# data[].attributes.attachment_link.title
Helping Kids Who Struggle With Executive Functions - Child Mind Institute

# data[].attributes.attachment_link.description
Learning specialists discuss how to help kids who have problems with executive functions stay organized and on top of their responsibilities.

# data[].attributes.attachment_link.title
These Are the Executive Functioning Skills Kids Should Learn, Grade by Grade

# data[].attributes.attachment_link.description
"Executive function" is one of those phrases that gets thrown around a lot in child development, but it can be a little confusing. Read on to find out exactly what it means, and discover the executive functioning skills you can expect from kids at different age levels.

# data[].attributes.attachment_link.title
Executive Functions for Every Classroom, Grades 3-12: Creating Safe and Predictable Learning Environments

# data[].attributes.attachment_link.description
Executive Functions for Every Classroom, Grades 3-12: Creating Safe and Predictable Learning Environments [Weathers, Mitch] on Amazon.com. *FREE* shipping on qualifying offers. Executive Functions for Every Classroom, Grades 3-12: Creating Safe and Predictable Learning Environments

# data[].attributes.attachment_link.description
The EEF is an independent charity dedicated to breaking the link between family income and educational achievement.

# data[].attributes.attachment_link.readable_text
We have all seen the movies. You know, the ones where cars are flying in the sky, robots are checking us out at the local market, and computers are planning our days for us.

There's a lot of discussion regarding this phenomenon we call artificial intelligence. Some are opposed to it, whereas others greatly support it due to its many benefits.

But what exactly is artificial intelligence, also known as AI, and what impact does it have on the executive functioning landscape?

Close your eyes for a moment and tell me the first thing that comes to mind when you think of AI?

If you saw a series of high tech equipment running various programs then you're on the right track.

Artificial intelligence (AI) is the development and use of computer systems to perform various tasks that typically would require human intelligence. Some of these tasks look like speech recognition and decision making.

It is likely that if you have a smart device then you have used AI through a virtual assistant technology like Alexa or Siri.

AI and Executive Functioning

We are only beginning to understand how AI can influence our world.

Already AI is a powerful tool that can be used to boost our productivity and assist in areas where executive functioning might be challenging. Below you'll find insights into some core areas of living independently and how AI might be changing the landscape for the executive functioning neurodiverse learners.

AI and Planning Daily Routines

As spontaneous and adventurous we may be, at some point in our days, we have to take part in planning. That can look like planning where our next travel destination will be or even simply, what the afternoon is going to look like.

Planning is one of the key executive functioning skills as without it, we can lose track of our goals, miss important deadlines, and have trouble completing our tasks. If you find that planning is an area of difficulty for you, then AI can surely help!

There are several AI tools that can be used to create digital daily schedules across multiple calendars. As these tools get to know you and your habits more, they can help you be more efficient and create better schedules tailored to your neurodiverse needs.

Check out this video from AdhDONE YouTube Channel for how AI tools can be used to create effective daily routines and schedules:

AI and Managing Your Time

Do you ever catch yourself always on the run and still running late?

Ever notice you spend more time than expected on a task and are still running out of time?

Time management is our ability to plan and organize our time in a manner that is efficient and effective. Time management skills are important because they help us "make the most of our time" so we can achieve our goals!

If you need assistance to better manage your time, AI can help. Along with calendar management, AI tools like Reclaim.ai are bridging key research concepts that time management doesn't just involve putting appointment reminders in calendars, but that healthy brains need decompression time, periods of intensive focus and times for creative thinking. Set up the parameters, and then the AI tool will automatically (and dynamically) adjust when an appointment or task gets rescheduled.

AI apps like Reclaim.ai will also allow you to schedule time to work on healthy habits like getting enough exercise, sleep, or freeing up time for self-care activities like meditation or executive functioning coaching.

See how AI tools can help you with time management in this quick demo:

AI Around the House

Organizational skills go hand in hand with planning and time management skills. In order for us to organize ourselves, we may use different tools such as schedules, planners, or reminders. These tools to plan our days and manage our times thus help us with our organization.

I like to consider organizational skills in both a mental and physical sense. When I think of physical organization, the first thing that comes to mind is my workspace and home. How does my desk look, where are my important files, and how is my room set up for optimal productivity?

AI tools like ChatGPT can give us strategies and step-by-step instructions to organize our home, create grocery lists, or even learn how to spring clean the bathroom closet.

For example, check out these screenshots for a ChatGPT prompt for cleaning the bathroom closet and making a Denver omelet.

In both of these instances, ChatGPT produced seamless, easy to understand results in 15 seconds or less. For neurodiverse learners that struggle around the household and frequently get distracted trying to research household tasks, AI tools like ChatGPT are changing the speed and efficiency of getting these tasks done.

AI and Attentional Control

Whether it's a notification from social media or a loud sound in the neighborhood, it's easy to become distracted and lose our focus. Attentional control is an important executive skill as it helps us with focus, resist distractions, and reduce our impulsivities. Our ability to attend impacts our ability to take in information which is then stored and used later on to perform a task.

AI and Our Social Relationships

We're a long way out yet from machine learning for emotions and complex social behavior of humans. But that doesn't mean that AI can't help us better manage our relationships. There's the obvious steps of having AI automatically schedule calendar reminders to call a loved one or send a birthday card on time. But there's also help for situations where we might be feeling overwhelmed or unsure how to take the next steps.

AI tools like ChatGPT can offer some basic suggestions on what might be helpful to manage stress:

Or how to have a difficult conversation with a friend when they make a hurtful comment:

AI and Working Memory

Our ability to attend to a task allows for us to take in new information. After this is done, our brains then store this information to later be used to complete multi-step tasks within the present moment such as remembering a phone number or grocery shopping list.

As the ChatGPT notes show above, AI tools can store and generate massive amounts of information that we can easily recall. This frees up working memory for other important tasks. AI tools can also help us quickly assemble thoughts on a topic before diving into deeper research:

AI tools can also help you summarize large amounts of information into condensed "cliff notes" version so it's easier to understand. This is especially useful for neurodiverse brains, where some days our brain capacity may not be optimal for processing large amounts of information in succinct ways.

ChatGPT took this large copy & pasted email from a professor about final exam deadlines, and condensed it into the key points for a day when it's too much information to wade through:

Cautions of Using AI

These ideas only begin to scratch the surface of the ways we can use AI tools to benefit our learners and build EF skills.

Although we can see the clear benefits, it should be used with caution for various reasons, including building independence, risks to privacy, and the costs of tech.

Risks of Becoming Dependent on AI

Individuals can certainly use AI to assist their daily living, however, should be wary of becoming heavily dependent on the technology.

It may be great to know Siri is always there to assist you, however, if used too often, one can overlook just how capable we really are of tasks and potentially lose the skill. In order to preserve a skill, you have to "Use it or lose it"!

We don't yet have data on how individuals may or may not become dependent on AI, but this is likely an area of research that will continue to expand.

Risks to Privacy When Using AI

AI can pose risks to one's privacy. When using AI, we often disclose a lot of personal information such as names, phone numbers, and even important records. Despite various software protection programs, AI is vulnerable to hackers who can break into systems resulting in a loss of privacy.

One of the biggest complaints heard about AI platforms since their emergence is the lack of disclosure of how input information is used and shared. Neurodiverse learners and caregivers may not clearly understand how private information is stored, shared or who else has access to it.

The Costs of AI

AI may be easy and quick to use, however, it can be costly.

Smartphones nowadays charge up to $1000, and that's just for the device. When considering phone service, storage memory software, and even phone applications, this can add hundreds to your bill each month. So yes, Siri may be convenient and your membership to your scheduling platform is easy to use, but it can be expensive to maintain.

The Temptation to Cheat with AI

As helpful as AI is for generating ideas, it also introduces the temptation to cheat. To use plagiarized content. To rely on AI to generate all of your reports, communication and emails. Already schools and universities are indicating that the use of AI tools to auto-generate papers and projects is on the rise.

It's an interesting dilemma. Teachers believe whole-heartedly in the ruinous nature of student papers and projects generated by ChatGPT, yet turn around and use AI anti-plagiarism tools to detect them.

At the same time we teach our neurodiverse teens and young adults to use AI to help them in everyday life, we need to teach them about the dangers of using AI for cheating and in dishonest ways.

Getting Started with AI Tools for Executive Functioning

One of the best ways neurodiverse individuals can build executive functioning skills is to pinpoint the areas of greatest need. To pinpoint where you or your learner might be struggling (or where AI tools may be most helpful), download our free .pdf executive functioning assessment.

Final Thoughts

AI can be beneficial by assisting us with our executive functioning. Whether it's to help us plan, manage time, organize, attend, and remember temporary information, AI can make daily living easier.

Despite its many uses, it is however important to be aware and cautious of some of the risks it can pose as well.

I personally enjoy using my device's AI softwares but certainly make sure to do so in moderation.

After all, my device isn't the only thing that is intelligent!

Further Reading

# data[].attributes.attachment_link.title
Revolutionizing Executive Functioning With AI: What You Need To Know | Life Skills Advocate

# data[].attributes.attachment_link.description
Explore the connection between AI & executive functioning. Learn how AI assists with planning & time management, and discover benefits and risks in this article.

# data[].attributes.attachment_link.title
AI Tools To Support Executive Functioning — Executive Functioning Solutions

# data[].attributes.attachment_link.description
Let’s check out some helpful AI tools for Executive Functioning Skill support!

# data[].attributes.attachment_link.readable_text
Reviewed by Psychology Today Staff

Executive function describes a set of cognitive processes and mental skills that help an individual plan, monitor, and successfully execute their goals. The "executive functions," as they're known, include attentional control, working memory, inhibition, and problem-solving, many of which are thought to originate in the brain's prefrontal cortex.

Understanding Executive Function

Many behaviors in which humans engage, such as breathing or stepping out of the way of an oncoming car, occur without conscious thought. Most others, however, rely on executive function. Any process or goal pursuit that requires time management, decision-making, and storing information in one's memory makes use of executive function to some degree. Since much of modern life is process-driven and demands that individuals set and meet goals, disruptions in executive function can make it challenging for someone to succeed in school, at work, or in the household.

article continues after advertisement

Problems with Executive Function

Someone who struggles with executive functioning will likely have trouble starting or finishing tasks, executing multiple steps of a project in sequence, and keeping their belongings organized. They may struggle to make decisions or lose important items frequently.

Issues with impulse or emotional control are a less obvious sign of an executive functioning deficit. Someone with underdeveloped executive functioning may act without thinking and may appear overly emotional at times; this is because both behavioral and emotional inhibition are key aspects of executive functioning.

Executive dysfunction-sometimes called executive function disorder, or EFD-may appear similar to ADHD; indeed, some experts posit that ADHD is itself a disorder of executive function. People with ADHD-especially children-usually struggle with one or more executive functions, in addition to other symptoms such as hyperactivity and distractibility.

Someone with executive functioning challenges will find it more difficult than others in their age group to remember information, plan and execute tasks, keep items and information organized, and maintain motivation. They may also struggle with emotional, impulse, or attentional control.

Executive function disorder, or EFD, is not an official diagnosis. However, it is possible-and in fact, quite likely-for someone with ADHD to also have significant challenges with executive functioning.

How to Improve Executive Function

The ability to plan, problem-solve, organize, and execute can help children and adults in many domains in life. Thus, improving these skills is often a key interest for parents and adults. For some who struggle with executive function, accommodations at work or school can help fill the gaps; strategies aimed specifically at areas of weakness can also be of great help.

However, it's important to remember that executive function is among the slowest mental processes to develop. Thus, many children who struggle with executive function may find that their skills naturally catch up over time and continue to improve well into adulthood.

Many children who struggle to keep track of tasks and responsibilities find the simple act of writing them down-and thus externalizing them-to be hugely helpful. Working with the teacher if necessary, parents can help their child establish a consistent routine for writing down tasks, planning the steps for completion, and rewarding themselves when successful.

# data[].attributes.attachment_link.description
Executive function describes a set of cognitive processes and mental skills that help an individual plan, monitor, and successfully execute their goals. The "executive functions," as they're known, include attentional control, working memory, inhibition, and problem-solving, many of which are thought to originate in the brain's prefrontal cortex.

# data[].attributes.attachment_link.provider_name
Center on the Developing Child at Harvard University

# data[].attributes.attachment_link.title
A Guide to Executive Function - Center on the Developing Child at Harvard University

# data[].attributes.attachment_link.description
Executive function skills help us plan, focus attention, switch gears, and juggle tasks. Learn how to enhance and develop these core skills for lifelong health and well-being.

