adults who struggle with auditory processing and where to find tools.

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UDL Teaching Behaviors Multiple Means of Representation

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UDL Teaching Behaviors Multiple Means of Representation

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Normalizing Disability Begins in School | Joseph Schneiderwind | TEDxMSUDenver

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Normalizing Disability Begins in School | Joseph Schneiderwind | TEDxMSUDenver

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9 Minute Video

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Normalizing Disability Begins in School | Joseph Schneiderwind | TEDxMSUDenver

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Turning Disability Into Ability | Liam Malone | TEDxAuckland

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Turning disability into ability | Liam Malone | TEDxAuckland

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Classroom Accommodations for Auditory Processing Disorder

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Classroom Accommodations for Auditory Processing Disorder

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Auditory processing disorder (APD) makes it hard for students to process and make meaning of sounds. That can make it hard to learn - from focusing on what a teacher says to learning how to read.

Here are some examples of accommodations teachers can use to help with auditory processing disorder in the classroom.

Classroom seating, materials, and routines

Provide a quiet area for independent work.

Let the student sit near the teacher and away from auditory distractions, like doors and windows.

Check in frequently to make sure the student understands the work.

Provide an assistive listening device to make it easier to distinguish the teacher's voice.

Give extra time for testing.

Giving instructions and assignments

Give step-by-step instructions, and have the student repeat them.

Use attention-getting phrases like "This is important to know because...."

Decide with the student on a nonverbal signal to show that a key point is being made.

Say directions, assignments, and schedules out loud, and rephrase as needed.

Repeat key information throughout the lesson, and rephrase as needed.

Use visual tools, images, and gestures to enhance and support spoken lessons.

Break down test or classwork instructions into short, written steps.

Highlight key words and ideas on worksheets.

Give written homework instructions.

Provide a list of homework assignments for the week (or day).

Introducing new concepts/lessons

Speak clearly and slowly when presenting new information.

Give material on a new concept to the student before it's taught to the whole class (so the student can get familiar with it ahead of time).

Give a list of or highlight key vocabulary and concepts for upcoming lessons.

Give a short review or connection to a previous lesson before teaching something new.

Give the student an outline of the lesson.

Grade based on the student's completion of the lesson goal. (For instance, don't grade spelling errors if that's not what the student was supposed to learn.)

About the author

About the author

The Understood Team is made up of passionate writers and editors. Many of them have kids who learn and think differently.

Reviewed by

Reviewed by

Ginny Osewalt is a dually certified elementary and special education teacher with more than 15 years of experience in general education, inclusion, resource room, and self-contained settings.

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Classroom accommodations for auditory processing disorder

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What classroom accommodations can help students with auditory processing disorder? Here are strategies teachers can try at school.

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Dyscalculia Definition

Dyscalculia is a math learning disability that impairs an individual's ability to learn number-related concepts, perform accurate math calculations, reason and problem solve, and perform other basic math skills. Dyscalculia is sometimes called "number dyslexia" or "math dyslexia."

Dyscalculia is present in about 11 percent of children with attention deficit hyperactivity disorder (ADHD or ADD). Other learning disorders, including dyslexia and dysgraphia, are also common - up to 45 percent of children with ADHD have a learning disorder.

Dyscalculia Overview

Individuals with dyscalculia have difficulties with all areas of mathematics - problems not explained by a lack of proper education, intellectual disabilities, or other conditions. The learning disorder complicates and derails everyday aspects of life involving mathematical concepts - like telling time, counting money, and performing mental calculations.

"Students and adults with dyscalculia find math puzzling, frustrating, and difficult to learn," says Glynis Hannell, a family psychologist and author of Dyscalculia: Action Plans for Successful Learning in Mathematics (#CommissionsEarned). "Their brains need more teaching, more targeted learning experiences, and more practice to develop these networks."

Dyscalculia frequently co-occurs with dyslexia, a learning disability in reading; about half of children with dyscalculia also have dyslexia. While figures vary, the estimated prevalence of dyscalculia in school populations is 3 to 6 percent.

[Take the Dyscalculia Symptom Test for Children]
[Think You Have Dyscalculia? Take This Screener for Dyscalculia in Adults]

Dyscalculia Symptoms

What are the signs of dyscalculia? Symptoms and indicators include :

Difficulties with processing numbers and quantities, including:

Connecting a number to the quantity it represents (the number 2 to two apples)

Counting, backwards and forwards

Comparing two amounts

Trouble with subitizing (recognize quantities without counting)

Trouble recalling basic math facts (like multiplication tables)

Difficulty linking numbers and symbols to amounts

Trouble with mental math and problem-solving

Difficulty making sense of money and estimating quantities

Difficulty with telling time on an analog clock

Poor visual and spatial orientation

Difficulty immediately sorting out direction (right from left)

Troubles with recognizing patterns and sequencing numbers

Finger-counting is typically linked to dyscalculia, but it is not an indicator of the condition outright. Persistent finger-counting, especially for easy, frequently repeated calculations, may indicate a problem.

Calculating errors alone are also not indicative of dyscalculia - variety, persistence, and frequency are key in determining if dyscalculia is present.
[Watch: Early Warning Signs of Dyscalculia]
Dyscalculia Causes

When considering dyscalculia, most people are actually thinking of developmental dyscalculia - difficulties in acquiring and performing basic math skills. Exact causes for this type of dyscalculia are unknown, though research points to issues in brain development and genetics (as the disability tends to run in families) as possible causes.

Acquired dyscalculia, sometimes called acalculia, is the loss of skill in mathematical skills and concepts due to disturbances like brain injury and other cognitive impairments.

Dyscalculia Diagnosis

Dyscalculia appears under the "specific learning disorder" (SLD) section in the Diagnostic and Statistical Manual of Mental Disorders 5th Edition (DSM-5). For an SLD diagnosis, an individual must meet these four criteria:

Individuals with dyscalculia exhibit at least one of six outlined symptoms related to difficulties with learning and using academic skills. Difficulties with mastering number sense and mathematical reasoning are included in the list.

The affected academic skills are below what is expected for the individual's age, which also cause trouble with school, work, or daily life.

The learning difficulties began in school, even if problems only became acute in adulthood.

Other conditions and factors are ruled out, including intellectual disabilities and neurological disorder, psychosocial adversity, and lack of instruction.

Individuals whose learning difficulties are mostly math-based may be diagnosed with "SLD with impairment in mathematics," an SLD subtype equivalent to dyscalculia.

Diagnostic evaluations for dyscalculia are typically carried out by school psychologists and neuropsychologists, though child psychiatrists and school health services and staff may play a role in evaluation. Adults who suspect they have dyscalculia may be referred to a neuropsychologist by their primary care provider.

There is no single test for dyscalculia. Clinicians evaluate for the disorder by reviewing academic records and performance in standardized tests, asking about family history, and learning more about how the patient's difficulties manifest in school, work, and everyday life. They may also administer diagnostic assessments that test strengths and weaknesses in foundational mathematical skills. Tools like the PAL-II Diagnostic Assessment (DA), the KeyMath-3 DA, and the WIATT-III are commonly used when evaluating for dyscalculia.

Dyscalculia Treatment and Accommodations

Like other learning disabilities, dyscalculia has no cure and cannot be treated with medication. By the time most individuals are diagnosed, they have a shaky math foundation. The goals of treatment, therefore, are to fill in as many gaps as possible and to develop coping mechanisms that can be used throughout life. This is typically done through special instruction, accommodations, and other interventions.

Under the Individuals with Disabilities Education Act ( IDEA), students with dyscalculia are eligible for special services in the classroom. Dyscalculia accommodations in the classroom may include:

allowing more time on assignments and tests

allowing the use of calculators

adjusting the difficulty of the task

separating complicated problems into smaller steps

using posters to remind students to basic math concepts

tutoring to target core, foundational skills

providing supplemental information via

computer-based interactive lessons

hands-on projects

If left untreated, dyscalculia persists into adulthood, leaving many at a disadvantage when it comes to higher education and workplace success. Adults with dyscalculia, however, may be entitled to reasonable accommodations in their workplace under the Americans with Disabilities Act ( ADA). They can also commit to brushing up on math skills on their own or with the help of a trained educational psychologist. Even the most basic improvements in math skills can have long-lasting impacts on day-to day life.
[Download This Guide to Neurofeedback]
Dyscalculia At a Glance

Comorbidity with ADHD
· Dyscalculia is present in about 11 percent of children with attention deficit hyperactivity disorder (ADHD or ADD).

