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Teaching Students with Autism Spectrum Disorder: 

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Teaching Students with Autism Spectrum Disorder: 

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The article talks about Autism Spectrum Disorder. It also mentions that it is important to address the needs of the individual through specific strategies. The strategies are categorized in to the following categories: communication, socialization, restrictive, repetitive, and stereotyped behavior, daily living, and academics and organization. The strategies are categorized in specific ways that it helps the child. Teaching students with autism spectrum disorder takes lots of patience as well as making sure to meet the needs of the individual so that they incorporate school with being fun and enjoyable rather than with anxiety.

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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picture communication cards, songs, games and learning activities for autism, aspergers, fetal alcohol syndrome and disabilities

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The article talks about intellectual disability. The article mentions that intellectual disability is characterized by significant limitations in both intellectual functioning and in adaptive behavior. It also talks about how intellectual functioning represents intelligence in mental capacity. The article also mentions that adaptive behavior is the collection of conceptual, social, and practical skills. The age of onset is any age before 18 years old. The article talks about additional things to consider when thinking about intellectual disability.

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Anxiety in school" Real look Autism Episode 1: 

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Anxiety in school" Real look Autism Episode 1: 

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The article talks about a little girl named Tess who struggles with an autism disorder. Her mom mentions in the video that when her daughter feels like there is something in school that she can not master and is forced to challenge the force, she often pushes back. Her mom also mentions that she The main problem she has had for the past few weeks is school itself. When she is pushed to do something she pushes back. The video also mentions that Tess has anxiety about failure in school. She is on a reinforced break schedule which seems to help her. If Tess does what she is supposed to then she gets to pick what her 5 minute break is.

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The easiest way to caption and translate any video, with crowdsourcing, volunteers, and professional services.

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the video talks about the limitations of both intellectual functioning and adaptive behavior which is what intellectual disability is. Intellectual disability happens before the age of 18. The video also mentions what the limitations do to the person. It also mentions that an IQ test helps to test if a person has a intellectual disability. An IQ score of 70-75 indicates intellectual disability.

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The easiest way to caption and translate any video, with crowdsourcing, volunteers, and professional services.

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Teaching Students with intellectual disabilities: 

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Teaching Students with intellectual disabilities: 

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The article talks about specific ways to teach children with a disability. The article also mentions how to teach students with a disability different aspects of life without making the student feel singled out. For example, socialization, communication, daily living, and behavior. The article also talks about by teaching a child with intellectual disability these specific areas of life can help them mentally and physically.

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It is important to implement strategies that address the needs of the individual. We recommend that you apply these strategies across home, school, and community contexts.
Go to the Site Map for a full list of resources and activities!

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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picture communication cards, songs, games and learning activities for autism, aspergers, fetal alcohol syndrome and disabilities

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The article talks about learning disabilities as well as facts about the disabilities. The article mentions specific signs to look out for when trying to figure out if a child has a learning disability. It also talks about specific learning disabilities related to disorders. Another idea that the article mentions is to not delay finding help or information relating to the disability. Meeting with the child's teacher can also help when figuring out what to do and on ways to take action.

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Your chances of knowing someone with learning disabilities are very good. Did you know?

Children with learning disabilities begin school expecting to learn and be successful. If your child is having difficulty in school, she may learn differently from other kids. Parents are often the first to notice that "something doesn't seem right." But sometimes knowing what to do and where to find help can be confusing.

Children grow up to be adults and unfortunately learning disabilities cannot be cured or fixed; it's a life long issue. And some individuals don't realize they have learning disabilities until they are adults. With the right support and interventions, however, children and adults with learning disabilities can succeed in school and life. Recognizing, accepting and understanding your learning disability are the first steps to success.

Defining Learning Disabilities

Learning disabilities are due to genetic and/or neurobiological factors that alter brain functioning in a manner which affects one or more cognitive processes related to learning. The majority of children K-12 who receive special education are served under the specific learning disability (SLD) category. Approximately 80% of those children have an SLD in reading.

Learning disabilities range in severity and may interfere with the acquisition and development of one or more of the following:

oral language (e.g., listening, speaking, understanding);

reading (e.g., phonetic knowledge, decoding, reading fluency, word recognition, and comprehension);

written language (e.g., spelling, writing fluency, and written expression); and

mathematics (e.g., number sense, computation, math fact fluency, and problem solving).