# data[].attributes.attachment_link.readable_text
Academic supports are never one-size-fits all. Teachers can best support autistic students when they have a range of strategies to choose from. As a general principle, interventions that provide predictability, support, and empowerment, while also reducing anxiety and building on strengths, are effective. When applied in the classroom, such interventions enable autistic students to best demonstrate what they know. These eight strategies put this principle into practice. For teachers who will be working with autistic students this fall, read on to learn more about these approaches and find a handy infographic to use as a guide!

1. Priming

Priming is a method of preparing autistic students for an activity that they will be expected to complete by allowing them to preview the activity beforehand. Priming sets the student up for success by providing them predictability, which also reduces anxiety. During priming, the student previews the materials that will be used in an upcoming activity, such as a worksheet, outline for a project, or schedule of events that will occur. Priming is not a time for teaching or reviewing the content of an activity or having the student actually complete the activity. Priming should occur in short, concise time periods in an environment that is relaxing for the autistic student, and it should be led by a person who is patient and supportive. When priming is effective, it reduces barriers for the student and enables them to fully engage in the activity when the time comes.

2. Making accommodations and modifications

Many autistic students require assignment accommodations and modifications in order to be successful at school. Modifying assignments can be accomplished easily without drawing undue attention to the student. The particular modifications may differ based on individual students' strengths and needs, but some examples of modifications include:

Reformatting assignments to distinguish relevant details from irrelevant details

Grouping like questions together on quizzes and tests

Allowing additional time for the student to complete tasks

Allowing the student to use alternative methods to demonstrate understanding (oral vs. written report, creating a pamphlet or PowerPoint presentation, etc.)

Shortening tasks or reducing the number of tasks the student is expected to complete

Outlining precisely what information the student is expected to learn from reading

Providing graphic organizers and concrete strategies for assignments

Giving the student a model to follow of what is expected on assignments

Providing pre-highlighted texts and/or study guides

Identifying the information that the student will be responsible for on upcoming tests

Sharing a model of what is expected on assignments or a list of grading criteria

Modifications and accommodations like these do not excuse the autistic student from completing their work or diminish the academic rigor. Rather, they are designed to give the student access to the content and/or skill at the center of the assignments.

3. Visual supports

Visual supports help autistic students focus on the task at hand by providing clarity, supporting focus, and providing predictability. Some visual supports include image-based information. Other visual supports provide written versions of information that is otherwise either implied or conveyed through speech only. Depending on the type of support, visual supports can help autistic students understand "hidden" school rules and expectations as well as supporting those who experience challenges with auditory processing or executive function. Using additional visual strategies, such as color-coding, can help make the information even more clear. Some examples of visual supports include:

Map of school outlining the student's classes

List of classes, room numbers, books, and other supplies needed

List of teacher's expectations and routines for each class

Schedule of activities within the class

Sample models of assignments, with important requirements demarcated

List of test reminders

List of schedule changes

List of homework assignments

4. Home base

A home base is a place where an autistic student can go to plan or review daily events, regain control and calm after a meltdown, and/or escape the stress of the current environment. It can be located at home or at school. It is important that the student perceives home base as a positive and reassuring environment. For some students, it may be necessary to schedule the use of home base as a regular part of the day. For example, at the beginning of the day, home base can serve to preview the day's schedule, introduce and get familiar with changes in the typical routine, ensure that materials are organized, or prime the student for specific subjects. Home base is also effective when scheduled after a particularly stressful activity or task. Home base may contain items determined to help facilitate self-calming, such as a bean bag chair, weighted blanket or vest, or mini-trampoline. Home base is never to be used as a punishment, a timeout, or an escape from tasks and activities.

5. Handwriting modifications

Fine motor skills, such as handwriting, are a challenge for many autistic people. Teachers must take this into consideration and make appropriate accommodations for autistic students. Examples of accommodations include:

Asking a student to only write key words in response to a question, rather than complete sentences. (Some autistic students may not respond well to this accommodation, as it breaks grammatical rules.)

Modifying assignments and tests to incorporate multiple-choice, fill-in-the-blank, matching, and/or short-answer questions, rather than essay questions

Letting the student underline or highlight answers to questions within a reading passage, rather than having to write out the answers

Allowing the student to use a computer or smart device to type information, rather than writing it by hand

Permitting the student to verbally express information and tape record it, rather than writing it by hand

Allowing the student to state information to a scribe, such as a peer, aide, etc.

Supplying the student with a teacher-made outline of main ideas and key points from readings and/or presentations

6. Choice-making

Choice-making is a strategy in which small choices and decisions are embedded into daily routines and activities. This strategy allows autistic students to have some control over events in their life. While this is important for everyone, it can be particularly beneficial for autistic students because it provides predictability and agency. Many opportunities are available throughout the day to give autistic students choices. Choice-making does not mean that a student gets to decide if they want to complete an assignment. Rather, it gives student control over other aspects of the learning process. For example, the student could choose what color pen or pencil to use when completing the assignment. However, when providing choices, it is important to keep the individual student in mind. Sometimes, students who usually have the ability to make choices cannot do so under stressful situations or if the choices are not appealing to them. In these cases, offering choices could inadvertently increase stress instead of benefiting the student.

7. Incorporation of special interests

Many autistic individuals have specific topics or subject areas that they are particularly interested in. Autistic students tend to enjoy learning more about their special interests and are motivated by them. Incorporating these special interests into the autistic student's curriculum is one way of making tasks interesting when they may initially seem overwhelming or meaningless. Of course, based on the curriculum, it is not always possible for teachers to incorporate a student's special interest in this way. But when it is possible and when it can facilitate a student's ability to learn a new concept, teachers can consider opportunities to incorporate this strategy into a lesson or activity.

8. Homework considerations

Homework may present major concerns to autistic students. For example:

Homework often requires handwriting, which can be cognitively and physically challenging for autistic students.

Many autistic students have to work hard to remain emotionally composed throughout the school day and, therefore, arrive home exhausted. These students may need their afternoons and evenings to relax and recharge without additional demands.

Autistic students may have additional activities in the afternoons or evenings, such as attending social skills groups.

As a result, homework should be considered on an individual basis for each student, and any decision should incorporate the student, school team and additional service providers, and parents. Teachers can consider whether homework should be assigned, completed during a designated time during the school day, waived, and/or modified. Teachers should also consider how they can make assignments more accessible for the autistic student.
These strategies are adapted from An Educator's Guide to ASD (Level 1 Supports) . This guide and other guides for educators may be downloaded for free from our Resources page. Educators may also order up to two physical copies of each guidebook for free from our Store.

# data[].attributes.attachment_link.title
8 Academic Supports for Autistic Students | OAR

# data[].attributes.attachment_link.description
Academic supports are never one-size-fits all. Teachers can best support autistic students when they have a range of strategies to choose from. As a general principle, interventions that provide predictability, support, and empowerment, while also reducing anxiety and building on strengths, are effective.

# data[].attributes.attachment_link.readable_text
Inclusive education, where students with autism learn alongside their non-autistic peers, offers significant benefits for all students involved. This approach fosters social skills, understanding, and acceptance among students while providing a supportive learning environment.

This blog offers practical, evidence-based strategies for teachers to effectively support and teach students with autism in an inclusive classroom setting.

Teaching Students with Autism in the Inclusive Classroom

An inclusive classroom is a general education setting where students learn together with and without learning differences.

These classrooms bring a wealth of benefits to both autistic and non-autistic students. For students with autism, inclusion can lead to improved social skills and enhanced peer interactions. Being part of a diverse classroom allows them to learn appropriate social behaviors and communication techniques through observation and peer interaction.

Non-autistic students benefit by developing empathy, understanding, and acceptance of differences, which prepares them for a diverse world outside of school.

Inclusive education and diverse classrooms encourage differentiated instruction and personalized learning approaches, benefiting both autistic and non-autistic students. Successful inclusion programs promote a welcoming environment where differences are valued and learning opportunities are accessible to all children.

Working with Children with Autism: 7 Teaching Tips

The effective inclusion of students with autism in the general education classroom requires preparation and supportive lesson planning, along with evidence-based strategies for teaching students with autism in the inclusive classroom.

Tailoring instruction is critical, as it addresses various learning styles and ensures all students can engage with the material effectively. Here are seven autism teaching methods to consider:

Visual schedules and supports are fundamental in helping students understand daily routines and expectations. These aids, including picture cards, charts, and diagrams, provide a clear structure for the day.

Visual aids can help students with autism comprehend and retain information more effectively , reduce anxiety and frustration, and promote independence.

Clear and direct instructions will help all young children understand and follow directions. In working with children with autism, they may often struggle with abstract language. Incorporating clear, concise instructions and breaking tasks into smaller, manageable steps also aids in comprehension and task completion. In the Incredible Years' Teacher Autism program , this approach is further refined to meet the unique needs of each child. The program aids preschool teachers in identifying each child's unique language level. It then guides them in setting goals for gradually increasing the child's language ability, tailoring the approach to the unique level, abilities, and goals of each child. The program also incorporates the use of cue cards and non-verbal cues, which can be particularly effective for children with autism, further facilitating their understanding and engagement in the learning process.

Additionally, try speaking to students' interests in your lessons, as it may also enhance engagement and motivation, making learning more relevant and enjoyable.

Positive reinforcement and reward systems, such as token economies, motivate students and reinforce desired behaviors. In the context of the Incredible Years' Teacher Autism program, these strategies are adapted to suit the developmental needs of children aged 2-5 years. The program employs praise, descriptive commenting, and coaching to encourage positive behavior and learning. It also assists teachers in setting individualized goals for each child, taking into account their developmental stage. While incentives and rewards are used, they are carefully chosen to be developmentally appropriate for this younger age range, ensuring that they effectively motivate and engage the children in the learning process.

Applied Behavior Analysis (ABA) is an evidence-based methodology that uses positive reinforcement to encourage desired behaviors and skills. It is a therapeutic approach used to help children with Autism Spectrum Condition(s) manage or eliminate problem behaviors, including self-harm and disruptions to others, by employing incentives to reinforce positive behaviors.

Establishing clear routines and expectations is crucial for creating an inclusive classroom environment. Predictable routines help reduce anxiety and provide a sense of security for students with autism.

But sometimes things change. Preparing for transitions and changes in routine is another critical strategy for teaching students with autism in the inclusive classroom. Again, students with autism may find unexpected changes stressful, so giving advance notice and using visual or verbal cues can help them transition more smoothly.

Implementing flexible seating options and movement breaks can also accommodate students' physical and sensory needs.

Encouraging positive peer relationships and collaboration through group activities and buddy systems fosters a supportive and inclusive classroom.

In the Incredible Years Helping Preschool Children with Autism program, teachers learn how to: * model, prompt, and coach children's social behaviors (waiting, helping, sharing) and social communication.

Self-advocacy and independence are also encouraged to help students develop essential life skills and confidence that promote their long-term success. Students with autism may struggle with social interactions, which is why it's important to note that they might not react to bullying in expected ways. Due to the occurrence of communication challenges, Autism Speaks shares that it's important to thoroughly understand the situation before making judgments about their behavior or assigning fault.

Collaborating with special education professionals and families ensures a consistent approach between home and school, enhancing the overall effectiveness of interventions. Staying patient and flexible is crucial, as each student with autism is unique and may require different approaches.

The Incredible Years offers an evidence-based Teacher Autism program specifically designed for preschool teachers working with children aged 2-5 years. This program leverages autistic students' strengths by providing predictable routines, visual supports, and organized classroom environments to enhance engagement, independence, and appropriate behavior.

Structured Teaching strategies are designed to be adaptable across different settings and curriculum areas, acting as both teaching tools and classroom frameworks. These strategies, similar to those used in the Incredible Years program, leverage autistic students' strengths. However, Structured Teaching may be more suitable for teachers working with older children

Utilizing Incredible Years Resources for Supporting Students with Autism

These resources are geared toward promoting children's' social and emotional learning, emotion regulation, problem-solving skills, and academic success, and in fostering positive parent-teacher-child relationships

IY programs also emphasize the importance of collaboration between teachers and parents. This partnership is crucial for reinforcing positive behaviors and skills across environments while creating a holistic support system for the child.