Suggestive Symptoms
· Slow to develop counting and math problem-solving skills
· Trouble understanding positive versus negative value
· Difficult recalling number sequences
· Difficulty computing problems
· Problems with time concepts
· Poor sense of direction
· Difficulty completing mental math

Professional to See
Evaluation should be conducted by a school psychologist or special education professional. School supports may be provided by special education professionals and/or your child's classroom teacher.

Treatments & Medications
· There is no medication to treat learning disabilities
· Your child may qualify for an IEP to receive special-education services including math supports

Recommended Resources
· LDAAmerica.org
· NCLD.org
· LDOnline.org
· WrightsLaw.com
·The Misunderstood Child, Fourth Edition: Understanding and Coping with Your Child's Learning Disabilities (#CommissionsEarned) by Daniel Ansari, Ph.D.

Dyscalculia: Next Steps

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What Is Dyscalculia? Math Learning Disability Overview

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Dyscalculia is a learning disability that makes math challenging to process and understand. Symptoms range from difficulty with counting and basic mental math to trouble with telling time and direction. Learn more about this math learning disability, including potential causes and treatments here.

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With over 30 years in combined experience as diagnosticians, Laurie and Abbey dive into what they've learned behind the scenes in their podcast, Let's Talk Learning Disabilities.

With over 30 years in combined experience as diagnosticians, Laurie and Abbey dive into what they've learned behind the scenes in their podcast, Let's Talk Learning Disabilities.

Top Rate Podcast

Laurie and Abbey are so fun to listen to on this podcast. They offer great advice and elicit great information from their guests.

Lip Smacking

This podcast is what I have been searching for. However, I can't ignore the lip smacking. That makes this podcast a hard pass.

This is an amazing podcast!

This is the most informative, clear, concise compilation of learning difficulties that I have come across. Laurie, Abby and her guests are so knowledgeable but they're also fun and easy to listen to. I found the podcast yesterday as I was looking for information for my son on visual processing disorder. Once I finished those episodes I started listening about other learning challenges. It's all so fascinating that I can't seem to stop listening. Brilliant!

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‎Let's Talk Learning Disabilities on Apple Podcasts

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With over 30 years in combined experience as diagnosticians, Laurie and Abbey dive into what they've learned behind the scenes in their podcast, Let's Talk Learning Disabilities.

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"In the past decade, there have been unprecedented ways to examine the living brain and to better understand what happens during learning. Universal Design for Learning (UDL) was inspired by such advances in cognitive neuroscience research and offers a framework that integrates what we know about the learning brain to inform the design of environments that support all learners."

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UDL Research & Resources | Open Access 2.0

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The objective of the Open Access website is to facilitate the Learning and Participation for ALL students by eliminating barriers to learning.

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How I Overcame My Learning Disabilities to Become a Physician | John Rhodes | TEDxCharleston

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Accommodations: Instructional and Testing Supports for Students with Disabilities Module

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Accommodations: Instructional and Testing Supports for Students with Disabilities Module

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This module overviews instructional and testing accommodations for students with disabilities, explains how accommodations differ from other kinds of instructional adaptations, defines the four categories of accommodations, and describes how to implement accommodations and evaluate their effectiveness for individual students (est. completion time: 2 hours).

A Professional Development Certificate for this module is available.

Work through the sections of this module in the order presented in the STAR graphic above.

Related to this module

Copyright 2023 Vanderbilt University. All rights reserved.

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Accommodations: Instructional and Testing Supports for Students with Disabilities

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This module overviews instructional and testing accommodations for students with disabilities, explains how accommodations differ from other kinds of instructional adaptations, defines the four categories of accommodations, and describes how to implement accommodations and evaluate their effectiveness for individual students (est. completion time: 2 hours). A Professional Development Certificate for this module is available.

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Scaffolding and Alternatives to Writing to Record Information

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Scaffolding and Alternatives to Writing to Record Information

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In It: Supporting Kids Who Learn and Think Differently

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Discover In It, a podcast that explores the joys and frustrations of supporting kids who learn and think differently. Join hosts Amanda Morin and Gretchen Vierstra as they talk with parents, caregivers, teachers, and sometimes kids. They offer perspective, advice, and stories for and from people who have challenges with reading, math, focus, and other learning differences.

Understood is a nonprofit and social impact organization dedicated to shaping a world where the 1 in 5 people who learn and think differently can thrive. Learn more about In It and all our podcasts at u.org/podcasts.

Copyright © 2021 Understood for All, Inc. All rights reserved.

Discover In It, a podcast that explores the joys and frustrations of supporting kids who learn and think differently. Join hosts Amanda Morin and Gretchen Vierstra as they talk with parents, caregivers, teachers, and sometimes kids. They offer perspective, advice, and stories for and from people who have challenges with reading, math, focus, and other learning differences.

Understood is a nonprofit and social impact organization dedicated to shaping a world where the 1 in 5 people who learn and think differently can thrive. Learn more about In It and all our podcasts at u.org/podcasts.

Copyright © 2021 Understood for All, Inc. All rights reserved.

Great for Parents and Teachers

Finally a great great podcast for teachers. Informative and every episode has great stories. Highly recommend it!

I feel so seen

Wonderful show - truly relatable voices with relevant advice and understanding for parents of kids with diagnoses such as ADHD and anxiety. A delight and a comfort to listen to.

Empowering & hopeful

I've tried a bunch of ND parenting podcasts recently, and this one is my favorite. It is hopeful and empowering, not bogged down by stigma or sensationalism. Episodes and short and digest-able, and they offer hope as well aa practical advice.

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in it: supporting kids who learn and think differently

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‎In It: Supporting Kids Who Learn and Think Differently on Apple Podcasts

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Discover In It, a podcast that explores the joys and frustrations of supporting kids who learn and think differently. Join hosts Amanda Morin and Gretchen Vierstra as they talk with parents, caregivers, teachers, and sometimes kids. They offer perspective, advice, and stories for and from people who...

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What is it Like Having a Learning Disability?

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What is it Like Having a Learning Disability?

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What Is It Like to Have a Learning Disability?

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For kids with dyslexia, reading can be challenging. Spelling and writing can be challenging too. What classroom accommodations help level the playing field for students with dyslexia? Here's a look at some of the supports teachers can use to help students who struggle with reading, spelling, and writing.

Classroom materials and routines

Post visual schedules and also read them out loud.

Provide colored strips or bookmarks to help focus on a line of text when reading.

Hand out letter and number strips so the student can see how to write correctly.

Use large-print text for worksheets.

Use audiobooks like those available through services like Bookshare, a free online library for students with disabilities.

Allow the student to use a text reader like a Reading Pen or text-to-speech software.

Use speech-to-text software to help with writing.

Have on hand "hi-lo" books (books with high-interest topics for students reading below grade level).

Provide extra time for reading and writing.

Give the student multiple opportunities to read the same text.

Use reading buddies during worktime (as appropriate).

Partner up for studying - one student writes while the other speaks, or they share the writing.

Pre-teach new concepts and vocabulary.

Provide the student with typed notes or an outline of the lesson to help with taking notes.

Provide advance organizers to help the student follow along during a lesson.

Provide a glossary of content-related terms.

Use visual or audio support to help the student understand written materials in the lecture.

Give step-by-step directions and read written instructions out loud.

Simplify directions using key words for the most important ideas.

Highlight key words and ideas on worksheets for the student to read first.

Check in frequently to make sure the student understands and can repeat the directions.

Show examples of correct and completed work to serve as a model.

Provide a rubric that describes the elements of a successful assignment.

Help the student break assignments into smaller steps.

Give self-monitoring checklists and guiding questions for reading comprehension.

Arrange worksheet problems from easiest to hardest.

Completing tests and assignments

Grade the student on the content that needs to be mastered, not on things like spelling or reading fluency.

Allow understanding to be demonstrated in different ways, like oral reports, posters, and video presentations.

Provide different ways to respond to test questions, like saying the answers or circling an answer instead of filling in the blank.

Provide sentence starters that show how to begin a written response.

