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There are a lot of different types of learning disabilities and it is harder to identify students with intellectual and learning disabilities than it is to notice someone with down's syndrome and autism. There are a lot of factors that go into getting a student listed as LD and you have to to through the government in order to get it completed. There are a lot of techniques in helping students in these cases but a lot of them seem to be common; such as, have a consistent schedule, use visuals, ensure they are able to communicate with their peers appropriately.

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Teaching Students with Autism Spectrum Disorder

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Teaching Students with Autism Spectrum Disorder

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Communication: Make sure they have a way to communicate. Use short and concise sentences. Label the room with pictures.
Socialization: Do NOT take rude behavior personally. Regularly use turn taking and personal space goals.
Behavior: Have a set daily schedule that doesn't change often. Use picture schedules. Know the signs of anxiety in your student so you can prevent escalation.

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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!

Restrictive, Repetitive, and Stereotyped Behavior

Certain professionals in the school can provide services to students with autism. Speech-language therapists can help students improve their ability to communicate and interact with others. Occupational therapists can help students with motor skills and find ways to modify tasks. Physical therapists can provide activities and exercise for students that help with motor control and improve posture and balance.

No medications have been approved by the U.S. Food and Drug Administration specifically for the treatment of autism, but some medication can treat some of the symptoms associated with autism.

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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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! Restrictive, Repetitive, and Stereotyped Behavior Certain professionals in the school can provide services to students with autism.

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Intellectual disabilities are defined as both disabilities with intellect and adapdive behavior.
Intelligence is your mental capacity and adaptive behavior is social, practical, and conceptual skills.

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Characterized by both intellectual and adaptive behavior issues and develops before someone turns 18. When it talks about intellectual issues it means the capicity to problem solve. When it comes to adaptive behavior it is the conceptional, social, and practical skills.

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

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Learning: Repeat instructions frequently. Remove distractions. Have alternative activities if needed.
Socialization: Provide opportunities for peer communication. Use social stories to help them understand a situation.
Communication: Speak directly to the student. Make sure student always has communication device if necessary. Use visuals.
Daily Life: Teach the students life skills. Teach safety skills.
Behavior: Always be consistent. Have a calming area. Allow the students the ability to move in the classroom.

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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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A learning disability is a neurological condition that interferes with an individual’s ability to store, process, or produce information.
Can affect memory, literacy, math, speak and social maturity among many other things.
75%-80% of SPED students are labeled as LD and 5% have SLD.

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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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Learning Disability is an umbrella term for a wide range of issues. A learnig disability is a genetic, congential, or neuro disorder but is not a mental disorder. Many times you will find someone who has a learning disability also exist with behavioral and emotional disorders.

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Special Education - Learning Disabilities

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"Anxiety in School" Real look Autism EP. 1: 

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"Anxiety in School" Real look Autism EP. 1: 

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They used a reward program as a way to teach her appropriate behavior in the classroom. When she followed her program and earned all of her stars she was then allowed to take a break of her choice out of multiple options. This worked for her because she isn't very social and social rewards that come with school do not motivate her at all.

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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 Learning Disabilities:

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Teaching Students with Learning Disabilities:

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With certain types of intervention students are able to learn how to learn. Some of these interventions are called direct instruction, and learning strategy instruction. Scaffolding is a technique where it starts with heavy instructor teaching and the teacher will slowly back off and let the student take a more active role.

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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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You must be under 22 years old to be labeled as having developmental disabilities in Colorado.
You must have an impairment in mental functions as well as an impairment in behavioral functions.
If a student only has a mental or a behavioral issue and not both they will not be considered DD.

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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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10 Things People with Down Syndrome Wish You Knew:

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10 Things People with Down Syndrome Wish You Knew:

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They can have good lives as long as they have the right support. Down Syndrome is not a disease it is a disability. They feel the same as people who don't have downs syndrome so don't discount that. Overall they are just like regular people and just need a bit more help than others.

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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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Plan around the students energy levels. Use large implements which are easier for the student to use and will help develop fine motor skills. Give specific feedback. Plan you lessons while using their interests. Repeat instructions regularly. Use large pictures. Encourage thier participation in the classroom.

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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!

Adaptive Behavior (everyday skills for functioning)

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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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! Adaptive Behavior (everyday skills for functioning)

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Autisim affects all areas of a person's life from their social, to learning, even to physicaliality. A lot of people with autism are very partcular about what they will and won't eat depending on the scent and texture.

There are many people needed to help someone with autism; such as, speech language pathalogist, physical therapist, dietician and psychologist to name a few.

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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.

On this page

About Autism

Every person with autism is different. All will have problems with communication and social skills but not in the same way. Autism is a spectrum disorder because it can cause mild problems, severe problems, or something in between.

People with autism may focus on one topic, like trains or a television show. They may have some behaviors that they do over and over, like flipping objects or smelling things. They may not like changes in their schedule or changes in the food they eat. Some may talk well but not be able to make friends. Others may not talk at all.

Signs of Autism

Does your child have autism? He will have problems in the areas of communication, social skills, and behavior. He also might not like to eat different foods. Your child may also need help with fine and gross motor skills, like writing and running.