The Helping Preschool Children with Autism program , is the program for preschool teachers who are supporting students with autism. This is a comprehensive Teacher Training Program, implemented by group leaders such as experienced teachers, school psychologists, principals, or social workers with school-related experience. These leaders deliver the curriculum to groups of preschool teachers, and parents can also be included as partners in the process.

The program includes six sessions, with content on:

Along with resources such as:

An Autism parenting pyramid poster

The comprehensive leader's manual is valuable for effectively implementing the program's strategies, providing targeted support to address unique needs, and ensuring consistency across home and school environments.

Educators can leverage these resources by integrating structured activities and visual aids into their daily routines, helping to maintain predictability and reduce anxiety for students with autism.

A central tenet of the Incredible Years Autism Programs for teachers and parents is the concept of 'getting into the child's spotlight.' This involves the teacher or parent striving to enter the child's world view by joining their preferred games and activities, even when these may seem unconventional or repetitive. This approach captures the child's attention and interest, making social interaction more rewarding and impactful, maximizing the communication and learning opportunity. Over time, this results in the child becoming more likely to engage with others, providing more opportunities for them to learn from the behaviors that others are modeling. This promotes the child's social interactions and interest in communicating with others, ultimately expanding their spotlight to include new ways of playing and learning from others.

The Incredible Years resources offer a comprehensive, evidence-based approach to supporting students with autism. By utilizing these tools and participating in the available training programs, educators can enhance their ability to create inclusive, supportive, and effective learning environments for all students.

Foster the Inclusion of Students with Autism in the General Education Classroom Today

Inclusive classrooms offer significant benefits for both students with autism and their non-autistic peers, fostering improved social skills, empathy, and better academic outcomes

Teachers can create a supportive and effective learning environment tailored to their students' diverse needs. Embracing inclusion enhances educational experiences and prepares students for a diverse and inclusive world.

Together, we can foster an educational environment where every student thrives and feels valued.

Incredible Years provides evidence-based programs designed to aid early interventions for children to improve their emotional and social competencies, focusing on equipping parents, caregivers, and teachers with necessary strategies and support. Our unique approach is designed to address each child's individual needs and help them thrive. For more information about our programs and how they can help, visit our programs page

Categories: Uncategorized | Permalink.

# data[].attributes.attachment_link.title
Effective Inclusive Classroom Strategies for Teaching Students with Autism

# data[].attributes.attachment_link.description
Discover effective techniques for teaching students with autism in a inclusive classroom. Learn effective methods that foster learning and engagement.

# data[].attributes.attachment_link.description
A definition of autism with an overview of communication, behaviours and interests, and sensory processing differences needed for an autism diagnosis.

# data[].attributes.attachment_link.readable_text
Different perspectives affect how people understand or think about disability and these are a few of the most common models of disability. There are a number of them and they can vary in definition, so this is a very high-level overview.

For a more in-depth look at models of disability and how they impact disabled people, read the book Demystifying Disability by author and disability rights activist, Emily Ladau.

Charity Model: depicts disabled people as tragic stories or victims of circumstance who are deserving of pity. This is very common in modern media where a disabled person is seen as a source of inspiration for "overcoming" their disability.

Cultural Model: this model centers the experience of people with disabilities and the history and culture of the disabled community.

Economic Model: defines disability by a person's inability to participate in work and assesses the degree to which a disability affects an individual's productivity and the economic consequences for the individual, employer, and the economy as a whole.

Human Rights Model: through this model, disability is seen as a human rights issue and seeks to address the issues of social justice and discrimination that disabled people face through inclusive legislature.

Medical Model: disability is perceived as an impairment in a body system or function that is inherently pathological. With this model, the goal is to return the system or function to as close to "normal" as possible.‍

Moral Model: disability is seen as the results of one's character, deeds, thoughts, and karma and carries a negative stigma as if disability is a curse or a punishment. Alternatively, disability can also be seen as a sign of honor, faith, or strength through this model.

Social Model: disability is seen as one aspect of a person's identity, much like race, ethnicity, gender, sexuality, etc. From this perspective, disability is believed to result from a mismatch between the disabled person and the environment. Therefore, it is this environment or society that creates the inaccessibility, not the disability.

Additional Resources and Reading

Want to learn a little more about disability and digital accessibility? Check out the links below!

# data[].attributes.attachment_link.description
Different models people use to understand disability.

# data[].attributes.attachment_link.readable_text
Looking for quick guidance on how to make social media accessible? Need the bullet point version of Accessible Social to show your boss, the C-suite, or other content stakeholders? We've got you covered!

Below is a brief list of reasons why accessibility matters as well as basic best practices for creating accessible social media content. Each best practice is linked to a section of the website that gives a more robust overview of the respective practice, so you're ready when you want to come back and learn more.

The Impact of Accessibility

When it comes to accessibility, many marketers and communications professionals want to know what makes it important for social media and what it means to be inclusive online. There are several distinct reasons why you should be creating accessible social media content.

Compassion for others.

Disability affects everyone.

Health and safety.

Marketing and engagement.

Legality and compliance.

For a more in-depth look at the impact of accessibility, visit the Accessbility 101 section.

Accessible Best Practices for Social Media

Be sure to check out the Accessible Social Checklist or the Accessible Social Guidebook for other great resources to help you get better at creating accessible social media content.

# data[].attributes.attachment_link.description
A brief summary of accessible best practices for social media content.

# data[].attributes.attachment_link.description
Poe lets you ask questions, get instant answers, and have back-and-forth conversations with AI. Gives access to GPT-4, gpt-3.5-turbo, Claude from Anthropic, and a variety of other bots.

# data[].attributes.headline
Developmental Milestones Charts and Checklists

# data[].attributes.subject
Developmental Milestones Charts and Checklists

# data[].attributes.attachment_link.readable_text
Kid Sense doesn't leave it to guess work to determine if things are not quite as they should be for a child. We use very specific assessments and therapeutic tools. Now you can use similar tools below if your hunch is that something isn't quite as it should be for your child, but you're not quite sure if it's time to do something about it.

# data[].attributes.attachment_link.title
Child Development Charts - Kid Sense Child Development

# data[].attributes.attachment_link.description
Kid Sense doesn't leave it to guess work to determine if things are not quite as they should be for a child. We use very specific assessments and therapeutic tools. Now you can use similar tools below if your hunch is that something isn't quite as it should be for your child, but you're not quite sure if it's time to do something about it.

# data[].attributes.attachment_link.title
Find continuing education courses on speech-language pathology and audiology

# data[].attributes.attachment_link.provider_name
Speech and Language UK: Changing young lives

# data[].attributes.attachment_link.readable_text
Tools and training

Whether you're working with early years, primary or secondary students, we can help you support children who struggle with talking and understanding words. Find out more about our training and programmes like our Talk Boosts below.

# data[].attributes.attachment_link.description
Tools and training Whether you're working with early years, primary or secondary students, we can help you support children who struggle with talking and understanding words. Find out more about our training and programmes like our Talk Boosts below.

# data[].attributes.attachment_link.description
Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.

# data[].attributes.attachment_link.description
Learning disabilities that affect an individual's understanding of what they read or of spoken language. The ability to express one's self with oral language may also be impacted.

# data[].attributes.attachment_link.readable_text
Downloadable Flyers

The following flyers are provided for you to download, print, forward, post, hand out, and otherwise use to spread the word about SPD, STAR Institute, and STAR Institute programs.

Educator Resource

STAR Institute is currently developing resources for educators.

Our first resource is for Preschool Educators!

The Preschool Resource Packet is FREE and includes:

Descriptions of sensory sensitivity subtypes

Red flag checklist

Tips for sensory friendly learning environments

Building a Sensory-Informed Classroom - Download these "How To" tips and best practices for your classroom and to make a difference with your students.

Parent Resources

Click here to download this presentation by Gina Monheit to learn:

How kids are flagged for an IEP evaluation

What the IEP process looks like

What supports IEPs provide students

What is required for students to qualify for an IEP

Concepts of Least Restrictive Environment (LRE) and Free and Appropriate Public Education (FAPE)

Differences between an IEP and 504

* This presentation is current as of August 2018. Laws and regulations surrounding education and children with disabilities may change.
Deanna Power, Director of Outreach
Disability Benefits Help

Deanna Power is the Director of Outreach at Disability Benefits Help. She specializes in helping claimants determine if they are medically eligible for Social Security disability benefits. If you have any questions on this article or on Social Security disability benefits in general, she can be reached at drp@ssd-help.org.

Click here to view this article by Occupational Therapist Heather Miller-Kuhaneck to learn:

Principles behind incorporating home activities

Guidelines for integrating sensory input into daily activities

Other general guidelines for keeping your home running smoothly

Click here for an article by Occupational Therapist Heather Miller-Kuhaneck for parents and dentists about:

What sensory defensiveness is

How sensory defensiveness can present in a dentist's office

Intervention strategies for sensory defensiveness at the dentist

# data[].attributes.attachment_link.description
Downloadable Flyers The following flyers are provided for you to download, print, forward, post, hand out, and otherwise use to spread the word about SPD, STAR Institute, and STAR Institute programs.

# data[].attributes.attachment_link.title
Schools Early Intervention and Community Education | AOTA

# data[].attributes.attachment_link.description
Curated information about schools, early intervention and community education resources.

# data[].attributes.attachment_link.readable_text
IRIS develops and disseminates free online open educational resources (OERs) about evidence-based instructional and behavioral practices. Intended for use in personnel preparation and professional development, these instructional resources are designed to help current and future educators improve the learning and behavioral outcomes of all students, especially struggling learners and those with disabilities.

Open-Access Website

IRIS offers free, easily accessible modules, case study units, course/PD activities, and an array of other online resources and tools. These resources are available under the Resources menu of this website. IRIS resources cover a wide variety of topics of interest to educators, such as:

Behavior and Classroom Management

IEPs

Diversity

Accommodations

School Improvement/Leadership

MTSS/RTI

Assessment

Learning Strategies

PD Certificates

Through December 2024, the IRIS Center will offer FREE certificates to verify module completion and effort toward PD hours. Practical, flexible, and built around trustworthy resources, our online IRIS PD Certificates are a terrific option for educators ready to take their professional development to the next level. More than 35 modules are currently available, and more are added all the time. Even better, IRIS Modules can be accessed anytime, anywhere, via any online-enabled tablet, phone, or computer.

School & District Platform

Our School & District Platform is a user-friendly and flexible online tool that can help school leaders to organize and track their teachers' ongoing professional development activities. Districts can secure yearlong access to customized bundles consisting of any five of our most popular IRIS Modules. Bundles may be assigned to all teachers or different groups of teachers, depending on the schools' needs. For more information-and to begin your IRIS+ professional development journey-email us at [email protected] or give us a call at 1-800-831-6134.

The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 [email protected]. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E220001. The contents of this Website do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah Allen.

Copyright 2023 Vanderbilt University. All rights reserved.

* For refund and privacy policy information visit our Help & Support page.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

# data[].attributes.attachment_link.description
IRIS develops and disseminates free online open educational resources (OERs) about evidence-based instructional and behavioral practices. Intended for use in personnel preparation and professional development, these instructional resources are designed to help current and future educators improve the learning and behavioral outcomes of all students, especially struggling learners and those with disabilities.

# data[].attributes.attachment_link.readable_text
Differentiated Instruction

Teachers can encourage high school students' success by focusing on learner variability and creating customizable learning experiences.

Universal Design for Learning (UDL) is a framework that guides educators in designing learning experiences that meet the needs of all learners. It helps teachers move from a one-size-fits-all approach toward one that adapts to learner variability. UDL embraces the idea that we should have firm goals for students-using flexible means to reach those goals. The result is more equitable and engaging classrooms.

How do I know Ted would embrace UDL?

At its core, UDL is a mindset, or set of beliefs, that guides educators in everything they do. And Ted has that mindset. It's all about believing-in students and their potential; in the importance of the process as much as the result; and in the power of continual growth, reflection, and lifelong learning.

Begin by Embracing Four Beliefs

While we become teachers to positively impact students, it's easy to feel overwhelmed with day-to-day challenges, especially in these past few years. Still, ask any teacher, and they'll say that the goal of education is more than just helping students acquire and regurgitate knowledge. Instead, we want to equip children with tools for success-show them how to reach their goals and prepare them for ever-changing jobs and a world we can't quite imagine. So how can we do this?