Provide extended time for taking tests.

Provide a quiet room for taking tests, if needed.

Do you have a student with dyslexia? Read a one-page fact sheet to learn more about this common learning difference.

About the author

About the author

Amanda Morin is the author of "The Everything Parent's Guide to Special Education" and the former director of thought leadership at Understood. As an expert and writer, she helped build Understood from its earliest days.

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What types of accommodations can help students with dyslexia? Here are some classroom accommodations to talk over with your child's school.

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David, Michael and Audrey all have been diagnosed with dyslexia. David is a freshman at the University of Arkansas at Feyetteville, AR; Michael is a 10th-grader and Audrey, an 8th-grader. Ginger is a high school teacher at a school for dyslexia. With years of experience in parenting and teaching LD students, she shared some of her "strategies that work":

1. Homework:

Consistently use any tutorial times before, during or after school to complete homework.

Do as much work as possible during study hall.

Use an aide at school as a help source.

Find a tutor. In my experience, there is too much of a power struggle between parent(s) and child. I have helped very little with homework.

Tutoring 1 to 2 times a week, depending on the subject matter.

2. Research Papers:

Divide research into small components. Here, a calendar is critical for planing. Use a large desktop or wipe-off type.

Take a class on writing research papers at your school or community college. If a course isn't available, I recommend the following handbook: Writing The Research Report ISBN 0-03-047073-0; Holt, Rinehart and Winston, Inc.

3. Management:

Schedule study hall for last period. My oldest son who participated in varsity football and track all four years of high school, always requested his study hall at the end of the day. He would get as much homework as possible done at this time.

Take an organizational skills course at school or at your local college. This will help with filing and organization at home and scheduling at school.

Use a tub file to file back assignments and tests. In this way, they can be pulled out at later date for exam studies.

Take a time-management course at school or at your local college. This will help you prioritize your time. Time management is the key to a successful college experience. Why not start in high school?

Use a calendar to break up long-range assignments into smaller pieces. Most students with dyslexia get very overwhelmed with large assignments.

4. General:

Buy your own textbooks. Writing in the margin, highlighting and defining words in a textbook are critical for comprehension. I try to buy all history and science books from the publisher. Textbooks on tape haven't been effective for my children, but reading aloud and paraphrasing often are very helpful study techniques.

Use computers on a daily basis for word-processing and spell checking. They have been the "saving grace" for our children. I have seen computers literally change the lives of children with dysgraphia, severe dyslexia, and oral and written expression problems.

Be involved in sports or an extracurricular activity. Sports have served as great outlet for frustration in the academic area and as area of success in our family. I trained under Dr. Lucious Waites at the Texas Scottish Rite Hospital, and he always told parents, as well as therapists, NEVER to take their LD children out of an extracurricular activity where they were experiencing success, even at the detriment of academic performance.

5. Psychology:

Be your own self-advocate. Most teachers appreciate students who speak up about their special needs. There are some who don't - tread carefully with them! Ideally, students must be proactive to be successful!

Seek professional counseling if needed. This has served a big purpose in my family. As you know, learning problems can and often do turn into emotional problems if left alone. I didn't want any problems to fester.

I hope some of these coping strategies work for your child. They certainly did for ours.

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study strategies for students with dyslexia

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Strategies That Work for Students Grade 9 to 12 with Dyslexia

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A high school teacher at a school for dyslexia with years of experience in parenting and teaching LD students shares some of her "strategies that work."

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Technology Tools That Can Help Dyslexic Students | KQED

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Most dyslexic students don’t have a problem understanding information— so allowing them to record a class instead of painstakingly take notes, or to speak an essay into a tablet instead of writing it down can change the game completely.

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There are a number of ways you can support a child with dyscalculia - both in school and out.

Kids with dyscalculia need extra support to help them stay on track in math class, handle homework and deal with tests. Trying different types of support can help you and your child find the right tools for his needs.

Experts: Educational specialists or a math tutor, especially one who has experience working with students who learn differently, can help your child learn to approach math problems in a more effective way. Tutoring will also allow your child to practice his math skills in a slower, less stressful setting.

The right tools: Supportive tools and tech can help your child navigate difficult problems.

A calculator he knows how to use

Pencils (for erasing!)

Graph paper to help him keep columns and numbers straight.

Pre-set phone reminders and alarms to help him keep track of time.

Math apps and games that allow him to practice essential skills in a fun way

Accommodations: Work with your child's teacher to ensure he's able to access appropriate supports including:

Access to a calculator during class and tests

Extra time on tests

A quiet space to work

The option to record lectures

Access to the teacher's notes

Time in the math resource room (if his school offers one)

In-school tutoring or homework assistance

Many children - with and without dyscalculia - struggle with what's commonly called math anxiety. "Kids who have a hard time with math often feel serious anxiety when it comes to doing any math-related task, especially homework or tests," explains Meredyth Kravitz, PhD, a clinical neuropsychologist.

Oftentimes, this anxiety becomes a self-fulfilling prophecy, says Dr. Kravitz. "Kids who struggle with math often become so anxious that the anxiety takes over. They're unable to concentrate on learning the problem or passing the test because they're worried about doing badly."

Math anxiety isn't exclusive to kids with dyscalculia, but it is common among children with the disorder. "One of the keys to helping kids with dyscalculia is teaching them anxiety management strategies," says Dr. Kravitz. As kids learn to manage the anxiety provoked by math challenges, they become more able to absorb information and techniques that can help.

Like most learning disabilities, dyscalculia often has hidden costs. If your child has dyscalculia he may feel frustrated or embarrassed when asked to do things - like reciting multiplication tables - that are difficult for him, especially during class or when other students are present.

But the problems can often go beyond school. Dyscalculia's impact on day-to-day activities - playing board games, making correct change or even reading clocks accurately - can cause kids to feel self-conscious and avoidant.

Helping your child understand his learning disorder can give him the tools he needs to manage his dyscalculia - both academically and emotionally.

Don't keep him in the dark. Talk to him about the difficulties dyscalculia can cause and be specific: "You know how you have a hard time remembering your times tables, or knowing how much change to give the lunch lady? That's dyscalculia."

Acknowledge his struggles and praise hard work - even if the results aren't perfect: "I understand how hard that math assignment was. I was so proud of how hard you worked on it." "Praising efforts instead of outcomes will help your child feel proud of his work, even if it's not reflected in his final grade," says Dr. Kravitz.

Help him identify his specific strengths, and offer positive reinforcement: "Your essay about Dad was so well written and moving. You're a great writer."

Combat negative self-talk: If your child starts saying things like "I'm just stupid," don't ignore it. Instead, check out these ideas for helping kids who are too hard on themselves.

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How to Help Kids With Dyscalculia - Child Mind Institute

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There are a number of ways you can support a child with dyscalculia - both in school and out. Kids with dyscalculia need extra support to help them stay on track in math class, handle homework and deal with tests. Trying different types of support can help you and your child find the right tools for his needs.

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Classroom accommodations for dyscalculia - Multisensory learning technique, anxiety reduction, providing special educator - strategies to help children with dyscalculia

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What is Executive Function and Why Do We Need it?

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Executive Function Disorder Defined | Special Education Decoded

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The Neuropsychology of Reading Disorders: A Compendium of Research-Based Interventions

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The Neuropsychology of Reading Disorders: A Compendium of Research-Based Interventions

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Home > Products > The Neuropsychology of Reading Disorders: A Compendium of Research-Based Interventions

Reading disorders are the most common type of learning disability among children, with some estimates suggesting that up to 40 million Americans may have dyslexia. Children remain especially at risk for reading failure in high-poverty schools or if they are members of language-minority populations. Despite recent legislation enacted by most states recognizing dyslexia as a viable learning condition, nearly 40% of fourth-grade students are still reading at a "below basic" level. This book delves into the neural underpinnings of reading disorders and dyslexia in children and adolescents. Schools can foster literacy development in all children through appropriate assessment measures, developing mandating screening procedures, and utilizing research-based interventions for struggling learners. Some of the key questions answered in this book include:

What is the difference between a learning disability, reading disorder, and dyslexia?

What are the specific brain regions involved in accurate and fluent reading skills?

What are the four main subtypes of reading disorders that children typically encounter?

Why do second-language learners and children in poverty struggle with reading?