Learning disabilities often run in families. They should not be confused with other disabilities such as intellectual disabilities, autism, deafness, blindness, and behavioral disorders. None of these conditions are learning disabilities. Because learning disabilities cannot be seen, they often go undetected. Recognizing a learning disability is even more difficult because the severity and characteristics vary. Learn more about what a learning disability is here.

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

Most importantly, if you suspect you or your child has a learning problem, don't delay in seeking help and taking action!

Learning Disabilities

Related Disorders

Don't Delay

If you suspect that your child's learning difficulties may require special assistance, please do not delay in finding information and support. The sooner you move forward the better your child's chances for reaching his full potential.

Maybe you have wondered if you are overreacting, or if the situation will work itself out over time. The truth is, you know your child better than anybody else. And regardless of who may tell you that it's a "phase" or "nothing to worry about," only you know how much your child dreads Monday morning. You have watched the impact of his daily struggles on his self-confidence. Deep down, you know something isn't right.

The good news is there are things you can do. In fact, the only "wrong" thing to do is to do nothing. If you wait to seek help for your child, frustration and a sense of failure will continue to erode your child's self-esteem, while the window of time for meaningful intervention narrows.

Since you are one of the best observers of your child's development, you will be able to recognize potential problems early. But, in order to spot problems early, you'll need to know the warning signs!

Seeing the Signs

There may be a number of reasons why your child is having a hard time. But what you are seeing could also indicate a learning disability. This does not mean your child is "slow" or less intelligent than your child's peers. Their brain is simply wired differently for learning and your child needs to adapt strategies that make the most of your child's abilities. The earliest possible intervention is critical to your child's success in school.

Learn to recognize the signs of a potential learning disability. If you have observed several of these signs in your child, consider the possibility of a learning disability.

It is normal for parents to observe one of these signs in their children from time to time. But if your child consistently exhibits several of these signs, it is important for you to take action to get him the help that he needs.

Pre-School
Have you noticed that your child has:

pronunciation problems?

difficulty finding the right word?

difficulty making rhymes?

trouble learning numbers, alphabet, days of the week, colors and shapes?

trouble concentrating?

trouble interacting with peers?

difficulty following directions or learning routines?

difficulty controlling pencil, crayons, scissors?

Grades K-4
Does your child:

have trouble learning the connection between letters and sounds?

confuse basic words? (run, eat, want)

make consistent reading and spelling errors including letter reversals (b/d, inversions (m/w), transpositions (felt/left), and substitutions (house/home)?

experience difficulty learning basic math concepts?

have trouble learning about time?

take a long time to learn new skills?

have trouble remembering facts?

Grades 5-8
Is your child having difficulty:

with reading comprehension or math skills?

with letter sequences? (soiled for solid, left for felt)

with prefixes, suffixes, root words and other spelling strategies?

organizing his/her bedroom, notebook, papers, and desk?

keeping up with papers or assignments?

with handwriting?

with time management?

understanding oral discussions and expressing thoughts aloud?

High School and Adults
Is your child having difficulty:

spelling the same word differently in a single document.

taking on reading or writing tasks.

with open-ended questions on tests.

with memory skills.

adapting skills from one setting to another.

with a slow work pace.

grasping abstract concepts.

focusing on details.

misreading information

It is never too early to seek help for your child, but waiting too long could be very harmful. If you see several of these signs over a period of time, consider the possibility of a learning disability. Knowing what a difference early help can make will help you lose your fear and take the next steps to getting help for your child!

Losing the Fear

It can be hard to acknowledge that your child is having difficulty in school let alone a potential learning disability. Perhaps you have worried that by calling attention to your child's learning problems he might be labeled "slow" or a "discipline problem," or sent to the wrong class.

What many parents and their children don't realize is that most kids with learning disabilities are just as intelligent as their peers. Their brains are simply wired differently for learning. They need to be taught in ways that are best adapted to how they process information.

And, scientists and researchers are learning more every day about learning disabilities. Their research provides hope and direction. From research we now know that:

Receiving help in the early grades greatly improves the chances for these kids to adapt learning strategies that will enable them to succeed in school. Among children who struggle with basic reading and language skills the most common learning problems 75% of those who do not receive help until the third grade will struggle with reading throughout their lives. But if those same kids receive appropriate help by the first grade, fully 90% of them will achieve normal reading ability.