I won't pretend it's easy, but it's crucial to commit to the UDL mindset in order to have success. Embracing the following four beliefs is the first step in designing learning experiences that serve all students.

1. All students can reach the high expectations we set. When we set firm goals for all students, we're sending the message that we believe they're capable. We start by clearly identifying the goals we're focusing on. Then, reflect honestly: Do we truly believe that every student can reach these goals?

As a teacher, I involved students in tracking and monitoring their goals by creating digital Data Notebooks where we tracked academic, behavioral, and other goals. We had frequent one-on-one check-ins and monitored these together. These opportunities to conference around goals made them more manageable and helped us all stay committed to them.

2. Barriers to success exist in the system, not in the students. After firm goals are set, we need to recognize that external barriers can prevent students from being successful. Therefore, we need to be flexible by providing multiple pathways for students to reach their goals. When planning, we can ask ourselves, "What barriers might arise within each of these factors: curriculum, teaching methods, resources, materials, and assessments?"

Multiple means of engagement: Learners vary in how they are motivated and want to engage in learning, so we can provide multiple options for engagement.

Multiple means of representation: Learners perceive and comprehend information differently, so we can provide multiple options for acquiring knowledge.

Multiple means of action and expression: Learners vary in how they navigate learning and express what they know, so we can provide multiple options for them to demonstrate learning.

When teaching, I aimed to address many barriers before we began a unit. Sometimes students didn't have background knowledge, so we'd cover relevant topics and skills at the start. Other times, content wasn't academically interesting or culturally relevant, so we found ways to tie it to their lives. I realized that many students needed clearer directions, checklists, and check-ins, so I created systems within our classroom to address this.

3. Learner variability is the norm, so a one-size-fits-all approach doesn't work. We can empower students with choices and autonomy so that they can overcome those barriers and reach their goals. This belief allows us to embrace the three UDL principles that help us design more accessible, inclusive, and engaging learning experiences:

We can put these principles into practice in many ways. Are there opportunities for students to have choice in what topic they study and how they take in information (reading, listening, watching)? Can we create scaffolds for students? Or offer choices in how they demonstrate their learning?

When I created units, I started by looking at our goals and brainstorming ways in which I could offer students autonomy that would still lead them to those goals. Sometimes, they chose their own text or topic. Other times, I offered materials in multiple modalities for them to choose from: reading, watching, and/or listening. Lastly, I saw so much creativity and engagement when students had a choice over how they demonstrated their learning-for example, choosing between a written response, a slide presentation, or a video.

4. Continual self-reflection leads to lifelong, expert learners. There's a lot of uncertainty around the future of work and our world. We know that the ability to learn is crucial. The ultimate goal of UDL is to develop "expert learners" who are purposeful and motivated, resourceful and knowledgeable, and strategic and goal-directed. Even though this approach may make us nervous, when we show trust by giving students choices, when we teach them how to reflect on those choices and their work, and when we value growth as much as results, we are developing expert learners.

In my teaching, I focused on creating an environment where students felt safe and valued. To emphasize growth, I offered opportunities for revisions rather than only grading final work. I built reflection questions into both our end-of-unit review and our everyday work, mainly through exit tickets. Students practiced reflecting on their work and their choices: If they could do the assignment over again, would they have made the same choices? Why or why not?

Start Small

Of course there's more to great teaching, preparing our students for the future, and applying UDL than these four beliefs, but it's only if we hold these beliefs that the other pieces then fall into place.

With so much on their plates, many teachers are feeling overwhelmed right now. It's OK to start small: Commit every day to having high expectations for allstudents. Believe in them. You can print out this 4 Beliefs poster and put it on your desk. Encourage your colleagues to do the same. While it may not seem like you're doing much, you'll be able to feela difference. And better yet, so will your students. Over time, believing in your students can lead to their believing in themselves, which is a gift that'll last a lifetime.

# data[].attributes.attachment_link.title
4 Principles of a Universal Design for Learning Approach

# data[].attributes.attachment_link.description
Teachers can encourage high school students' success by focusing on learner variability and creating customizable learning experiences.

# data[].attributes.attachment_link.title
Top 5 Benefits of Early Intervention - The Early Learning Institute

# data[].attributes.attachment_link.description
Early Intervention can be effective in helping a majority of children make progress toward achieving age appropriate developmental milestones.

# data[].attributes.attachment_link.readable_text
A test is one of the most classic ways to evaluate a student. And even with this traditional method, you can do varied evaluations.

For this blog post, Saskia Vandeputte from " Schoolmakers " gave me some great tips. She's a specialist when it comes to differentiated learning.

Differentiated evaluation means that you perform a student-oriented evaluation on those aspects that are relevant. There are many differentiated testing variations.

But before we jump into this, there are a few important things Saskia would want you to know.

5 must-knows about differentiating

1. What is "evaluation"?

Evaluating isn't the same as giving grades. It's more than just assessing: evaluation can also be used to guide a student on the right path. A good evaluation practice makes students learn and decide on their performance in relation to certain goals, so they make better and more informed choices.

There are two types of evaluations. Formative evaluations and summative evaluations. Find out the difference between both evaluation methods here. The significance of formative assessment is increasing within classrooms. Check out this blog post to learn more about formative assessment.

2. What does "differentiation" mean?

In this case, differentiated teaching is responding to the diversity among students. Diversity is very broad: it concerns all those differences and similarities between students that influence learning and teaching. Those who differentiate, accept diversity among pupils as a starting point.

3. Don't pamper

Teachers want their students to have high dedication, perform at their best, and be challenged. At the same time, teachers argue for support to meet the standard, for variation in evaluation methods, and for comparing performances with previous performances. It's very hard to meet all the expectations. Teachers aim to put 'the bar high' in, combination with fair opportunities to show what students can do. This means that differentiated learning doesn't mean you have to pamper students.

4. Goals, goals, goals

The internet is full of beautiful evaluation forms. But without targeting your evaluation, these are empty boxes. What exactly is it that your students have to (want to) achieve? First, set a goal. Then, choose an evaluation technique targeting that goal.

5. Feedback, feedback, feedback

In the examples below, you usually have to read between the lines: people only come to learning thanks to specific information about their own learning process. Meanwhile, books have been written about the power of feedback.

Keep these 5 tips in the back of your head when you want to differentiate your evaluations. Then, I can show you 11 examples of differentiated evaluations, according to Saskia.

11 examples of differentiated evaluation

1. Outdoor examinations

Give students the possibility to take the exam outside. Maybe the green environment gives students some inspiration. One thing is sure: the oxygen level outside is much higher than inside a dusty classroom.

2. Cheat sheet

A cheat sheet teaches students to learn in a certain way as well. When students aren't motivated to learn, a cheat sheet can help. When students are making a sheet cheat, they are actually engaging with the content. This way, studets will remember much better (and don't even need a cheat sheet).

3. 5-minute talk

In this tip, students get the chance to talk with each other for 5 minutes about the test they just got. That way, students are developing strategies to order the knowledge that was evoked by this brief conversation. Students learn to handle knowledge in a more functional way. Make sure to not just ask reproductive questions, because these make evaluations less effective.

4. Various choice options

Create a test with a common part and an optional part A or part B. Use bonus questions or two different choice questions that test the same learning objective. These are both ways to give students a "choice".

5. Not for everyone

Not every pupil must take the test. You're probably wondering how that would work? The concept is simple: students look at each other's test and provide feedback. It all starts when students come to the classroom for a test they've all learned for. At that moment, you choose about five or six students who do not have to make the test, but form the assessment committee. While the others go to work, the commission makes a check model. In other words: they have to come to an agreement with each other about the right answers, decide whether or not to count something good, and whether alternative answers are possible. In this way they prepare for the real check-up and at meta-level they think about the lesson material.

With every incorrect answer there is an explanation of the committee, and the students get the chance to check with the book if they agree with the judgement. Subsequently, they can discuss matters with the assessment committee in a classical manner, in which the teacher, as moderator, keeps as much as possible in the background. During the year, everyone eventually takes part in the assessment committee.

6. Collaboration on tests

A test that encourages collaboration? It's possible! The two-stage test is an easy way to integrate collaborative learning into an individual written test. In a two-stage test, the student first makes the test individually (part 1), and then makes the test in small groups of four students (part 2). During part 2, the classroom is filled with inspiring and effective discussions in which students actively participate. Through the involvement of students during the exam, the discussions ensure that students learn a lot from each other. Moreover, two-stage testing appears to have a positive effect on learning before, during and after the test.

7. Language support

Roughly you can say that a small minority of learning objectives really requires students to write. Within language courses, learning objectives of writing skills are included. Besides that, the importance of written evaluation is kind of relative. Measuring writing skills also quickly interferes with the measurement of students' actual learning objectives. Especially for multilingual students. So, make sure to provide language support (a bilingual dictionary, a glossary, a pre-structured answer). To keep an eye on the actual learning objective, you could also replace the written exam with an oral test.

8. Choose a test that counts

Lots of students get a large number of small test. Recognizable? Why not let them choose which 'small evaluations' count or not? Each student makes the test. But it's up to the students to choose when their test actually counts as a mark. Freedom of choice is motivating. Want to do this without your school becoming a pony camp? Make sure to set some ground rules and give your students guidelines that gives them certain criteria. They'll have to discuss, considering every criteria, which test count and which doesn't.

9. Students choose test questions

This one in probably more common than the rest of the examples. Ask students to think up test questions themselves. It is one of the ways in which bright pupils do not simply have to do 'more of the same'. It also keeps students busy with the learning material.

10. Take-home exam

Want to give students the time to find solutions (together) for a (very) difficult problem? With a take home exam, you stimulate students to integrate different subject matter components and process them in a demand-oriented way into a coherent whole.

In order to bring a take-home exam to a successful conclusion, a student must be able to do more than merely reproduce the information. The complexity of the assignment and the expected answer is relatively high in a take-home exam. The student almost always has to look for additional information at home. In any case, he must appeal to his insight into the course, his critical attitude, his ability to analyze and synthesise to solve the assignment.

11. A flexible testing policy

Here, students will be responsible for organizing their tasks during the semester. In this testing policy, students must become competent and self-reliant.

Students have:

to be able to direct studies: make a study choice.

to be able to organize studies themselves: to develop plans and independent study activities.

study skills: to reproduce, to acquire, to control, to relate, to repeat, ...

test skills.

to be aware of their own learning style with the strong and weak aspects.

So that's it for this post. I hope you can use some of these differentiated evaluation formats in your own classes!

P.S. Want to read this article in Dutch? Saskia wrote about it right here.

# data[].attributes.attachment_link.title
Creative testing - 11 examples of differentiated assessment

# data[].attributes.attachment_link.description
A test is one of the most classic ways to evaluate a student. And even with this traditional method, you can do varied evaluations. For this blog post, Saskia Vandeputte from " Schoolmakers " gave me some great tips. She's a specialist when it comes to differentiated learning.

# data[].attributes.attachment_link.readable_text
The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

# data[].attributes.attachment_link.description
The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

# data[].attributes.attachment_link.description
Executive function includes key skills like attention and working memory. Learn how problems with executive functioning impact learning, working, and everyday life.

# data[].attributes.attachment_link.provider_name
Addvantages Learning Center | South Jersey

# data[].attributes.attachment_link.readable_text
Brain Training for those with Executive Functioning Skills Deficits

Executive functioning skills are comprised of a set of cognitive processing skills which are necessary to learn, work, live, and function on a daily basis. We have known about executive functioning skills for years because they have been and continue to studied by neuroscientists. Why then is executive functioning the new 'buzz word?' It's basically like teaching an old dog a new trick. The thinking goes something like this...... this is the way we have always done it and we will continue to do it. Change is avoided by staying in the comfort zone by ignoring 21st century scientific research and new technology. 'Executive functioning is so 'popular' now that when schools and even private practitioners promote, it's implied they are using the latest methods to develop them. In reality, most are simply teaching ways to go around them by using strategies and study skills. This does nothing to enable students to become independent learners! Would you rather walk rather with a cane the rest of your life or get an operation that goes to the source to fix it? I think I know what your answer would be!

FREE 30 Minute Session

When EFS are not remediated the impact on school is profound and will continue to hold students of all ages back the rest of their lives. They are at a greater risk failing, expulsion, dropping out of school and trouble holding down jobs and to become financially independent. It's often unrecognized by many parents and teachers. It's an invisible problem that can easily be mistaken for laziness because others can only see 'the tip of the iceberg' and not the base that supports it.