What is the difference between evidenced-based and research-based intervention?

All products are shipped or emailed on a weekly basis. Please allow up to 7-10 days to receive your order.

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Integrating the worlds of neuroscience and academic learning by creating products that maximize the learning potential of each child.

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The Neuropsychology of Written Language Disorders: A Framework for Effective Interventions

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The Neuropsychology of Written Language Disorders: A Framework for Effective Interventions

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Integrating the worlds of neuroscience and academic learning by creating products that maximize the learning potential of each child.

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The Neuropsychology of Mathematics: An Introduction to the FAM

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The Neuropsychology of Mathematics: An Introduction to the FAM

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Home > Products > The Neuropsychology of Mathematics: An Introduction to the FAM

Availability: In Stock

This book explores how young children learn and acquire basic mathematical skills from a brain-based educational perspective. There are discussions on three primary ways in which numbers are formatted in the brain, as well as the relationship between anxiety and mathematical performance during classroom learning situations.

Scores of evidence based interventions, math programs, math instructional websites, and math apps are offered to assist children of all ages with challenges in mathematics.

All products are shipped or emailed on a weekly basis. Please allow up to 7-10 days to receive your order.

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Integrating the worlds of neuroscience and academic learning by creating products that maximize the learning potential of each child.

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As students head back to the classroom, many are looking for ways to help their children and students succeed and acclimate to their new normal. Helping Children Learn was written to give parents and teachers simple ways to make learning fun and easy for any child.

Intervention Handouts for Use at School and Home

Now with 27 new handouts and the Spanish translations, the revised edition of this popular book offers a fresh, practical approach to teaching struggling students in elementary through high school. Applying their expert knowledge of how children learn, Jack A. Naglieri and Eric B. Pickering developed more than 75 highly effective intervention handouts which are ideal for teachers to use in the classroom and share with parents for use at home. The second edition is set up like the first: there is a short questionnaire that helps school psychologists pinpoint students's strengths and needs, and teachers use the handouts to address the areas that need work.

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Tools for Psychological and Educational Assessment

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Teacher's Toolkit for Behavior Management

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Teacher's Toolkit for Behavior Management

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Many strategies can be implemented to create a classroom environment which is supportive, safe, and promotes learning and reinforcement of desired behaviors. A positive classroom environment not only supports positive behavior, but also higher levels of active engagement, learning, and social interactions. Many of the strategies identified as Tier 1 supports within a multi-tiered systems framework support such an environment.

Creating a positive environment takes planning, preparation, and knowledge of strategies that can be implemented. Each individual educator will ultimately be responsible for building their skill sets (i.e., learning new skills or improving in areas of weakness), creating a plan intended to achieve these goals, and implementing the plan in the classroom.

It is important to remember that even the best laid plan will likely need adjustments and/or changes after it is implemented, as student behavior and needs are ever changing.

Resources

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Many strategies can be implemented to create a classroom environment which is supportive, safe, and promotes learning and reinforcement of desired behaviors. A positive classroom environment not only supports positive behavior, but also higher levels of active engagement, learning, and social interactions.

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16 Proactive Classroom Management Components

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16 Proactive Classroom Management Components

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The 16 Proactive Classroom Management Skills.pdf

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PROMPT Method: A Progressive Response Strategy for Challenging Behavior

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PROMPT Method: A Progressive Response Strategy for Challenging Behavior

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What is the PROMPT Method?

PROMPT is a method of progressively and systematically responding to behaviors that do not immediately require sending or reporting the student to the school's main office. The aim of this method is to respond to and correct the challenging behavior using progressively more intensive strategies, while at the same time preserving the relationship with the student.

A progressive system of responding to problem behavior that includes disciplinary consequences and office support is an important aspect of an effective school-based service delivery model in addition to proactive, positive supports. This is consistent with MTSS and PBIS practices and inclusive of all students throughout the tiers of support. The purpose of establishing a progressive response system is for all staff to adopt a common approach to reacting to challenging or inappropriate behavior with the goal of correcting behavior in a fair, respectful manner that is likely to preserve the relationship with the student.

PROMPT is predicated on the research demonstrating that most challenging behaviors are normal or typical behaviors that even most adults would exhibit in school (e.g., being periodically off-task, forgetting materials, talking to peers, etc.). The goal is to get good behavior back on track and not to immediately reprimand or punish the student for initially engaging in low-level problematic or challenging behavior. Again, the PROMPT method will not be as effective if the foundational supports are not in place. It may seem like a long sequence, but the prompt can take 2 minutes or less.

PROMPT represents an acronym that outlines the sequence of procedures to be implemented:

Key Concept:

The PROMPT method will not be as effective if the foundational supports are not in place. Without the following foundational supports in place, many students will likely exhibit behavioral problems and there will be very little reason for students to self-manage and correct their behavior. The foundational supports are:

1. First, educators need to develop strong positive relationships with all students, as this relationship makes students more likely to behave well and to correct their own behavior. Often the students who exhibit challenging behavior are the students with whom educators must work the hardest to build a strong positive relationship.

2. Second, proactive classroom management procedures must be in place: educators greeting students at the door, five positive acknowledgements to every one correction (known as 5 to 1 ratios) for all students, a well-organized classroom with engaging instruction, periodic re-teaching of the 3-5 core behavior expectations (e.g., Safe, Respectful, and Responsible), and a positive reinforcement system in the classroom.

3. Lastly, educators must be aware of and reflect on their own emotional reaction to the problem in the classroom. They should reflect on how their decision-making process in the moment either helped to diffuse or escalate the problem. Also, educators should reflect on whether there are any cultural misunderstandings or problems in communication that may contribute to the challenging behavior and the student's understanding of the classroom rules.

P.R.O.M.P.T. Steps Prior to Office Support:

It is intended that the teacher and/or paraprofessional move through these steps progressively for behaviors that do not immediately require office support. If the student does not respond to the lowest level intervention (i.e., proximity control), then they would move to the next level (i.e., redirection), and so forth.

Proximity control

Proximity control involves physically standing near the student to correct behavior. For many behaviors, the first step before a verbal interaction with the student should be to stand next to the student or students who are beginning to engage in off-task, disruptive behavior. In fact, a considerable amount of behavior can be corrected with proximity control. Proximity control is used both as a response to problems that are already occurring and as a prevention of potential problems. When a teacher is mobile and moves about the classroom, students must be alert to track and pay attention to the speaker.

The idea behind proximity control is to "teach like the floor is on fire." This means that the attentive and aware teacher or paraprofessional continually moves around the room and scans for both positive behaviors to acknowledge and for the earliest warning signs of challenging behaviors. When the educator observes a challenging behavior, they can end it by simply moving next to the student without disrupting the flow of instruction.

Redirection

Redirection involves asking the student to do something different. Specifically, it is a request or instruction that has a low probability that the student would become defiant or noncompliant (and a high probability they will comply and complete the request). The aim is to gain momentum with compliance and rule following and then to get the student back to the task at hand, allowing the teacher to regain instructional control. If the student complies with the request, then the student is now under the educator's instructional control and will be more likely to stop the inappropriate behavior when redirected to appropriate behavior. Examples of redirection tasks include asking the student to hand out papers, collect papers, sharpen pencils, run an errand next door, etc.

Ongoing Monitoring

Ongoing Monitoring to shape behavior involves keeping an eye on the student to catch the student behaving well after the educator has returned the student to a task. Teachers and paraprofessionals often miss opportunities to reinforce and praise appropriate behavior after issuing a redirection or using proximity control. After using either of these tactics, the teacher should pay close attention to the student, and at the first signs of good behavior, be ready to reinforce (e.g., give points, a thumbs up, smile) and praise the student (e.g., "I really appreciate you getting your book out. Great job!").

By engaging in ongoing monitoring to shape behavior, the teacher can help establish momentum for on-task, complaint behavior instead of for challenging behavior. This is also called "catching the student behaving well." When a teacher engages in ongoing monitoring of the student to shape their behavior to be better in the class, the student is more likely to alter their behavior from inappropriate to appropriate behavior.

