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Try this fun activity to see what you have learned and how you feel about this topic! There are two open ended questions relating to your own thoughts and takeaways, as well as a word cloud activity. Click at the end for the results to see what other people had to say!

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Be heard, collaborate, and share ideas—make meetings and classes more engaging with real conversations.

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Students with Learning Disabilities: Survey

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1.What category was your favorite to learn from?

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Take this survey below to help me get feedback for this curation board!

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Try this activity to see what you have learned!

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Below is my Platform Analysis Worksheet, Personas, and Reflection.

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Learn about different kinds of learning disabilities and how they affect students.

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Learn how teachers can assist students with learning disabilities below.

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Learn about how technology can be used in the classroom to help students with learning disabilities.

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Learn about organizations and resources for students who are hard of hearing or deaf.

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Statistics relating to learning disabilities below.

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Learn about databases below

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On ChildCare.gov you can learn more about services offered to you, your child, or your students. This can help you understand what is available for different learning and physical disabilities.

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Watch this video to learn more about understanding different disabilities. This is a helpful way for those who are unfamiliar with different kinds of disabilities to become more knowledgable.

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Learn about hearing loss statistics in the US. These statistics show how many people are affected by some aspect of hearing loss. This can help us understand why it is important to assist those who are affected, especially students who might not have hearing aids yet.

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The National Deaf Children's Society is a great resource for students who are hard of hearing. This offers support outside of the classroom and gives a better understanding about what being deaf means. Here, kids can learn more about themselves and get support to help them navigate their disability.

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National Deaf Children's Society | Supporting deaf children

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We are the National Deaf Children's Society, the leading charity for deaf children and young people. We're here to support every deaf child who needs us.

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Learning Ally is a digital library that offers help with reading for students with learning disabilities. It is most relevant to those with dyslexia, or visual impairments. It offers all kinds of resources to make learning easier and more accessible to students. There are also resources about specific disabilities.

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Kristie Autry, Curriculum Director, Mitchell County School District, NC

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Audiobook Solution | Dyslexia Support | Learning Ally

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Give immediate access to learning to students with dyslexia or other reading disabilities. Accelerate learning and help improve test scores.

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Learn about learning disability statistics and how they affect children and the education. This shows how many students are affected by learning disabilities. It highlights the importance of understanding and knowing about different disabilities whether you are a student, teacher, or parent.

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On the Center for Disease Control and Prevention's website, there is information for teachers that have students with ADHD. It discusses how to help them succeed, and accommodations they may need.

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Children with attention-deficit/hyperactivity disorder (ADHD) experience more obstacles in their path to success than the average student. The symptoms of ADHD, such as inability to pay attention, difficulty sitting still, and difficulty controlling impulses, can make it hard for children with this diagnosis to do well in school.

Classroom treatment strategies for ADHD students

There are some school-based management strategies shown to be effective for ADHD students:

Behavioral classroom management

The behavioral classroom management approach encourages a student's positive behaviors in the classroom, through a reward system or a daily report card, and discourages their negative behaviors. This teacher-led approach has been shown to influence student behavior in a constructive manner, increasing academic engagement. Although tested mostly in elementary schools, behavioral classroom management has been shown to work for students of all ages.

Organizational training

Organizational training teaches children time management, planning skills, and ways to keep school materials organized in order to optimize student learning and reduce distractions. This management strategy has been tested with children and adolescents.

Teaching and supporting positive behavior‎

These two management strategies require trained staff-including teachers, counselors, or school psychologists-to follow a specific plan to teach and support positive behavior.

Special education services and accommodations

Most children with ADHD receive some school services, such as special education services and accommodations. There are two laws that govern special services and accommodations for children with disabilities:

The Individuals with Disabilities Education Act (IDEA)

Section 504 of the Rehabilitation Act of 1973

Learn more about IDEA vs Section 504
The support a child with ADHD receives at school will depend on if they meet the eligibility requirements for one of two federal plans funded by IDEA and Section 504:

What are the main differences between an IEP and a 504 Plan?‎

* IEPs: Provide individualized special education services to meet the unique needs of the child and is governed under the Federal law known as the Individuals with Disabilities Education Act (IDEA).

* 504 Plan: Provides services and changes to the learning environment to meet the needs of the child as adequately as other students and is part of Section 504 of the Rehabilitation Act.

Accommodations

IEPs and 504 Plans can offer accommodations for students to help them manage their ADHD, including the following:

Extra time on tests

Instruction and assignments tailored to the child

Positive reinforcement and feedback

Using technology to assist with tasks

Allowing breaks or time to move around

Changes to the environment to limit distraction

Extra help with staying organized

Did you know?‎

Parents of children with ADHD report receiving more services through an IEP than through a 504 plan.