Executive Functioning Skills are a Set of Skills Needed to be Independent in ALL areas of Life

Impulse Control
Ability to think before speaking, resist temptation, think about choices and consequences of behaviors before acting.

Flexible Thinking
Ability to think about different ways to solve problems, adjust to new situations, learn from mistakes, cope with routine changes, try new things, switch from task to another, and learn new things.

Emotional Control
Ability to regulate emotions, choosing which emotions are appropriate in any given situation, maintaining emotions under pressure.

Working Memory
Ability to follow instructions, pay attention, use relevant information while in the middle of an activity.

Self-Monitoring
Ability to have self-awareness of how one is doing in the moment to make adjustments of actions/behaviors to the current situation.

Planning and Prioritizing
Ability to plan daily tasks to meet short and long-term responsibilities.

Task Initiation
Ability to motivate self to begin tasks by directing behaviors and actions.

Organization
Gather and keep track of information and belongings.

# data[].attributes.attachment_link.title
Executive Functioning - Addvantages Learning Center | South Jersey

# data[].attributes.attachment_link.description
Brain Training for those with Executive Functioning Skills Deficits Executive functioning skills are comprised of a set of cognitive processing skills which are necessary to learn, work, live, and function on a daily basis. We have known about executive functioning skills for years because they have been and continue to studied by neuroscientists.

# data[].attributes.attachment_link.readable_text
What are Executive Functions?

Executive functioning skills are the mental skills that we use to achieve goals, and they are vital for successful learning. We all use these skills regularly to plan, manage, evaluate, focus, and respond. The eight executive function skills that Lively Minds Institute focuses on are self-control, self-monitor, flexibility, emotional control, task initiation, working memory, planning, and organization. You can read below to find out what each of these skills are and how they affect a student's ability to learn.

# data[].attributes.attachment_link.title
Executive Functions - Lively Minds Institute

# data[].attributes.attachment_link.description
Executive functioning skills are the mental skills that we use to achieve goals, and they are vital for successful learning. We all use these skills regularly

# data[].attributes.attachment_link.readable_text
Title: "Towards Inclusion: Building Capacity"

Next Frontier Inclusion is relaunching our organization to better serve our international community! NFI was founded in 2009 as a non-profit organization devoted to our mission: NFI supports the systems development of inclusive school cultures by building a network of interdependent international schools advocating for learning diversity.

We are planning our first in person conversation "Towards Inclusion: Building Capacity" hosted at American School of Dubai February 22 - 24, 2024. More details to follow, please see the flyer attached.
To express interest in attending the conference which will be limited to 80 participants please fill out the Google Form - HERE. Full registration will take place in September.
The NFI Design Team,Ochan, Kristen, Simon, Steve, Kristel

# data[].attributes.attachment_link.description
Supporting Schools with Growing their Culture of Diversity and Inclusion

# data[].attributes.headline
Differentiating Assessment for Learning 

# data[].attributes.subject
Differentiating Assessment for Learning 

# data[].attributes.attachment_link.readable_text
Kristel Solomon is an International Educational Consultant and former Director of Student Support Services at an international school in Saudi Arabia. Prior to moving to the Middle East, Kristel was the Director of Learning Support at an international school in Hong Kong for 10 years. Her dedication and passion in the field of education have led her to work with a wide range of schools and organizations that ensure children have access to high-quality education so that they may find their individual pathways to excellence. Prior to working with international schools, she taught and mentored students within the high-incidence and "at-risk" population in the US.

Kristel is a graduate of Temple University with degrees in Elementary and Special Education and a Masters Degree in Educational Psychology. She also holds a graduate certificate in Mind, Brain and Teaching from Johns Hopkins University.

PROFESSIONAL AFFILIATIONS

Her personal commitment to leading has allowed her to work closely with the Next Frontier Inclusion (NFI) as a workshop facilitator and student support program reviewer. The Special Education and Inclusion Association (SENIA) contribute to the International Baccalaureate (IB) Guidelines for Inclusive Education.

# data[].attributes.attachment_link.description
Six Interactive Webinars for K-12 Classroom Teachers Individual Participant Fee: 250 USD All participants from ISP schools will be sponsored by ISP Central

# data[].attributes.attachment_link.readable_text
The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

# data[].attributes.attachment_link.description
The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

# data[].attributes.attachment_link.readable_text
Developmental coordination disorder (DCD) is a lifelong condition that makes it hard to learn motor skills and coordination. It’s not a learning disorder, but it can impact learning. Kids with DCD struggle with physical tasks and activities they need to do both in and out of school.

Learning how to support your child with developmental coordination disorder (DCD) is a journey. Along the way, you’ll learn about symptoms, treatment options and what schools and professionals can do to help. But there’s so much else to know about DCD, which you may have heard referred to as dyspraxia.

This overview gives you the basics, so you can start helping your child. It also leads to more in-depth information on DCD.

Snapshot: What DCD is

DCD is a condition that makes it hard to learn coordination and motor skills (including motor planning). At least 5 percent of kids have it. DCD is more common in boys than in girls. Kids don’t outgrow it, but they can improve their motor skills.

DCD isn’t a like or . It’s considered a neurodevelopmental disorder, like ADHD. But it can make it hard for kids to do schoolwork and keep up with classroom lessons. It can also make it difficult for them to participate in gym class. DCD often co-occurs with other conditions, and the symptoms may overlap.

Kids with DCD struggle with many of the tasks needed for learning in school. These include writing, copying from the board and organizing their things.

DCD can create challenges outside of school, too. Motor planning problems can make it hard to figure out the steps of self-care routines, like brushing teeth and getting dressed. Kids may have trouble preparing a bowl of cereal with milk for themselves. Trouble with balance may make it hard for them to sit still and eat properly.

DCD is an impairment in movement skills, including:

Fine motor skills

Gross motor skills

Motor planning

Coordination

Weakness in these skills can impact other motor abilities that people use every day. These include:

Maintaining balance

Being able to quickly change their movement in new situations

Moving their body in the right way

Learning new movements

Predicting the outcome of their movements

Finding and using solutions to motor task problems

Kids with DCD may have trouble using feedback from earlier experiences to adjust their movements. For instance, if they position their fork the wrong way, they don’t automatically learn from that and do it right the next time.

They may also have trouble sequencing. So, planning the movements needed to do a task in the right order can be difficult. Trouble with balance can make kids with DCD appear clumsy. They often bump into other people by accident and drop things they’re holding.

Dive deeper

Try these fine motor skills activities for younger kids.

Explore ideas for improving gross motor skills in younger kids.

Discover fun ways to help older kids improve motor skills.

DCD signs and symptoms

Kids develop movement skills at different rates. So, when they’re young, it may be hard to know if their difficulties will pass on their own. But even in preschool (or before), there can be signs that a child has weaknesses and needs intervention to improve.

Below are some signs of DCD at specific ages.

Has trouble holding and using utensils

Has trouble throwing a ball

Plays too roughly or often bumps into other kids by accident

Has difficulty sitting upright or still

Has trouble holding and using a crayon, a pencil, or scissors

Doesn’t form or space letters correctly

Struggles with going up and down stairs

Frequently bumps into people by accident

Has trouble with self-care, like brushing teeth

Takes a long time to write

Has trouble cutting foods

Has difficulty with basic routines like getting dressed

Struggles to line up columns when doing math problems

Avoids or struggles with typing and texting

Struggles with visual-spatial aspects of math, like working with shapes in geometry

Struggles with opening the latch on a locker

Has difficulty learning to drive

Dive deeper

See a list of coordination and motor skills developmental milestones.

Read an expert’s explanation of whether clumsiness is a sign of motor skills issues.

Learn how motor skills and other issues can impact driving.

Other issues that can co-occur with DCD

Most kids with DCD have at least one learning or thinking difference, too. is one of the most common conditions that co-occur with DCD. In fact, half of all kids with DCD also have ADHD.

But DCD can just look like other issues. For example, because of balance problems, kids with DCD often have trouble sitting upright or sitting still. They may move around a lot to keep their bodies up.

Some people might see that behavior and assume it’s fidgeting due to ADHD, even if it’s not. Or they might wrongly attribute it to , which can also cause kids to fidget and squirm.

Here are some of the issues that often co-occur or share symptoms with DCD.

ADHD

Executive functioning issues

Dysgraphia

Mental health issues, like anxiety

Slow processing speed

Autism

Sensory processing issues

An assessment for DCD isn’t the same as an evaluation for learning and thinking differences. So if you or your child’s doctor suspect that other issues might also be at play, it’s important to seek a full evaluation to find out.

Dive deeper

Learn how sensory processing issues can affect motor skills.

Find out how various learning and thinking differences can cause trouble with writing.

Follow these steps to request a free school evaluation for your child.

Possible causes of DCD

Researchers don’t know the cause of DCD, but there are some risk factors. These include:

Being a male

Being small for gestational age

Being born prematurely or with a low birth weight

Genetics, or a history of DCD in the family

If you have questions about these risk factors, reach out to your child’s doctor for more information.

How DCD is diagnosed

There are a number of professionals who can either diagnose or identify DCD. Ideally, they’ll work as a group to evaluate a child.

Certain types of medical doctor can diagnose DCD. They include:

Pediatricians

Developmental-behavioral pediatricians

Pediatric neuropsychologists

Child psychiatrists

Before your child is evaluated for DCD, these doctors should rule out any other medical causes for your child’s coordination difficulties.

There are other professionals who may assess for and identify DCD. But they can’t make a diagnosis. These include:

Physical therapists and occupational therapists

Educational evaluators

Psychologists

Researchers

The most common ages to evaluate for DCD are 5 and 6. Evaluators will look at motor and cognitive skills. They’ll ask questions about other factors that could be having an impact, too, in school and home life. They’ll also want to know whether your child has hit certain milestones in development and when symptoms began.

Evaluators use certain tests to assess movement skills. These skills include:

Strength

Balance

Coordination

Range of motion

Motor planning

Fine motor control

Evaluators might look at dexterity by having kids do things like trace and string beads. They might assess visual-perception skills by looking at how well kids can draw a progression of shapes and stay in the lines when drawing.

Dive deeper

Read about types of tests for motor skills issues.

Find out what happens in an occupational therapy evaluation.

Hear from a mom whose daughter has motor skills issues but can play Bach.

How professionals can help with DCD

A child might get OT for free at school through an or a . There are also OTs you can hire privately. Some insurance plans may cover these services.

Kids with DCD may also work with physical therapists on balance and muscle tone.

There are other ways the school can help. It might provide like extra time on tests and written classwork. , such as dictation (speech-to-text), might also be an option.

Your child will need an IEP or a 504 plan to get formal accommodations. But the teacher might be willing to give your child informal supports to make classroom learning easier.

Dive deeper

Discover classroom accommodations for kids with movement issues.

Try this teacher tip to improve your child’s handwriting.

Explore multisensory teaching techniques to help with handwriting.

How you can help your child with DCD

One of the most important things you can do is be an advocate for your child with DCD. That starts with understanding the challenges and letting your child know you’re going to be there every step of the way.

Also, with intervention and practice, motor skills often improve. You can help your child build skills.

Download free tools to help with handwriting.

Learn about chores for kids who struggle with balance and coordination.

Read about fun sports for kids with motor skills issues.

Discover musical instruments and the motor skills they require.

As you help your child along the journey, it’s important for you to have support, too. Join the Understood Community for advice, insight and inspiration from other parents like you.

Key takeaways

DCD is a condition that makes it hard for kids to learn motor skills and coordination.

Occupational therapy is a key treatment for DCD.

Reach out to your child’s doctor if you’re concerned your child has DCD.

Related topics

Tell us what interests you

Share

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

Priscila Tamplain, PhD is an associate professor in the department of kinesiology and the director of the Developmental Motor Cognition Lab at the University of Texas at Arlington.

# data[].attributes.attachment_link.title
Developmental Coordination Disorder in Children

# data[].attributes.attachment_link.description
What is developmental coordination disorder (DCD), and how does it affect kids? Use this comprehensive guide to understand DCD in children.

# data[].attributes.attachment_link.readable_text
It’s dyspraxia awareness this week (11th-17th October)! As those of you who read my blogs will know, raising awareness of dyspraxia isn’t just limited to one week for me – it’s dyspraxia awareness week every week for me! Although I do hope that lots of much needed awareness is raised during this week in particular.