Prompt

Prompt involves providing a direct, explicit, and concise command to the student about what they should be doing instead of the challenging behavior. Often teachers and/or parents provide commands that are phrased as a question or involve multiple commands at once. An effective prompt of command is positively stated ("Do this" instead of "don't do that"), is singular (one direction at a time), and is a statement, not a question. Ultimately, an effective command tells the student precisely the behavior the teacher wants them to exhibit instead of the challenging behavior: this command is given a private, calm, non-threatening, respectful manner. A prompt example might be, "Kai, I need you to begin the test now."

Teaching Interaction

Teaching Interaction is a standardized method of turning instances of continuing challenging behavior into a teachable moment. As a result, a teaching interaction treats the presence of chronic challenging behavior as an opportunity for the student to learn appropriate, desired behavior. The aim of the teaching interaction is to keep the student in a calm and receptive state of mind, so that they can learn from the interaction. A successful teaching interaction should be delivered in a private, calm, non-threatening, respectful manner.

Empathy Statement & Label the Inappropriate Behavior: In a private way, begin the interaction with the student with an empathy statement that conveys that you understand the reason, motive, or emotion underlying the problem behavior. After the empathy statement give a factual description of the inappropriate behavior (e.g., "I understand that class can be boring sometimes, BUT right now you are talking out loud and distracting other students.")

Label Alternative, Appropriate Behavior: Describe the alternative, acceptable behavior (e.g., " "Instead of talking out loud, I need you to start working quietly on the assigned work.")

Provide Brief Rationale : Give a short, concise reason why the alternative behavior is better (e.g., " "When you work quietly on your work, you can get your work done, which means you don't have to take it home.")

Check for Understanding: Ask for understanding ("Do you understand?") This step is partially to gain compliance but also a quick check to see if the student is ready to cooperate. A simple nod will suffice.

Present Choice : The goal of this final step is to avoid any power struggles while at the same time providing an opportunity for the student to comply and re-engage in instruction. Providing choices in which complying with directions is more advantageous than not, is often sufficient at re-engaging the student in instruction, and when this occurs the educator should immediately acknowledge and reinforce (i.e., direct verbal praise statements "Thank you for taking out your book and getting to work"Other times the presentation of choice will be insufficient. It is in these instances where the educator is at the point in the interaction where delivering a firm, yet respectful warning of the possible looming disciplinary consequence is in order.

It is important to do this person-to-person, with no attention solicited from observers. If the student does not comply after the warning (See Teaching interaction: Option #1), follow through with the in-class disciplinary consequences (Teaching Interaction: Option #2). If the student continues with the problem behavior, or if the behavior is overtly severe/dangerous, then request office support (Teaching Interaction: Option #3).

Teaching Interaction: Option #1: After presenting the choice to the student with the warning, it is critical to allow some 'Thinking Time.' Give the student some time to decide whether or not to change to an appropriate behavior. This will put the student in a decisional dilemma. The student can make a choice to either a.) get back on task, b.) take a brief break to reset and then start engaging in the desired behavior or c.) continue with challenging behavior and receive the disciplinary consequence."Thinking Time" should be anywhere from 1 to 2 minutes in length. Be sure to give the student some space. Move away and then return and ask the student what they have decided. ("You will need to do your work to earn computer time at the end of class. You have a choice to make. You can either start working on the assigned work, you can take a brief break and then start working, or you can keep distracting other students, then no computer time after class. I'll leave you alone for a minute and come back to see what you decided." After a minute, ask, "So, what's your choice?"). If the student states or demonstrates the appropriate behavior, the educator should immediately praise/acknowledge/ and or reinforce. If the student does not comply, progress to option #2.
Teaching Interaction: Option #2: For moderate behavior or if Option 1 was unsuccessful. In-class disciplinary consequence is now delivered if the student is unable to comply. Apply the consequence calmly, yet firmly. This can include the application of a variety of consequences:

Not earning classroom privilege

Remove to time-away in the classroom for a cool down

The student provides some form of restitution. Request the student make up for the lost instructional time to assist the teacher on various tasks in the classroom

Require the student to explain how the problem happened in documentation (either in writing or private conference). Thinking About My Inappropriate Behavior (DOCX) may be used for this activity: Sometimes students need to reflect on their behavior to make it positive again. This form allows them the ability to think about their actions and their consequences

Use your colleague next door, your "Teaching Buddy". Send the student to a buddy's class to complete the Thinking About My Inappropriate Behavior (DOCX) worksheet. Instruct the student that if they do not return within the allotted amount of time (e.g., 10-minutes) it will turn into an office support referral. If you select this out of classroom option, be sure to file the form with the office. It is important that students not be out of the classroom continuously with this process, class after class. Having an office log is critical whenever a student is in an alternative setting, even for a brief period of time. The receiving teacher has a desk for this purpose, pencils available, a timer, and form nearby so that classroom disruption is minimized

School-home communication

Teaching Interaction Option #3:

For moderate behaviors where Option 2 was unsuccessful, request office support and a solution-focused process. If the behavior does not respond to the graduated sequence of steps described above, or if the behavior is overtly dangerous and requires an immediate removal, calmly refer the student.

Note: If a student has multiple recurring infractions of challenging behavior, or if behavior becomes habitual, this may be an indicator of a need for additional classroom intervention assistance. Either components of Tier 1 PBIS need to be strengthened/modified or re-evaluated, or the student may need a referral to PBIS team for Tier 2 or Tier 3 supports.
Content on the PROMPT Method was presented at the 2015 PENT Forum by Diana Browning Wright, MS, LEP and Clayton R. Cook, PhD, LP, and has been summarized here to ensure accessibility.

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PROMPT is a method of progressively and systematically responding to behaviors that do not immediately require sending or reporting the student to the school's main office. The aim of this method is to respond to and correct the challenging behavior using progressively more intensive strategies, while at the same time preserving the relationship with the student.

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National Institute of Neurological Disorders and Stroke

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Learn About Clinical Trials

Clinical trials are studies that allow us to learn more about disorders and improve care. They can help connect patients with new and upcoming treatment options.

How can I or my loved one help improve care for people with learning disabilities?

All types of volunteers are needed- those who are healthy or may have an illness or disease- of all different ages, sexes, races, and ethnicities to ensure that study results apply to as many people as possible, and that treatments will be safe and effective for everyone who will use them.

For information about participating in clinical research visit NIH Clinical Research Trials and You . Learn about clinical trials currently looking for people with learning disabilities at

Where can I find more information about learning disabilities?

The following organizations and resources help individuals, families, friends, and caregivers of people living with learning disabilities:

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Learning disabilities are disorders that affect the ability to understand, or use spoken or written language, do mathematical calculations, coordinate movements, and/or direct attention. Learning disabilities occur in very young children, yet they are usually not noticed until the child reaches school age. Learning disabilities can be lifelong conditions.

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A learning disability can't be cured or fixed; it is a lifelong issue. With the right support and intervention, however, children with learning disabilities can succeed in school and go on to successful, often distinguished careers later in life.

Parents can help children with learning disabilities achieve such success by encouraging their strengths, knowing their weaknesses, understanding the educational system, working with professionals and learning about strategies for dealing with specific difficulties.

Not all great minds think alike

Did you know that Albert Einstein couldn't read until he was nine? Walt Disney, General George Patton, and Vice President Nelson Rockefeller had trouble reading all their lives. Whoopi Goldberg and Charles Schwab and many others have learning disabilities which haven't affected their ultimate success.

Facts about learning disabilities

Fifteen percent of the U.S. population, or one in seven Americans, has some type of learning disability, according to the National Institutes of Health.

Difficulty with basic reading and language skills are the most common learning disabilities. As many as 80% of students with learning disabilities have reading problems.

Learning disabilities often run in families.

Learning disabilities should not be confused with other disabilities such as autism, intellectual disability, deafness, blindness, and behavioral disorders. None of these conditions are learning disabilities. In addition, they should not be confused with lack of educational opportunities like frequent changes of schools or attendance problems. Also, children who are learning English do not necessarily have a learning disability.

Attention disorders, such as Attention Deficit/Hyperactivity Disorder (ADHD) and learning disabilities often occur at the same time, but the two disorders are not the same.

Common learning disabilities

Dyslexia - a language-based disability in which a person has trouble understanding written words. It may also be referred to as reading disability or reading disorder.

Dyscalculia - a mathematical disability in which a person has a difficult time solving arithmetic problems and grasping math concepts.