By identifying what is causing your child's learning problems, you are one step closer to getting the help you both need. Your child can still have hope for a wonderful future if given the proper tools and learning strategies.

Getting Help

Though the process of getting help may seem overwhelming, finding support for your child and for yourself is easier than you might think. In most cases, talking with your child's teacher should be the first step.

Share your concerns with your child's teacher and ask about her observations of your child's performance, interactions with his peers, etc. Together you may come up with strategies to try in the classroom and at home to support your child's learning needs.

Most teachers want to help and will work with you to try and meet your child's learning needs. If you feel it may be necessary, your child's teacher can also help to arrange a full evaluation of how well your child is performing in school.

Also, be sure your child has had a thorough physical examination by a medical doctor or nurse practitioner to assure that there are no major health problems that might be interfering with learning. Be especially certain to have eyes and ears checked for correctable vision and hearing problems.

Useful tips when meeting with your child's teacher

Write down any questions you have before entering the meeting. These questions should be geared toward gaining greater understanding of your child's problems and how to address them in the school setting.

Review records of previous conferences and educational decisions before attending conferences and be prepared to share them with school personnel.

Be ready to share your observations about your child's academic progress. Listen well and participate in the meeting with an open mind, knowing that you are all there to facilitate school success for your child.

Keep careful and detailed notes at the meeting. Don't be afraid to ask for clarification if you do not understand something that was said.

Ask for information on the curriculum and how students' work is evaluated, so that you know how to gauge your child's progress.

Appreciate that teachers must juggle the unique needs of many students. Work with school personnel to come up with strategies that are practical, given the realities of the school and the classroom.

Acknowledge that the major motivation for success must come from your child. Work with teachers to keep expectations high and to nurture an enthusiasm for learning.

Agree on how you and the teacher will make follow-up contacts to review progress.

Now that you know the first step to take, there are several more steps you can take to find support and make sure your child gets the right kind of help!

Take Action

The most important thing you must determine is the source of your child's learning problem. Time is of the essence if your child does, in fact, have a learning disability, "wait and see" almost always means "wait and fail." If you act early, you will gain the peace of mind that comes with knowing what is causing your child's learning difficulties. You also will be helping to ensure that she overcomes her struggles and enjoys success in school.

In addition to working with your child's teacher, here are additional steps you should take:

Collect information on your child's performance. Keep notes, copies of your child's assignments, and any correspondence from your child's school regarding your child's performance in a folder so that you can document any patterns. At the same time, it is also important to observe your child's strengths and interests, encouraging and rewarding your child for the things he does well.

Monitor your child's progress. Watch your child's progress to be sure that your child's needs are being met. Keep your child's education folder up to date, adding new samples of schoolwork and test results. If your child is not making progress, discuss your observations with school personnel and work together to make changes. You may need to ask for a comprehensive educational evaluation to determine if your child may be eligible for special education services.

Learn as much as you can. The more you understand about the way your child learns and the help that's available, the better equipped you will be to help your child succeed. If it turns out that your child does have a learning disability, you also need to be aware of your rights and protections under the law.

Join with others who care. By joining with other parents and professionals you can increase awareness of the issue, dispel popular misconceptions, help establish educational systems that provide for the needs of children with learning disabilities, and get support for yourself. Locate the LDA Chapter near you today!

Enjoy your child and encourage an interest in learning. You can encourage your child's interests outside the classroom and create a home environment that supports the way your child learns. Rather than focusing solely on your child's deficiencies, emphasize and reward your child's strengths.
Visit our Parents area for additional information on how to help your child and help yourself! * National Center for Education Statistics
**National Adult Literacy and Learning Disabilities Center
***National Institutes of Health

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Children with learning disabilities begin school expecting to learn and be successful. If your child is having difficulty in school, she may learn differently from other kids. Parents are often the first to notice that "something doesn't seem right." But sometimes knowing what to do and where to find help can be confusing.

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Special Education Learning Disabilites: 

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Special Education Learning Disabilites: 

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The video talks about learning disabilities as well as what children with a learning disability experience. The video also mentions the most common learning disabilities among individuals.. In addition, the video mentions how children with a learning disability feel and how it is very important to meet the needs of the child.

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Special Education - Learning Disabilities

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Teaching Students with Learning Disabilites: 

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Teaching Students with Learning Disabilites: 

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The article talks about intervention practices to take that produce large outcomes. The article also talks about what happens when teachers apply these kind of interventions. The article also talks about scaffolding is something that really makes a difference. Some ways a teacher could use these types of interventions are: : breaking learning into small steps as well as providing regular, quality feedback to the students.