So here’s 10 facts about dyspraxia…

1. It is thought that 5-10% of the population have dyspraxia.

When I was younger, I thought that dyspraxia was rare as I didn’t know anyone else who had it and no one seemed to have heard of it before. I was very surprised to hear in recent years that 5-10% of the population are thought to have dyspraxia. It is, of course, difficult to say exactly what percentage of the population have dyspraxia. There may be many more people who have dyspraxia who go undiagnosed and it also affects people to varying degrees. Either way, people often find the statistics very surprising as dyspraxia is a lot more common than you might think!

2. Dyspraxia is more common in males than females.

It is thought that males are four times more likely to be affected by dyspraxia than females. However, there might not be as much difference as statistics suggest. The Dyspraxia Foundation’s theme for this week is “Is it a battle of the sexes?” and looks at the fact that females often go through school, university and even the workplace without ever receiving a diagnosis. I consider myself lucky for the fact that I did receive an early diagnosis at the age of 3. I couldn’t imagine going through school not receiving the extra support and not knowing why I did things ‘differently’!

3. Dyspraxia is not the same as dyslexia.

Despite the fact that: they sound the same, they are both classed as specific learning difficulties, and they have overlaps such as difficulties with short term memory and organisation, they are two different things! There’s been so many times where I’ve told someone I have dyspraxia and they’ve thought I meant dyslexia!

4. The signals sent from our brain to our body get muddled.

Most people’s brains will send signals to their body successfully, enabling them to perform tasks that require balance and co-ordination, to speak fluently, to process things at a normal speed. Whereas for those of us with dyspraxia, these signals get muddled – you could even picture them as tangled wires. This can affect us in a variety of ways.

5. Dyspraxia can affect the following areas: physical, speech and language, social, eye movements, sensory, spatial awareness, memory, organisation, concentration, emotion, sense of direction and thought processing.

As you can tell, dyspraxia affects a variety of things. This means that summarising it is not an easy task and I’ve probably missed something off the list! I’ve gone into more detail about how dyspraxia affects me in some of my other blog posts but thought I would try to provide a summary for those of you who know little about dyspraxia:

Physical – fine motor skills, gross motor skills, balance and co-ordination.

Speech and language – difficulty pronouncing certain words, stuttering, getting words muddled up, difficulty organising the sequence of the sentence, difficulty controlling tone and volume of speech.

Social – difficulty with eye contact, literal thinking, difficulty knowing when to interject in a conversation particularly in large groups, may repeat ourselves, background noise makes social situations more difficult.

Eye movements – tracking, relocating.

Sensory – over/under-sensitive to touch, temperature, noise, smell, taste, pain, light.

Spatial awareness – knowing where we are in relation to other objects/people, difficulty judging amount of pressure to apply to things (I wasn’t sure what other category this would fit into!).

Memory – difficulty with short-term memory, following a long list of instructions can be difficult.

Organisation – made more difficult due to difficulties with memory, organisation doesn’t come naturally to us.

Concentration – daydream very easily, difficult to concentrate for long periods of time, concentration can be made even more difficult by background noise.

Emotion – tendency to get easily stressed and frustrated, difficulty adapting to changes in routines.

Sense of direction – getting lost easily, difficulty telling left and right apart.

Thought processing – thought processes can be slower than for others, tend to have lots of thoughts at once – can make getting to sleep difficult as our brain can’t ‘shut down’ easily.

I’ve also created a diagram to try and summarise dyspraxia as best as I can:

6. No two people with dyspraxia are the same.

Despite the fact that I’ve just told you a list of things that dyspraxia can affect, this doesn’t mean that everyone with dyspraxia will be affected in the same way! For example, my dyspraxia doesn’t affect me very much sensory-wise, whereas for other dyspraxics they may have a lot of sensory-related issues and experience sensory-overload. On the other hand, my dyspraxia affects me in social situations but some people with dyspraxia don’t have any/not many difficulties in social situations. If you’ve met one person with dyspraxia, don’t assume that every other person you meet with dyspraxia will be exactly the same.

7. You don’t ‘grow out’ of dyspraxia.

Due to little understanding of dyspraxia, people often think that it’s something we’ll ‘grow out of’. Years ago it was known as ‘clumsy child syndrome’, suggesting that it only affects children. This is not the case at all. Yes, for some tasks we may work out our own way of doing things but we certainly don’t ‘grow out of it’. Dyspraxia affects adults too, children with dyspraxia grow up to become adults with dyspraxia.

8. You can’t tell someone has dyspraxia just by looking at them.

Dyspraxia is a hidden condition. If you know enough about dyspraxia you may be able to tell someone has it by the way that they behave/do things over a certain period of time, but if you were to meet someone with dyspraxia for the first time you wouldn’t be able to tell they have it straight away just by looking at them.

9. Our brains have to work 10x harder than everyone else’s.

Our brains have to put so much more effort in to perform everyday tasks compared to other people. This means we can become tired much more easily and quickly than other people. As well as the extra effort that is required anyway, it also can take us much longer to perform these tasks than others – therefore using up even more effort!

10. There are positives to being dyspraxic, such as: being determined, thinking outside the box, and long term memory.

Being dyspraxic is not all bad! It may be more difficult for us to do certain things, but that makes us more determined to get them done! We’re often creative and think of things from a different perspective. Plus, despite short term memory being difficult our long term memory is often really good! I have no idea how or why that is, but I’m not complaining – I like being able to clearly remember stuff from years ago that other people wouldn’t remember! And there’s always plenty of amusing moments, whether that’s managing to squirt ketchup on your jeans instead of the hotdog (yes, I did that a few weeks ago) or finally saying “I get it!” five minutes after a joke has been said because you took it too literally at first.

Thank you so much for reading this! Also, thank you so much to everyone who’s read my other blogs too, I can’t believe it’s been nearly a year since I started blogging! I really do hope lots of awareness is raised this week!

Natalie 🙂

# data[].attributes.attachment_link.readable_text
Many elementary school teachers have limited resources related to dyslexia and other learning differences. Dyslexia in the Classroom: What Every Teacher Needs to Know was developed to open the door for these educators to a better understanding of dyslexia.

This handbook is intended to support all teachers in their passion to help every child reach his or her fullest potential. Use it to raise awareness, share best practices, and be a resource to your school's administration and staff.

Inside you'll learn more about find topics such as:

Signs and symptoms of dyslexia

Classroom strategies, tips, and tools

Components of effective reading instruction

Screening, evaluation, and diagnosis

We encourage you to share this handbook with as many people as possible. The more educators we can inform, the more children we can help!

# data[].attributes.attachment_link.title
Dyslexia in the Classroom: What Every Teacher Needs to Know - International Dyslexia Association

# data[].attributes.attachment_link.description
Many elementary school teachers have limited resources related to dyslexia and other learning differences. Dyslexia in the Classroom: What Every Teacher Needs

# data[].attributes.attachment_link.readable_text
What is dyslexia?

Dyslexia is a specific learning disability in reading. Kids with dyslexia have trouble reading accurately and fluently. They may also have trouble with reading comprehension, spelling and writing.

Dyslexia definitions

1. The International Dyslexia Association provides this formal definition:

“Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”

[Adopted by the International Dyslexia Association Board of Directors, Nov. 12, 2002. This Definition is also used by the National Institute of Child Health and Human Development]

2. Here is a plain language definition from the Yale Centre for Dyslexia and Creativity:

“Dyslexia is defined as an unexpected difficulty in learning to read. Dyslexia takes away an individual’s ability to read quickly and automatically, and to retrieve spoken words easily, but it does not dampen their creativity and ingenuity.”

How common is dyslexia?

According to the International Dyslexia Association, 15-20% of the population has a language-based learning disability. Dyslexia is the most common cause of reading, writing and spelling difficulties. Dyslexia affects males and females nearly equally as well as people from different ethnic and socio-economic backgrounds nearly equally.

How do you “get” dyslexia?

Dyslexia is hereditary, it runs in the family. Rest assured that dyslexia is not something that was caused by bad parenting, lack of access to reading materials, or because a child is lazy or not trying. Dyslexia is not due to either lack of intelligence or desire to learn. The exact causes of dyslexia are still not completely clear, but anatomical and brain imagery studies show differences in the way the brain of a person with dyslexia develops and functions. This PDF from Headstrong Nation shows the difference in brain activity when reading of a dyslexic person vs. a non-dyslexic person. With proper identification, appropriate instruction, hard work, and support, individuals who have dyslexia can learn to read accurately and fluently and lead a successful life.

Find out the symptoms and signs of dyslexia here.

Videos about dyslexia

What is dyslexia?

See dyslexia differently

Embracing Dyslexia

Learn more about dyslexia

itshardtoread.org - A digital experience that gives you an insight into what it’s like living with dyslexia

Young voices of dyslexia - A video series by Dyslexia Canada

Dyslexia Stories - A blog and audio series by Dyslexia Canada

Understoog.org - A day in the life of a child with dyslexia

International Dyslexia Association Handbook - What Every Family Should Know

International Dyslexia Association - Frequently asked questions

Are you a parent or caregiver of a child with dyslexia and looking for support? Check out our Community Connections peer-to-peer support program today.

# data[].attributes.attachment_link.description
What is dyslexia? Learn about the basics of dyslexia, discover how common this learning disability is, and explore dyslexia definitions from expert organizations.

# data[].attributes.attachment_link.readable_text
A supportive environment that promotes educational and professional progress enables dyslexic individuals to flourish and reach their full potential. Such an environment embraces the use of the word dyslexia; promotes a clear and scientifically valid understanding of dyslexia; and provides proper supports and accommodations, including allowing the use of assistive technologies. A supportive work culture understands that dyslexic individuals aren't stupid, and certainly aren't lazy. Instead, it recognizes that people who are dyslexic often work much harder and longer than their peers, provided they are given that opportunity. The dyslexia-friendly environment should extend from elementary, middle and high school, through college and into the workplace.

In the Classroom

A dyslexia-friendly classroom environment encourages dyslexic students to follow their strengths and interests. While it holds high expectations for dyslexic students, it allows reasonable alternatives beyond timed tests and text-heavy materials to demonstrate their knowledge. When tests are necessary, teachers allow extra time or provide shorter tests for dyslexic students in the class. When grading a creative writing assignment, a dyslexia-friendly teacher focuses on the content and creativity of the paper, and not spelling errors. When a spelling or grammar test is given, teachers do grade a dyslexic student's abilities in those areas but also work with students and parents to develop dyslexia-friendly study skills. These include using colors to highlight different parts of speech and other grammar rules, or using flashcards and computer games to help a student memorize spelling words.

Visual aids, technology and creativity help bring life into learning. When teachers use these strategies they not only help dyslexic students learn, but engage and improve learning for all students in the class. Additionally, a dyslexia-friendly environment allows educators to be alert to problems and identify children who might be dyslexic. (The Shaywitz DyslexiaScreen makes identifying dyslexia quick and easy.)
(Learn about how a school in Atlanta, Georgia, created a dyslexia-friendly environment.)
In College

Under the Americans with Disabilities Act colleges are required to provide fair and reasonable accommodations (reasonable is defined as anything that doesn't alter the nature of the program) for all qualifying students. Many universities have some type of student resources department to support students who need accommodations and/or tutoring. But learning support departments can differ dramatically from one college or university to the next. A dyslexia-friendly college understands the nature of dyslexia and offers students appropriate supports, including the opportunity to use assistive technologies in the classroom, extra time on tests, and foreign language waivers or partial foreign language waivers, such as taking classes on the art and culture of Spain instead of taking Spanish.

Even if a college is dyslexia-friendly, dyslexic students will likely need to do a lot of the legwork when it comes to informing professors and acquiring accommodations. It's not that the college or university doesn't want to help, it's just that the law does not allow them to disclose the disability. Students have to do that part themselves. Students will need to learn how to self-advocate and become part of the process of creating a dyslexia-friendly environment. This can be a big change from high school, where the school informed instructors of the student's disability and the accommodations needed. By contrast, if accommodations are required for a particular class in college or set of circumstances, only the accommodations, not the disability, are shared with the instructor. In many schools, a student will need to actively report to someone (most likely at the college's learning resource center, but it can vary) at the beginning of each semester that support services and/or accommodations are needed.

Read more about advocating for yourself in college in this article by Judy York, Director of the Resource Office on Disabilities at Yale University.

Read about a parent's perspective, with helpful hints for students.