Dysgraphia - a writing disability in which a person finds it hard to form letters or write within a defined space.

Auditory and Visual Processing Disorders - sensory disabilities in which a person has difficulty understanding language despite normal hearing and vision.

Nonverbal Learning Disabilities - a neurological disorder which originates in the right hemisphere of the brain, causing problems with visual-spatial, intuitive, organizational, evaluative and holistic processing functions.

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A learning disability is a neurological disorder. In simple terms, a learning disability results from a difference in the way a person's brain is "wired." Children with learning disabilities are as smart or smarter than their peers.

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Improving Outcomes for Multilingual Students with Exceptional Needs

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Improving Outcomes for Multilingual Students with Exceptional Needs

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Students of a national-origin-minority who are limited in English language proficiency (United States Department of Education, Office for Civil Rights, 2016). The acronym ELL or ELLs, is used to refer to students whose home/native language is any language other than English, and who are in the process of learning academic English (CDE, 2015).

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Homepage | Multilingual Students with Exceptional Needs

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Students of a national-origin-minority who are limited in English language proficiency (United States Department of Education, Office for Civil Rights, 2016). The acronym ELL or ELLs, is used to refer to students whose home/native language is any language other than English, and who are in the process of learning academic English (CDE, 2015).

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CA Practitioners' Guide for Educating ELs with Disabilities

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CA Practitioners' Guide for Educating ELs with Disabilities

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CA Practitioners' Guide for Educating English Learners with Disabilities

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Figure 6.1. California's Values for Educating English Learners with Disabilities Figure 6.2. California English Learner Roadmap Vision, Mission, and Principles Figure 6.3. General Stages of English Language Development in the California ELD Standards Figure 6.4. Comprehensive English Language Development: Integrated and Designated ELD Figure 6.5. What Is Formative Assessment? Figure 6.6.

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About Universal Design for Learning - CAST

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Learn more about the UDL framework and the UDL Guidelines, developed and maintained by CAST.

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Accommodations & Modifications in the General Education Classroom

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Accommodations & Modifications in the General Education Classroom

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Boost reading and writing confidence across all types of content and devices, in class, at work, and at home.

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Struggle to take written notes? Improve your note taking skills using audio notes on Sonocent Audio Notetaker, the note taking app and software for students and professionals.

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Instructions: Click the microphone icon and begin speaking. Dictate about one sentence at a time. When the speech is recognized, it will appear in red.

If it's not right, click the "Alternatives" button to view other 'recognitions', edit the text, or just try dictating again. When the text is right, click the button with the arrow pointing down , and your text will be added to the box at the bottom.

Repeat this process until you're finished. When you're all done, click the "Copy" button and then paste the text into your document, email, blog, or tweet! (If the copy button doesn't work for you, remember that the shortcut for copying is Ctrl-C.)

Note that you can also dictate basic punctuation by saying things like "period", "question mark", "new paragraph", etc.

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TalkTyper - Speech Recognition in a Browser

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An easy to use web app that gives you free speech to text dictation in a browser.

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Help for Kids with Auditory Processing Disorder

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Help for Kids with Auditory Processing Disorder

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Children with auditory processing problems are weak in some basic skills for decoding and remembering what they hear. They often miss, or misunderstand, information that's conveyed orally, in instruction or conversation.

Helping kids with weak auditory processing skills is a combination of building in supports in their environment, and intensive training to beef up skills they haven't developed automatically, as most kids do.

Here are some of the changes parents and teachers can make in the environment to help kids with auditory processing difficulties listen and learn more effectively:

Preferred seating. Arrange for the child to have seating that will make it as easy as possible for him to tune into what the teacher is saying. That usually means the front of the classroom, to minimize interference with the teacher's voice, and get the most access to the teacher's visual cues.

Use visual cues. Encourage your child's teacher to use visuals in instruction, and be sure your child is looking at you when you give directions or convey other important information.

Emphasize key words. Teachers and parents can help kids with auditory processing weakness by using intonation and slower speech to emphasize what is important. "One of the things we advise teachers to do with these kids is to significantly slow their rate of speech and use emphasis on key words, to bring attention to important pieces of information by the way they're talking," explains Rachel Cortese, MS, a speech-language pathologist.

Give kids a heads up when something important is coming. Cortese suggests using catchphrases to give kids a signal that you're about to say something they need to pay attention to. It could be something as simple as, say: Are you ready? or Here's the thing.

Help with sequencing. Use words that trigger or help a child to sequence events. "Using words like first, second, then, last help kids follow sequences, and teaching them to us these transition words in writing or telling a story helps them to organize their thoughts and their language," explains Cortese.

Assistive technology. For kids who need extra help following the teacher's voice in a noisy classroom, there is technology that can help. The student wears headphones that reduce background noise, and the teachers wears a microphone wirelessly connected to his headset.

Kids who have auditory processing challenges may benefit from working with a speech-language pathologist or educational therapist to strengthen skills through practice and learn effective ways to compensate for their deficits and build on other strengths.

Speech-language therapy

The most common kind of professional help for kids with these difficulties is speech-language therapy, in which kids get explicit training to improve their skills at distinguishing sounds, remembering sounds, and sequencing sounds.

"Our minds are designed to pick up automatically on these skill sets for taking in language," explains Matthew Cruger, PhD, the director of the Learning and Development Center at the Child Mind Institute. "So for kids who don't pick them up automatically, the goal is to provide instruction that's more frequent, more systematic, and more rigorous."

Dr. Cruger notes that while it's widely accepted that these interventions help, there isn't a good body of real world research to back that up. Complicating the research challenge, he notes, is the fact that when kids who get intervention show improvement, it's difficult to know whether it's the result of the therapy or the child's auditory pathways maturing over time. But he adds that waiting to see if a child's problems will go away over time can leave kids feeling frustrated and suffering from impairments. Those things can take a toll on their emotional and social development, as well as their learning.

Educational therapists help kids who are struggling with learning to develop strategies to manage frustration, build on their strengths, and compensate for their weaknesses. They look for ways to bolster a child's specific weaknesses-for instance, using multi-sensory learning for a child with an auditory processing condition who is struggling with reading. And they work on bolstering the confidence of kids who are discouraged because learning seems harder for them than other kids.

There are several "brain training" programs designed to build skills in identifying sounds and remembering auditory information, including FastForWard and Earobics.

Frequently Asked Questions

How is auditory processing disorder treated?

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Help for Kids With Auditory Processing Disorder - Child Mind Institute

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Improving the listening environment and boosting skills can help kids who have trouble taking in information, and remembering it.

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Quick Guide to Auditory Processing Disorder

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Quick Guide to Auditory Processing Disorder

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Lo sentimos, la página que usted busca no se ha podido encontrar. Puede intentar su búsqueda de nuevo o visitar la lista de temas populares.

What is auditory processing disorder?

Auditory processing disorder is a condition in which kids have trouble managing information that they hear. There is nothing wrong with their hearing, but they miss a lot of what is said to them and around them. They have an especially hard time processing auditory information in loud or distracting environments. Auditory processing disorder can get in the way of a child's ability to learn and interact with other people.

Not all experts recognize auditory processing disorder as a formal disorder. The symptoms overlap with other diagnoses such as  ADHD and  learning and  language disorders. Many kids with auditory processing disorder also have one of these other diagnoses.

What are the symptoms of auditory processing disorder?

Signs that a child might have auditory processing disorder include:

How is auditory processing disorder diagnosed?

Auditory processing disorder can only be diagnosed by a specialist called an audiologist. They can run tests that measure different aspects of the child's auditory processing abilities. Normally children are not mature enough to take these tests until they are seven or eight years old.

How is auditory processing disorder treated?

The most common type of professional help for APD is  speech-language therapy, which helps children build skills in distinguishing, remembering, and sequencing sounds. There is little research to support the effectiveness of speech-language therapy, but families and clinicians often say that it works well. and the brain may simply mature to learn these skills on its own. There are also computer programs that can help kids build skills.

Another way to help kids with auditory processing disorder is through educational therapy. Educational therapy helps kids learn to use other skills to make up for their auditory challenges. They can learn to manage frustration and play to their strengths.

This guide was last reviewed or updated on November 17, 2023.