Communication

Your child may have trouble understanding, talking, reading, or writing. You might notice that he has stopped saying words that he used to say. Your child may have problems:

Understanding and using gestures, like pointing or waving.

Following directions.

Understanding and using words.

Having conversations.

Learning to read or write. Some children with autism read early but do not understand what they read, called hyperlexia.

Your child also may do the following things:

Repeat words he just heard or words he heard days or weeks earlier, called echolalia (pronounced ek-o-lay-lee-a).

Sound robotic or talk in a singsong voice.

Have tantrums instead of telling you what he wants.

Social Skills

Your child may have problems relating to other people. She may seem to be in her own world. It may be hard for her to

focus with someone on the same object or event, called joint attention;

play with others and share toys;

understand how others feel; or

make and keep friends.

Behaviors

Your child may

have trouble changing from one activity to the next;

flap his hands, rock, spin, or stare;

get upset by certain sounds;

like only a few foods; or

have an interest in only a few things. He may talk about only one topic or keep staring at one toy.

Eating

Your child may only eat certain foods. She may not like anything lumpy or crunchy. Or, she may refuse to try new foods. She may do this to act out, or she may not like the feel of different textures in her mouth.

Causes of Autism

Autism is a lifelong problem. You may not know what caused it in your child. Some possible causes include the following:

Genetic problems or syndromes.

Severe infections that can cause brain damage. Examples are meningitis and encephalitis.

Problems during pregnancy. Your child may have been exposed to an illness like rubella or to harmful chemicals.

You may have an older child, cousin, or other family member with autism. There are cases where autism runs in families.

Testing for Autism

You should have your child tested by someone who knows about autism. Your child may see different doctors, like a pediatrician or neurologist. She may see physical and occupational therapists, developmental specialists, and others. You may take your child to an SLP first to test social and communication skills. SLPs may also look at how your child eats. The SLP may be the first person to tell you that your child has autism.

The most important information about your child will come from you. You can tell the SLP about what your child does well and where she has problems. The SLP will use different tests and watch how your child plays. The SLP may also want to talk to your child's teacher or others who know about her.

The SLP can help figure out if your child has autism or a social (pragmatic) communication disorder. All children with autism have social communication problems. But, not all children with these problems have autism. Knowing which one your child has will help the SLP find the best treatment.

Treatments for People With Autism

There is no known cure for autism. You should get your child help when he is young. Ask about local early intervention and preschool programs. These programs can help your child at home when he is young and then at school. Your child may work with different professionals, such as a

SLP;

physical therapist;

occupational therapist;

dietitian;

developmental specialist;

psychologist; and

others, as needed.

It is also important to have your child's hearing tested to make sure he does not have a hearing loss.

The SLP's Role

The SLP plays an important role in your child's treatment. The SLP will work with your child on social skills and communication. These are the areas where your child will have the most trouble.

An SLP may work with your child at home, in school, or in an office. Your child might work with the SLP alone or in small groups. Small groups allow your child to practice skills with other children.

The SLP will help your child understand, talk, read, and write. The SLP will work with your child on social skills and behavior. They also work with children who do not talk at all. An SLP may help your child

pay attention to what others do and not just to what she wants to do;

play and get along with others;

understand and use gestures, like pointing; and

follow directions.

An SLP will help your child understand and use words. Your child may learn to

ask and answer questions;

ask for help;

take turns in a conversation; and

start or stop a conversation.

SLPs also work on reading and writing. Your child may learn to

look at books and tell stories and

write letters, words, and sentences.

Your child may need other ways to talk. Augmentative and alternative communication, or AAC, helps children who cannot talk or are very hard to understand. You should use AAC at home and when you go out. It's not just for school. AAC includes

sign language;

gestures;

pictures, photos, objects, or videos;

written words; and

computers, tablets, or other electronic devices.

AAC can help many children with autism. AAC may even help children learn to talk.

SLPs also work with children with feeding problems. Children with autism may not like the way foods look, taste, or smell. They may not like how some foods feel in their mouth. Your child may:

Refuse new foods.

Not want to eat crunchy foods or soft foods. She may only eat foods that are the same color.

Eat a limited number of foods.

An SLP can help your child accept new foods.

People with autism can learn better social and communication skills. SLPs can help. To find a speech-language pathologist near you, visit ProFind.

See ASHA information for professionals on the Practice Portal's Autism Spectrum Disorder page.

Other Resources

This list does not include every website on this topic. ASHA does not endorse the information on these sites.

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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. On this page Every person with autism is different. All will have problems with communication and social skills but not in the same way.

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People with autism have their brains wired differently than others. Sometimes this will manifest in them being very good at things such as math, art, and music. It also causes them to struggle with social situations a lot. They tend to get sensory overload.

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

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I will use powerpoints a lot for my lectures and attatch pictures with it in order for those who need more time to comprehend.

Have checklists attatched to assignments as a way of a student being able to see the next step. If they know what to do next they won't struggle as much.

Flexible due dates would help students a lot as well. Instead of saying this is due Tuesday I will give them time and say that it is due by the test that way they aren't overly anxious about losing points if the work isn't finished immeadiately and they can process it in their own time.

Have a reward system set up classwide that if they follow classroom rules they will recieve a prize at the end of class, whether it's a small piece of candy or something more.