Learn how colleges are expanding their efforts to assist students with dyslexia: Colleges Step Up to Meet Dyslexia Challenge.

In the Workplace

As with school environments, dyslexia-friendly workplaces understand and accept those with dyslexia. Employers and managers recognize how dyslexia impacts a person's day-to-day work, but they also understand that dyslexic employees can bring a great deal of creativity, energy and problem-solving to the organization. Small changes to company protocols and communication can go a long way toward supporting dyslexic individuals, and are likely to increase morale and loyalty.

Allowing for the use of assistive technology like Dragon dictation software, audio recordings or a SmartPen to take notes in meetings will help a dyslexic employee put more energy into using his or her strengths to meet organizational goals. Other simple strategies that will help all employees include keeping communications brief and to-the-point, sending out agendas ahead of meetings, and giving easy access to information needed to do one's job. Dyslexics are often the first ones to solve a problem and provide innovation because they don't think in a linear manner. Creating an environment that supports them will help unlock their full potential.

In turn, dyslexic individuals need to advocate for themselves by asserting their strengths and assets, delegating where necessary, and finding assistive technology that helps them overcome their dyslexia. Charles Schwab, a highly successful entrepreneur and dyslexic, offers this advice: "A lot of people who are brilliant entrepreneurs think they can do everything. They don't develop the team that they need to have in order to accomplish their growth as a successful company.... I have been able to recognize my strengths and my deficits and build up around me great people in the deficit area."

# data[].attributes.attachment_link.title
Dyslexia-Friendly Environment - Yale Dyslexia

# data[].attributes.attachment_link.description
A supportive environment that promotes educational and professional progress enables dyslexic individuals to flourish and reach their full potential. Such an environment embraces the use of the word dyslexia; promotes a clear and scientifically valid understanding of dyslexia; and provides proper supports and accommodations, including allowing the use of assistive technologies.

# data[].attributes.attachment_link.description
Contact Email 1+ (313) 300-1901 Is it a Learning Disability? Dyscalculia Checklist Learning Disabilities Checklist Expert Diagnosis Learning Disabilities Hub

# data[].attributes.attachment_link.title
Dyscalculia: Teaching Strategies & Modifications

# data[].attributes.attachment_link.readable_text
Dysgraphia Defined

Dysgraphia is a specific learning disability in which the ability to express oneself through written language is impaired. Simply put, dysgraphia describes difficulty with writing. Dysgraphia is not the result of an intellectual impairment, nor is it dependent upon your ability to read. Dysgraphia has the potential to cause problems with spelling, organizing words on a page, and putting your thoughts on paper.

Causes and Comorbidity of Dysgraphia

Although research on dysgraphia has been limited, there are several theories as to what causes dysgraphia. They include problems with:

Sequencing and organizing information

Processing what you are seeing (visual information)

Understanding and processing what you are hearing (auditory information)

Orthographic coding, which is the process of storing written words in working memory while analyzing the letters that make up the word during word learning

It is possible for dysgraphia to occur in isolation of any other disorders. However, it is not uncommon for dysgraphia to be present in individuals with the following disorders:

Dyslexia

Attention-deficit disorder (all subtypes)

Autism spectrum disorders (i.e. Asperger's syndrome)

Oral and written language learning disability

Symptoms

Having bad handwriting alone does not indicate that a person has dysgraphia. Signs and symptoms of dysgraphia include:

Handwriting that is illegible

Letter sizes and shapes are irregular

Incomplete letters

Difficulty using writing as a means of communication

Awkward pencil grip

Several spelling mistakes when writing

Saying words aloud to yourself while writing

Avoidance of or refusal to complete tasks that involve writing or drawing

Missing or incomplete words in sentences

Trouble with grammar and sentence structure

Inefficient use of paper lines and spaces

Pain in the hand or arm while writing

Discrepancy between understanding demonstrated through verbal communication and written ideas

Tiring easily when writing

Treatment

So, how do we treat dysgraphia? As with any of the learning disabilities, dysgraphia requires lifelong management. It is important to note that the symptoms of dysgraphia may change over time. People with dysgraphia can benefit from special accommodations, using assistive technology, and extra practice with learning writing skills. Generally speaking, strategies geared toward helping a person manage dysgraphia focus on three areas:

# data[].attributes.attachment_link.keywords[]
treatment & definition - video & lesson transcript | study.com

# data[].attributes.attachment_link.title
What Is Dysgraphia? - Symptoms, Treatment & Definition - Video & Lesson Transcript | Study.com

# data[].attributes.attachment_link.description
Dysgraphia is a specific learning disability in which the ability to express oneself through written language is impaired. Simply put, dysgraphia describes difficulty with writing. Dysgraphia is not the result of an intellectual impairment, nor is it dependent upon your ability to read.

# data[].attributes.attachment_link.description
Dysgraphia is a brain-based learning disability that affects writing. As with all learning disorders, dysgraphia is common among individuals with ADHD. Learn more about dysgraphia signs & symptoms, diagnosis, and treatment here.

# data[].attributes.attachment_link.readable_text
Although ADHD includes the word "disorder" in its title, this condition ultimately means your brain works a bit differently than that of people without ADHD-and it doesn't have to be a "bad thing."

ADHD, or attention deficit/hyperactivity disorder, is commonly described as a brain disorder that causes inattention, hyperactivity, and impulsivity. ( Learn more symptoms of ADHD in adults here.) While this description is technically accurate, it doesn't capture the strengths that often come hand in hand with the "ADHD brain."

"The ADHD brain is a superpower brain," says Yamalis Diaz, PhD, psychologist at NYU Langone Health. "There are some very real strengths to the ADHD brain." Yes, there are challenges, but finding ways to cope with your weaknesses and maximize your strengths can make all the difference in thriving with ADHD.

Here are some of the superpowers of the ADHD brain that mental health experts and patients often observe.

The ability to take in large amounts of stimuli is useful in the modern, fast-paced work environment. "The non-ADHD brain can't process all the information that it's receiving from its environment," says Dr. Diaz. Many people with ADHD are not overwhelmed by a stimulating environment; they might even enjoy it. "They're always on, they're always listening, they're always tuned in," says Dr. Diaz.

Creativity is a common strength among people with ADHD. "They're constantly thinking about new things [and] they approach things in a really interesting way," says Dr. Diaz. While some may struggle with keeping papers in alphabetical order or their desks tidy and free of sticky note mountains, they may also find alternative, ingenious ways to organize their lives that more "traditional" brains may not have considered. ( Check out how your desk can boost your creativity.) Plus, if you have inattentive ADHD, daydreaming can be a rich source of creative ideas.

A love of multitasking is something people with ADHD have in common. People may describe ADHD as "an inability to focus," but you could also think of it as an ability to juggle and bounce between multiple ideas, tasks, and conversations. "Maybe you're the person that can thrive on being able to do multiple different things at one time," says Jennifer Hartstein, PsyD, psychologist in New York City.

And if that's not enough proof, consider the number of accomplished academics, entertainers, and business gurus who have succeeded despite-or because of-their ADHD brain. Celebrities like Justin Timberlake, Channing Tatum, Adam Levine, Lisa Ling, and Michael Phelps have all spoken about growing up with ADHD.

"One great thing that I've done with a couple kids that have been diagnosed with ADHD [is] Google famous people with ADHD," says Alok Patel, MD, pediatrician at New York Presbyterian, Morgan Stanley Children's Hospital. "Children all of a sudden realize they can live a totally long and productive life with ADHD."

References

Konrad K, Eickhoff SB. Is the ADHD brain wired differently? A review on structural and functional connectivity in attention deficit hyperactivity disorder. Hum Brain Mapp. 2010 Jun;31(6):904-16

What is ADHD? Washington, DC: American Psychiatric Association. (Accessed on January 15, 2021 at https://www.psychiatry.org/patients-families/adhd/what-is-adhd.)

# data[].attributes.attachment_link.title
The Upside of ADHD: Psychologists Explain the "Superpowers" of the ADHD Brain - GoodRx

# data[].attributes.attachment_link.description
Although ADHD includes the word "disorder" in its title, this condition ultimately means your brain works a bit differently than that of people without ADHD-and it doesn't have to be a "bad thing." ADHD, or attention deficit/hyperactivity disorder, is commonly described as a brain disorder that causes inattention, hyperactivity, and impulsivity.

# data[].attributes.attachment_link.readable_text
Getting a diagnosis of attention deficit hyperactivity disorder (ADHD) for yourself or your child can be jarring. But while certain characteristics of ADHD, such as struggling to sit still, difficulty focusing, and impulsive behavior, can cause people to have trouble reaching their full potential in school or at work, there are also benefits of ADHD.

These ADHD "superpowers"-including high energy levels and creativity-mean that living with ADHD isn't all bad. This article with discuss the strengths of ADHD.

ADHD Strengths and Benefits

People with ADHD have physical characteristics in their brains that lead to the symptoms of the disorder, including impulsive behavior and trouble paying attention. However, those characteristics can lead to benefits, too. For example, hyperactivity (not being able to sit still) can be a frustrating symptom of ADHD, but the flip side of that is it provides higher energy levels on average than in people without ADHD, according to a report of people with ADHD.

Additional benefits of ADHD include the following:

Individually

Energy: A small study found that people with ADHD reported liking their higher energy levels.

Self-awareness:The treatment for ADHD often includes therapies that encourage self-regulation (the ability to manage emotions and behaviors). Because of that, people with ADHD learn their triggers and patterns and how to control them better than many neurotypical people.

Self-reliance: As part of treatment, people with ADHD learn how to soothe and regulate themselves, a skill that many neurotypical people struggle with.

Resilience:Resilience, or the ability to bounce back from difficulties, is a predictor of success. Parents and teachers say that most kids with ADHD are resilient.

At Work or School

Creativity: Creative problem-solving is instrumental for success at school and work. Research has found that people with ADHD have more creativity and idea generation than people without the disorder. This can lead to outside-the-box thinking that is so important for innovation.

Hyper-focus: Many people with ADHD become hyper-focused on things that interest them. This can lead to impeccable attention to detail and passion for school and work projects.

Risk tolerance: People with ADHD often have higher risk tolerance than people without the condition. In some situations, this can be beneficial, allowing them to try solutions that others might not.

In Relationships

Clear expectations: In order to cope with the symptoms of ADHD, people with ADHD and the people they're close to often have open, honest conversations about expectations-something that benefits both people and can strengthen the relationship.

Impulsivity: There are some situations in which impulsive behavior can be a drawback, but in long-term relationships impulsivity and playfulness help keep a spark alive.

Receptiveness to therapy and behavioral approaches: Many people with ADHD are receptive to trying therapies or new approaches, which can help when the relationship encounters challenges.

Are ADHD Superpowers Real?

There's been a lot of focus on the harmful symptoms of ADHD. Although there's less research on ADHD superpowers, people with ADHD report that they are more energetic, creative, courageous, and resilient than people without the condition. While there's a lot more research to be done about the benefits of ADHD, focusing on the benefits can help you or your child live with ADHD more positively.

Benefits of ADHD Medication

About 62% of children with ADHD take medication to treat their condition. These medications, which include stimulants and non-stimulants, have lots of benefits for people with ADHD. People on medications often experience a reduction of ADHD symptoms, so they're better able to focus on and complete tasks at school or work. In addition, people with ADHD who are on medications have a lowered risk for:

Injuries

Accidents, including motor vehicle accidents

Substance use disorder (addiction)

Falling behind at school

Balancing ADHD Skills and Struggles

Although there are some perks to how a person with ADHD thinks, the negative impact of ADHD is real. Because of this, it's important for people with ADHD to learn how to overcome their negative symptoms, while focusing on those that make their lives easier.

Organizational Hacks

Through trial and error, many people with ADHD find organizational hacks that help with ADHD. Therapists can help brainstorm ideas. Simple things, like sticking or a schedule, putting essential items like keys in a designated spot, or taking a few minutes to meditate before starting the day, can all make a difference for people with ADHD.

Mental Health

People with ADHD are at increased risk for other mental health conditions, including depression and anxiety. Stay aware of this, and if you begin to experience symptoms, reach out to a mental health professional who has experience working with people with ADHD.

ADHD Celebrities and Advocacy

Seeing people living healthy, successful lives with ADHD can be inspiring. Organizations like CHADD (Children and Adults with Attention-Deficit/Hyperactivity Disorder) provide resources, support and inspiration for families touched by ADHD.