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Quick Guide to Auditory Processing Disorder - Child Mind Institute

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Download our free guide to auditory processing disorder in children. Children with auditory processing disorder miss a lot of what is said around them, even when there is nothing wrong with their hearing. They have trouble registering and remembering what they hear.

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Auditory Processing Disorder in the Classroom

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Auditory Processing Disorder in the Classroom

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6 minutes

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How to treat Auditory Processing Disorder in the Classroom

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A Mind at a Time [Levine, Mel] on Amazon.com. *FREE* shipping on qualifying offers. A Mind at a Time

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Whole Brain Teaching for Challenging Kids

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Whole Brain Teaching for Challenging Kids

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https://www.amazon.com/Whole-Brain-Teaching-Challenging-Kids/dp/0984816712

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Using Technology to Engage Students with Learning Disabilities

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Using Technology to Engage Students with Learning Disabilities

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https://www.amazon.com/Technology-Students-Disabilities-Connected-Educators/dp/1506318266

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The Complete Learning Disabilities Handbook

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The Complete Learning Disabilities Handbook

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Returning To Us Podcast - The Behavior Hub

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Parenting and educating children is one of the greatest experiences in life, but it comes with plenty of emotionally draining challenges. Join behavioral health specialist Lauren Spigelmyer each week as she discusses strategies and tips for how to hack your brain, build and strengthen relationships,

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Episode 27: Fighting for FAPE: Protecting the Rights of Military Children in Special Education

Episode 26: Handwriting Instruction in the Digital Age

Episode 25: Nixing Neurotoxins: Protecting Children's Brain Health

Episode 24: Patty Gillespie: A Self Taught Reader

Episode 23: Dyslexia, Literacy, and Race

Episode 22: The Strengths of Those with Learning Disabilities

Episode 21: Advocacy 101: Connecting with Policymakers

Episode 20: Science Based Practices in Education

Episode 19: The Right to a Safe & Healthy Environment

Episode 18: Reading by Third Grade: The Importance of Investing Early in Our Students

Episode 17: Social Skills for Students with LD

Episode 16: LD and Fetal Alcohol Spectrum Disorder

Episode 15: Social Emotional Challenges for Students with Language-Based Learning Disabilities

Episode 14: Educator of the Year

Episode 13: Safer Back to School Supplies

Episode 12: Supporting Children with Anxiety in the Classroom

Episode 11: Effective Strategies for EF Success

Episode 10: Dyscalculia: Causes, consequences, and creative solutions

Episode 9: ADHD & LD: The Challenging Pathway to Adulthood

Episode 8: The Healthy Children Project

Episode 7: "Tricking" the Brain into Reading & Writing

Episode 6: Learning to Self-Advocate

Episode 5: Mini Episode: Learning Disabilities and the Brain

Episode 4: How do I manage them, me and their learning disability?

Episode 3: Combating the School to Prison Pipeline

Episode 2: Still LD After all These Years

Episode 1: Dr. John King Jr: Supporting Learning for All

Posted in LD/ADHD Basics

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‎Angela Watson's Truth for Teachers on Apple Podcasts

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‎Truth for Teachers is designed to speak life, encouragement, and truth into the minds and hearts of educators and get you energized for the week ahead.

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‎Beyond the Box Learning on Apple Podcasts

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In this episode, we chat with math teaching expert Liana McCurry. We delve into best practices for all students when teaching maths. We hope Liana's insights will help create inclusive learning environments where every child can succeed.

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What's it all about? Listen now A podcast for parents and educators about the best way to support people living with specific learning difficulties. Do you, your partner, your child, a relative or a student of yours grapple with an identified (or suspected) Specific Learning Difficulty (SLD)?

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Sensory Strategies and Supports for the Classroom - GriffinOT

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Occupational therapist Kim Griffin explores how to embed sensory strategies into your classroom for children with sensory differences.

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Relevant resources

Visit our resources page for a range of resources that can help to create inclusive education environments for students with disabilities and developmental challenges. A particularly relevant resource for supporting students with sensory issues is:

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Secondary School Teacher Strategies for Sensory functioning | AllPlay Learn

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Learn about sensory functioning in students, use evidence-based strategies to support students' sensory functioning, and view relevant resources that can help to create an inclusive environment at school. Resources include a strengths and abilities communication checklist

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Sensory Strategies that Help Students Refocus on Learning

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Sensory Strategies that Help Students Refocus on Learning

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Elementary students face a constant stream of distracting sensory stimuli throughout the day, but these simple, quick exercises can help them stay on track.

Anna Godeassi / The iSpot

Elementary school students are constantly bombarded with sensory stimuli throughout the day, during school hours, and at home. Sensory processing plays a critical role in self-regulation and in how children function, interact, and learn at school, so it can be difficult to separate emotional regulation issues from sensory processing concerns, as they often connect.

Children who have functional sensory processing skills are able to take in sensory information, filter out what's irrelevant, and stay relatively calm and self-regulated. They may occasionally engage in compensatory behaviors, such as biting their nails, playing with objects, getting a drink of water or going to the bathroom (when they don't need to, for a brief respite), tapping their legs, fidgeting with their hands, and so on.

When children have difficulty processing sensory information, they can have trouble completing school- and home-based tasks that require them to sit still, attend to instruction, engage socially with peers, and play or work cooperatively with others. They have a lot of difficulty interacting with their environment and peers functionally, because they're not receiving appropriate sensory feedback. They may engage in maladaptive behaviors-for example, they may be unable to sit in their seat and may collide with objects or peers while navigating the school setting, put objects in their mouth, and have difficulty following multistep directions (among other difficulties).

Providing young students with increased awareness of their sensory system at regular intervals throughout the day may help improve their behavior and overall self-regulation.

Simple Sensory Strategies to Improve Participation

Hug your knees: Ask your students to sit on the floor, knees up, feet firmly planted on the floor. Have them bring their knees under their chin, hugging them tightly. They can rest their chin briefly on their knees, as if they were using them as a table. This strategy integrates proprioceptive input (the ability to perceive the position and movement of the body) through joint compression (applying deep pressure).

Backwards hug: Sitting on the floor as tall as they can, students should reach both arms backwards, crossing their hands to squeeze their wrists. This strategy also integrates proprioceptive input through joint compression.

My own learning space: This is a good strategy for students who may be sensitive to auditory and/or visual inputs. When a child is having strong emotional feelings, it can often be helpful to "take space," or move away from the challenging situation at hand (e.g., when they're frustrated during a lesson that's difficult to understand). This strategy allows students to take space while learning. Have an agreed-on location for this exercise. Consider creating a visual boundary to the space, such as painter's tape, so that the student has a guide for where to go.

You may want to add sensory-blocking tools, such as noise-reducing headphones and something that blocks the student's visual field, such as a folder standing up vertically, to further decrease sensory stimulation.

Velcro on rug spot: Consider placing Velcro around the student's learning space, such as under the desk, on the floor, and even on their learning materials (on the back of their notebook, on their pencils, etc.). I like to alternate soft and rough textures for the added sensory stimulation. Feeling Velcro on the floor at the student's rug spot can help them keep their eyes on you and will definitely be less distracting than having a stress ball in their hand.

Chair: Sitting on a chair with a back while listening to you can help the student focus when they're feeling low-energy. The back support gives them the information of where their body is in a space, while their body doesn't have to focus on trying to sit against gravity. This strategy provides tactile and proprioceptive feedback.

Floor desk: This is a small desk that provides a physical and visual boundary around the student. It can be helpful when they're feeling high-energy. It also provides the student with a writing surface while you're teaching. This strategy can be useful for those who benefit from increased proprioceptive and visual feedback.

Tangle/string fidget tools: These types of fidget tools are somewhat circular, so that the student can fidget with them in a repetitive and functional way, getting rid of excess energy. This tool also provides tactile feedback.

Big body breaks: Having the class stop at regular times to check in and do big body breaks so that everyone can feel just right can be very productive. Remind students that sometimes, our bodies may need to check in more often, and that's OK. Ask your students to do downward dog/upward dog yoga poses and head-below-knee poses, and to bend down and squeeze each joint of their body, beginning at their ankles and working their way up to their shoulders.

These strategies provide a reminder to allow for increased proprioceptive (body awareness through joint compression) and/or vestibular (head below knee and rotational) inputs to ensure that students perform consistent large-movement exercises that have those components.