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Research continues to confirm that we can teach students with learning disabilities to "learn how to learn." We can put them into a position to compete and hold their own.
Some intervention practices that produce large outcomes are:

direct instruction;

learning strategy instruction; and

using a sequential, simultaneous structured multi-sensory approach.

Teachers who apply those kinds of intervention:

break learning into small steps;

administer probes;

supply regular, quality feedback;

use diagrams, graphics and pictures to augment what they say in words;

provide ample independent, well-designed intensive practice;

model instructional practices that they want students to follow;

provide prompts of strategies to use; and

engage students in process type questions like "How is the strategy working? Where else might you apply it?"

Scaffolding is also something that seems to make a real difference. Start out with the teacher using heavily mediated instruction, known as explicit instruction, then slowly begin to let the students acquire the skill, moving towards the goal of student mediated instruction.

Success for the student with learning disabilities requires a focus on individual achievement, individual progress, and individual learning. This requires specific, directed, individualized, intensive remedial instruction for students who are struggling.

Whether the student is in the general education classroom or learning in a special class setting, focus the activities on assessing individual students to monitor their progress through the curriculum. Concerns for the individual must take precedence over concerns for the group or the curriculum or for the organization and management of the general education classroom content.

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Successful Strategies for Teaching Students with Learning Disabilities

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Research continues to confirm that we can teach students with learning disabilities to "learn how to learn." We can put them into a position to compete and hold their own. direct instruction; learning strategy instruction; and using a sequential, simultaneous structured multi-sensory approach.

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The article talks about developmental debilitates as well as what a developmental disability actually is. Developmental disability is a disability that is manifested before the person is 22 years old. Developmental disability affects the individual because it is attributed to mental retardation or other related conditions.

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Developmental Disability means a disability that is manifested before the person reaches twenty-two (22) years of age, which constitutes a substantial disability to the affected individual, and is attributable to mental retardation or related conditions which include cerebral palsy, epilepsy, autism or other neurological conditions when such conditions result in impairment of general intellectual functioning or adaptive behavior similar to that of a person with mental retardation.

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Ten things poeple with Down Syndrome would like to know: 

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Ten things poeple with Down Syndrome would like to know: 

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The video talks about ten things people with down syndrome would like to know. The video also mentions that most people with down syndrome were born before their mothers were 35. People with down syndrome experience learning disabilities from birth all the way up. Down syndrome people have feelings as well as thoughts, hopes, interests, and dreams. Down syndrome occurs from people having an extra chromosome (21) as well as the regular 46 that regular people have. Most people with down syndrome live to be in their 50-60s.

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Ten things people with Down syndrome would like you to know

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Teaching students with developmental disabilities: 

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Teaching students with developmental disabilities: 

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The article talks about specific ways to teach students with developmental disabilities as well as specific ways to incorporate every day life essentials. Each strategy is separated into a specific category that it focuses on. Some examples of the categories are: physical development, cognitive development, communication development, social and emotional development, and adaptive behavior. Each strategy helps the student in different ways depending on what the strategy focuses on.

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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picture communication cards, songs, games and learning activities for autism, aspergers, fetal alcohol syndrome and disabilities

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The Article talks about Autism Spectrum Disorder. Autism Spectrum Disorder is a disorder where people have problems with communication as well as social skills. It also talks about the signs of autism as well as what autism actually is. Some problems with communication that autism children have are: understanding and using gestures, following directions, understanding and using words, and having conversations. Autism students also struggle with social skills, behaviors, and also eating. The article talks about the causes of autism as well as ways to test for autism. Treatments for autism also exist.

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Children and adults with autism, also known as autism spectrum disorder, have problems with communication and social skills. Speech-language pathologists, or SLPs, can help.

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The video talks about how all people are different and unique. The views people have on life are also different. The brain is the bodies computer to control how people learn as well how we feel. People with autism are the same way because they see the world differently but they do not know that the way they view the world is different than the next person. Many people have autism which makes it easy to know someone that has autism. It also helps if we educate ourselves on what autism is and how to communicate with people who have autism so that we can learn as well as help the individuals that have autism.

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The easiest way to caption and translate any video, with crowdsourcing, volunteers, and professional services.