In addition, many celebrities have spoken about their own struggles and successes navigating life with ADHD, including:

Olympic gymnast Simone Biles

Singer-actor Justin Timberlake

Olympic swimmer Michael Phelps

Singer Adam Levine

TV personality Ty Pennington

Chef Jamie Oliver

Having ADHD impacts many areas of your life. Not all those impacts are negative, however. People may also experience benefits of ADHD, including increased creativity and energy levels. In addition, ADHD medications have many benefits for people with ADHD, including reducing their risk for accidents or addiction.

A Word From Verywell

It's easy to focus on the negative impacts of ADHD, but there are benefits to the condition, as well. People with ADHD report being energetic, creative, courageous, and resilient. Learning how to lean into these strengths while controlling symptoms can help you reach your full potential, despite ADHD.

Frequently Asked Questions

Is IQ an accurate way to measure ADHD abilities?

People with ADHD typically test lower on IQ assessments than people without the condition. However, research indicates that IQ tests may not properly capture the abilities of people with ADHD. To determine your or your child's abilities, you should work with a therapy team to create a way to fully identify and nurture your strengths and creativity.

# data[].attributes.attachment_link.description
Living with ADHD doesn't have to be a setback. At work or in relationships, extra creativity and energy are assets. Read about ADHD strengths.

# data[].attributes.attachment_link.readable_text
Don't mistake your ADHD strengths for symptoms! They are unique traits and abilities that make you more creative, spontaneous, caring, and energetic than anyone you know. Here are a few of our favorites benefits of ADHD.

Young girl with ADHD with headphones in urban background

1 of 19

A scientist with ADHD uses hyperfocus to examine a sample under a microscope.

2 of 19

Family with ADHD walking up a grassy hill together.

3 of 19

Two brothers with ADHD sharing a popsicle.

5 of 19

6 of 19

Girl with ADHD embracing boy with ADHD on footbridge over stream

7 of 19

Young Couple with ADHD in Off-Road Vehicle

9 of 19

A father with ADHD and his son with ADHD looking at each other

10 of 19

A happy couple with ADHD sits on a couch.

12 of 19

Girl with ADHD is drawing

15 of 19

A boy with ADHD gives a thumbs up.

19 of 19

# data[].attributes.attachment_link.description
Don't mistake your ADHD strengths for symptoms! They are unique traits and abilities that make you more creative, spontaneous, caring, and energetic than anyone you know. Here are a few of our favorites benefits of ADHD.

# data[].attributes.attachment_link.title
Understanding and Supporting Your Student With ADHD

# data[].attributes.attachment_link.title
5 Tips for Educators Teaching Students with Autism

# data[].attributes.attachment_link.description
Dyscalculia is a math learning disability that makes it hard to make sense of and work with numbers. Read about what dyscalculia means, symptoms, and how to help.

# data[].attributes.attachment_link.readable_text
Dyslexia is a learning disability in reading. People with dyslexia have trouble reading at a good pace and without mistakes. They may also have a hard time with reading comprehension, spelling, and writing. But these challenges aren't a problem with intelligence.

Snapshot: What dyslexia is

Dyslexia is a common condition that makes it hard to work with language. Some experts believe that between 5 and 10 percent of people have it. Others say as many as 17 percent of people show signs of reading challenges.

People with dyslexia don't outgrow it. But there are teaching approaches and strategies that can help them improve their reading skills and manage the challenges. People of any age can be tested for dyslexia, although the tests are different for adults than for kids.

People with dyslexia typically have trouble reading fluently. They often read slowly and make mistakes. That can impact how well they comprehend what they read. But when other people read to them, they often have no problem understanding the text.

Dyslexia can create difficulty with other skills, too. These include:

It's important to know that while dyslexia impacts learning, it's not a problem of intelligence. People with dyslexia are just as smart as their peers. There are countless stories about people thriving with dyslexia, including actors, entrepreneurs, and elected officials.

Dyslexia signs and symptoms

Dyslexia impacts people in different ways. So, symptoms might not look the same from one person to another.

A key sign of dyslexia is trouble decoding words. This is the ability to match letters to sounds. Kids can also struggle with a more basic skill called phonemic awareness. This is the ability to recognize the sounds in words. Trouble with phonemic awareness can show up as early as preschool.

In some people, dyslexia isn't picked up until later on, when they have trouble with more complex skills. These can include grammar, reading comprehension, reading fluency, sentence structure, and more in-depth writing.

Some of the signs of dyslexia have to do with emotions and behavior. People with dyslexia might avoid reading, both out loud and to themselves. They may even get anxious or frustrated when reading. This can happen even after they've mastered the basics of reading.

Dyslexia doesn't just affect learning. It can also impact everyday skills and activities. These include social interaction, memory, and dealing with stress.

Possible causes of dyslexia

Researchers haven't yet pinpointed exactly what causes dyslexia. But they do know that genes and brain differences play a role. Here are some of the possible causes of dyslexia:

Genes and heredity: Dyslexia often runs in families. About 40 percent of siblings of people with dyslexia also struggle with reading. As many as 49 percent of parents of kids with dyslexia have it, too. Scientists have also found genes linked to problems with reading and processing language.

Brain anatomy and activity: Brain imaging studies have shown brain differences between people with and without dyslexia. These differences happen in areas of the brain involved with key reading skills. Those skills are knowing how sounds are represented in words, and recognizing what written words look like.

But the brain can change. Studies show that brain activity in people with dyslexia changes after they get proper instruction or tutoring. And scientists are learning more all the time.

How dyslexia is diagnosed

Having a diagnosis (schools call it an identification) can lead to supports and services at school, and accommodations at college and work.

There are a few types of professionals who can assess people for dyslexia. These include school psychologists, clinical psychologists, and neuropsychologists. An evaluator will give a series of tests for dyslexia. They'll test in other areas as well to see exactly where any weaknesses and strengths lie.

School evaluations are free. But private ones can be very expensive. In some cases, there are ways to get them for free or at a low cost. Local universities often have programs in psychology that have clinics where students do their training.

Teaching hospitals may have research projects where people can get evaluations for free. Learning Disabilities Association of America (LDA) has local chapters in every state. They may be able to help with finding free or low-cost options.

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

Guinevere Eden, PhD is a professor at Georgetown University and director of its Center for the Study of Learning.

# data[].attributes.attachment_link.description
Understood.org is the resource that helps the 70 million people with learning and thinking differences anticipate the challenges, barriers, or opportunities in life and confidently reach their potential.

# data[].attributes.attachment_link.title
Autism Statistics and Facts | Autism Speaks

# data[].attributes.attachment_link.description
Click here for autism and asd statistics and facts on the causes and prevalence of autism, associated medical conditions, economic costs and more.

# data[].attributes.attachment_link.readable_text
Autism spectrum disorders (ASD) are a diverse group of conditions. They are characterized by some degree of difficulty with social interaction and communication. Other characteristics are atypical patterns of activities and behaviours, such as difficulty with transition from one activity to another, a focus on details and unusual reactions to sensations.

The abilities and needs of autistic people vary and can evolve over time. While some people with autism can live independently, others have severe disabilities and require life-long care and support. Autism often has an impact on education and employment opportunities. In addition, the demands on families providing care and support can be significant. Societal attitudes and the level of support provided by local and national authorities are important factors determining the quality of life of people with autism.

Characteristics of autism may be detected in early childhood, but autism is often not diagnosed until much later.

People with autism often have co-occurring conditions, including epilepsy, depression, anxiety and attention deficit hyperactivity disorder as well as challenging behaviours such as difficulty sleeping and self-injury. The level of intellectual functioning among autistic people varies widely, extending from profound impairment to superior levels.

It is estimated that worldwide about 1 in 100 children has autism (1). This estimate represents an average figure, and reported prevalence varies substantially across studies. Some well-controlled studies have, however, reported figures that are substantially higher. The prevalence of autism in many low- and middle-income countries is unknown.

Causes

Available scientific evidence suggests that there are probably many factors that make a child more likely to have autism, including environmental and genetic factors.

Extensive research using a variety of different methods and conducted over many years has demonstrated that the measles, mumps and rubella vaccine does not cause autism. Studies that were interpreted as indicating any such link were flawed, and some of the authors had undeclared biases that influenced what they reported about their research (2,3,4).

Evidence also shows that other childhood vaccines do not increase the risk of autism. Extensive research into the preservative thiomersal and the additive aluminium that are contained in some inactivated vaccines strongly concluded that these constituents in childhood vaccines do not increase the risk of autism.

A broad range of interventions, from early childhood and across the life span, can optimize the development, health, well-being and quality of life of autistic people. Timely access to early evidence-based psychosocial interventions can improve the ability of autistic children to communicate effectively and interact socially. The monitoring of child development as part of routine maternal and child health care is recommended.

It is important that, once autism has been diagnosed, children, adolescents and adults with autism and their carers are offered relevant information, services, referrals, and practical support, in accordance with their individual and evolving needs and preferences.

The health-care needs of people with autism are complex and require a range of integrated services, that include health promotion, care and rehabilitation. Collaboration between the health sector and other sectors, particularly education, employment and social care, is important.

Interventions for people with autism and other developmental disabilities need to be designed and delivered with the participation of people living with these conditions. Care needs to be accompanied by actions at community and societal levels for greater accessibility, inclusivity and support.

All people, including people with autism, have the right to the enjoyment of the highest attainable standard of physical and mental health.

And yet, autistic people are often subject to stigma and discrimination, including unjust deprivation of health care, education and opportunities to engage and participate in their communities.

People with autism have the same health problems as the general population. However, they may, in addition, have specific health-care needs related to autism or other co-occurring conditions. They may be more vulnerable to developing chronic noncommunicable conditions because of behavioural risk factors such as physical inactivity and poor dietary preferences, and are at greater risk of violence, injury and abuse.

People with autism require accessible health services for general health-care needs like the rest of the population, including promotive and preventive services and treatment of acute and chronic illness. Nevertheless, autistic people have higher rates of unmet health-care needs compared with the general population. They are also more vulnerable during humanitarian emergencies. A common barrier is created by health-care providers' inadequate knowledge and understanding of autism.

WHO resolution on autism spectrum disorders

In May 2014, the Sixty-seventh World Health Assembly adopted a resolution entitled Comprehensive and coordinated efforts for the management of autism spectrum disorders, which was supported by more than 60 countries.

The resolution urges WHO to collaborate with Member States and partner agencies to strengthen national capacities to address ASD and other developmental disabilities.

WHO and partners recognize the need to strengthen countries' abilities to promote the optimal health and well-being of all people with autism.

WHO's efforts focus on:

increasing the commitment of governments to taking action to improve the quality of life of people with autism;

providing guidance on policies and action plans that address autism within the broader framework of health, mental and brain health and disabilities;

contributing to strengthening the ability of the health workforce to provide appropriate and effective care and promote optimal standards of health and well-being for people with autism; and

promoting inclusive and enabling environments for people with autism and other developmental disabilities and providing support to their caregivers.

WHO Comprehensive mental health action plan 2013-2030 and World Health Assembly Resolution WHA73.10 for "global actions on epilepsy and other neurological disorders" calls on countries to address the current significant gaps in early detection, care, treatment and rehabilitation for mental and neurodevelopmental conditions, which include autism. It also calls for counties to address the social, economic, educational and inclusion needs of people living with mental and neurological disorders, and their families, and to improve surveillance and relevant research.

1. Global prevalence of autism: A systematic review update. Zeidan J et al. Autism Research 2022 March.

2. Wakefield's affair: 12 years of uncertainty whereas no link between autism and MMR vaccine has been proved. Maisonneuve H, Floret D. Presse Med. 2012 Sep; French ( https://www.ncbi.nlm.nih.gov/pubmed/22748860).

3. Lancet retracts Wakefield's MMR paper. Dyer C. BMJ 2010;340:c696. 2 February 2010 (https://pubmed.ncbi.nlm.nih.gov/20124366/)

4. Kmietowicz Z. Wakefield is struck off for the "serious and wide-ranging findings against him" BMJ 2010; 340 :c2803 doi:10.1136/bmj.c2803 ( https://www.bmj.com/content/340/bmj.c2803)

# data[].attributes.attachment_link.description
Autism spectrum disorders (ASD) are a diverse group of conditions. They are characterised by some degree of difficulty with social interaction and communication. Other characteristics are atypical patterns of activities and behaviours, such as difficulty with transition from one activity to another, a focus on details and unusual reactions to sensations.