Cardboard box/laundry basket stuffed with pillows: This is a large, firm, and shallow cardboard box filled with a few pillows. Students should be able to sit in there, slightly squished, bringing their notebook/worksheet and a clipboard. Using this seat the right way, on the rug with their classmates, means that they are sitting up and participating. This strategy provides increased proprioceptive, visual, and tactile feedback.

The above strategies can help alleviate the sensory overload that young students experience from the continuous wave of sensory stimuli and keep them in the frame of mind for learning.

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Sensory Strategies That Help Students Refocus on Learning

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Elementary students face a constant stream of distracting sensory stimuli throughout the day, but these simple, quick exercises can help them stay on track.

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Classroom Accommodation for Sensory Processing 

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Classroom Accommodation for Sensory Processing 

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Classroom accommodations for sensory processing challenges

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These sensory strategies for the classroom can help kids with sensory processing challenges. From alternate seating to visual schedules, explore sensory tools for the classroom that help with learning.

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Learning Disabilities and Depression - Child Mind Institute

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Learning Disabilities Comorbidity with Depression 

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Learning Disabilities Comorbidity with Depression 

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We think of learning disabilities as affecting kids in school, but challenges in skills like reading, writing, math, and language affect all aspects of life, not just academic performance. We are using them all the time - reading street signs, counting change, playing games, and following conversations with friends.

Struggling with skills that appear to come easily to others, inside the classroom or out, can take an emotional toll starting at an early age. Research shows that children with learning disorders are at higher risk for developing depression. This risk increases as children enter their teenage years.

"Kids spend the majority of their waking hours in school," says Laura Phillips, PhD, a neuropsychologist and the senior director of the Learning and Development Center at the Child Mind Institute. "When you spend eight hours a day engaged in something that's challenging for you it has a very significant impact on your self-concept - meaning your idea about who you are as a person - and your ability to feel successful."

Depression can manifest in different ways:

Appearing sad or irritable

Trouble sleeping

Losing interest in things you once enjoyed

Being tired all the time

Gaining or losing a lot of weight

But at its root are feelings of hopelessness and low self-worth. Studies show that for kids with learning disorders, the school environment can contribute to and breed these feelings.

A child with an undiagnosed learning disability is particularly at risk for depression because they don't understand why they struggle with things that others don't. Frustration and failure create a sense that something must be wrong with them. A diagnosis can be reassuring and offer them the support they need - but success will still be a struggle. When it comes to a child's emotions, an LD diagnosis is not a magic bullet.

​​"It doesn't always feel better right away," notes Helene Omansky, LCSW, a senior social worker at the Child Mind Institute. "It will get better, but newly diagnosed kids need time to adjust to their support system, and to develop confidence in skills that they may have lacked."

If you think your child might be depressed, consult a medical professional for help - but know there are ways parents and teachers can offer support, too.

The requirements of school change as you get older, and there's one shift that can be particularly tough for kids, especially those with reading and language deficits. "From kindergarten through second grade, you're learning how to read," Dr. Phillips explains. "By third grade, the emphasis shifts to reading to learn."

In other words, reading becomes incorporated into every class. Kids who struggled in language arts classes but prided themselves on their math skills are suddenly confronted with math word problems. "And then they lose that confidence in the thing that might've been maintaining their sense of self and self-esteem," Dr. Phillips explains.

This change is the first of many. Kids will continue to wrestle with their challenges in unexpected ways, and this can be discouraging.

"The impact of a learning disorder becomes more widespread as you move through school," Dr. Phillips says.

It's important for parents to understand the depth of frustration a child may be feeling and acknowledge it, says Omansky. We're naturally inclined to dispel negativity with encouragement - "You're so smart!" - but this can make a child feel isolated and unheard. If a child is saying they feel dumb because they can't figure out how to solve a word problem, Omansky says, "It's okay to validate that by saying something like, 'I can see how frustrating this is for you.'"

Around 8 or 9 years old, kids become less self-focused and begin to understand themselves in the context of - and in comparison, to - their peers. Where before school was merely frustrating, now kids may wonder why certain things appear to come easily to others. They may feel like they're working twice as hard as those around them, and understandably, they may think this is unfair.

Kids also become more self-conscious at this age and might feel like their deficits are on display. This can look like a kid who doesn't want to raise their hand in class, but it can also look like a kid who plays by themselves at recess. When a child can't solve a math problem or gets called out for not finishing an assignment, it's easy for them to go from "I feel dumb" to "Nobody is going to like me," Omansky notes.

Kids with learning challenges can also struggle with social skills, such as following the thread of a conversation or finding the right words to respond. They sometimes fumble social cues, and given enough negative feedback, might avoid socializing altogether.

Some kids draw attention away from their challenges by acting out. Being perceived as funny or rebellious might even bolster your self-esteem. But avoiding your challenges doesn't make you feel any better about them, it just makes you more determined to hide them.

Rates of learning disorders are not significantly different among genders, but boys are more likely to be diagnosed because of their tendency to be disruptive in class - an obvious red flag. Girls, meanwhile, tend to withdraw, making identification harder.

"Girls are much more likely to quietly sit in the back of the class and try to sink into the ground," Dr. Phillips says.

This translates to girls not receiving a learning disorder diagnosis or being diagnosed late. When LDs are overlooked, a child's anxiety or depression can be the first recognized signs that they need help. "They might become highly anxious or more academically demoralized," says Dr Phillips. "So, it might be the anxiety or depression that first brings them to clinical attention."

It's important for adults to empathize with this experience, too. "Well-intended parents and teachers don't want to put a spotlight on a kid unnecessarily, but they may not be asking the right questions that would allow for further intervention or exploration," says Omansky. When a child is anxious, unmotivated, or depressed, the adults in their lives should investigate if they might be struggling, she adds. "Kids don't always have the skillset to know how to self-advocate and say, 'I don't understand.'"

Depression can actually impact cognitive functions, making learning challenges more acute.

Research shows that depression can:

Slow information processing

Slow memory consolidation, or how your brain transforms the things you learn into long-term memories

Make it harder to pay attention and concentrate

Interfere with sleep, which can also be bad for your brain

It's a vicious cycle - learning challenges contributing to depression, contributing to more challenges - but there are ways to interrupt it.

How a child relates to their school environment can also affect how they learn and how they see themselves. This is a particularly important factor for Black children and other children of color, especially if they attend predominantly white schools. "If there's a difference in skin color between kids and their teachers, they might enter the classroom with a different level of anxious arousal that they have to overcome in order to be fully engaged," Dr. Phillips says.

If the school environment already makes you anxious, you're more likely to shut down if learning is also a challenge. You might even develop a fear of going to school at all. Teachers should be aware that kids don't experience school in a vacuum. They should understand the racial, cultural, demographic factors that impact kids, so kids feel safe enough to learn and ask for help if they need it.

Schools are beginning to embrace emotional supports for children with learning disorders. When kids feel defeated by their challenges, and resist learning because it makes them feel bad about themselves, academic support alone is not enough.

Increasingly, schools are using social and emotional learning (SEL) techniques to help kids develop an awareness of the emotions that drive their behaviors - whether they are acting out, trying to disappear, or simply avoiding the tasks that are most difficult for them.

Kids can be taught strategies to manage big emotions around learning. Take kids with math learning disorders, who become anxious when asked to solve math problems. They tend to engage in negative self-talk - "I'm so bad at math. I'm going to fail this math test. I'm so stupid, I'm not going to get into college."

The negative self-talk interferes with problem solving. "It taxes your working memory to the point where you can't effectively problem solve," explains Dr. Phillips. "So, you do poorly and then you see yourself as a bad math student."

But kids can interrupt the cycle with a simple trick: saying the steps of the math problem as they do them. "If you're verbally working through the steps, you can't engage in negative self-talk and so you can't tax the working memory system," she adds. "It's very effective."

The ability to embrace this kind of creative problem-solving is the secret weapon of having a learning disorder - but when a child shows signs of depression, it's important to seek professional treatment. Understanding that emotional challenges and learning challenges are intertwined can help parents get kids the support they need.

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Learning Disabilities and Depression - Child Mind Institute

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Kids with learning disabilities are more likely to be depressed. They need emotional as well as academic support to succeed.