There is limited information about which types of accommodations are effective for children with ADHD. However, there is evidence that setting clear expectations, providing immediate positive feedback, and communicating daily with parents through a daily report card can help.

What teachers can do to help

For teachers, helping children manage their ADHD symptoms can present a challenge. Most children with ADHD are not enrolled in special education classes but do need extra assistance on a daily basis.

Helping students with ADHD‎

CHADD's National Resource Center on ADHD provides information for teachers from experts on how to help students with ADHD.

Close collaboration between the school, parents, and healthcare providers will help ensure the child gets the right support. Here are some tips for classroom success:

Communication

Give frequent feedback and attention to positive behavior.

Be sensitive to the influence of ADHD on emotions, such as self-esteem issues or difficulty regulating feelings.

Provide extra warnings before transitions and changes in routines.

Understand that children with ADHD may become deeply absorbed in activities that interest them (hyper-focus) and may need extra assistance shifting their attention.

Assignments and tasks

Make assignments clear-check with the student to see if they understand what they need to do.

Provide choices to show mastery (for example, let the student choose among written essay, oral report, online quiz, or hands-on project.

Make sure assignments are not long and repetitive. Shorter assignments that provide a little challenge without being too hard may work well.

Allow breaks-for children with ADHD, paying attention takes extra effort and can be very tiring.

Allow time to move and exercise.

Minimize distractions in the classroom.

Use organizational tools, such as a homework folder, to limit the number of things the child has to track.

Develop a plan that fits the child

Observe and talk with the student about what helps or distracts them (for example, fidget tools, limiting eye contact when listening, background music, or moving while learning can be beneficial or distracting, depending on the child).

Communicate with parents on a regular basis.

Involve the school counselor or psychologist.

Parent education and support

How to best advocate for your child‎

What every parent should know

School support and services are regulated by laws. The U.S. Department of Education has developed a "Know your rights" letter for parents and a resource guide for educators to help educators, families, students, and other interested groups better understand how these laws apply to students with ADHD so that they can get the services and education they need to be successful.

Healthcare providers also play an important part in collaborating with schools to help children get the special services they need.

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ADHD in the Classroom: Helping Children Succeed in School

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Resources for parents, teachers, and healthcare providers to help children with ADHD succeed in the school.

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Emma Huegi- Curation Tools Platform Analysis Worksheet

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This website is an organization dedicated to helping those who are deaf or hard of hearing. This is a great resource because on here you can find learning programs, support, and recent articles. This can help children who are deaf gain more information and support especially while they are in school.

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Hands & Voices - Supporting families with D/HH children

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Hands & Voices is a parent driven, non-profit organization dedicated to providing unbiased support to families with children who are deaf or hard of hearing

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The Learning Disabilities Association of New Jersey's website lists hotlines and further resources for questions or concerns relating to learning disabilities. You can access other hotline numbers by finding the association relevant to your location.

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LDANJ Learning Disabilities Association of New Jersey

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Resources - LDANJ Learning Disabilities Association of New Jersey

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Learning Disabilities Association of New Jersey presents information and demographics of learning disabilities and related disorders. Around 2.4 million students diagnosed with these disabilities receive service under IDEA. They represent 41% of the student community receiving education. Learn more!

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Resources from the Learning Disabilities Association of America

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Resources from the Learning Disabilities Association of America

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On this website, the Learning Disabilities Association of America lists all kind of resources that can help someone struggling. These include journals, podcasts, guides, and specific resource centers. It is a great tool for accessing further information about specific learning disabilities.

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A listing of websites and publications that will guide you to information on LD/ADHD, teaching, professionals in the field, disability rights and advocacy, and government agencies and resource centers.
LDA's technical publication oriented toward professionals in the field of learning disabilities. The journal is a vehicle for disseminating the most current thinking on learning disabilities and to provide information on research, practice, theory, issues, and trends regarding learning disabilities from the perspectives of varied disciplines involved in broadening the understanding of learning disabilities.

Are you a parent or teacher of a child with a learning disability? Do you have a learning disability yourself? Do you work to support individuals who do? You are not alone. This weekly podcast series from Learning Disabilities Association of America shares cutting edge information, practical solutions, and useful tips to empower individuals with learning disabilities to thrive and fully participate in today's society.

Informational booklets available online or for download. Some are also available free as printed copies from the publisher and many are also available in Spanish.

The resources listed provide a selection of websites with the latest information on teaching and learning.

A select listing of organizations that offer reliable information about learning disabilities and ADHD for parents, educators, adults and professionals.

Explore a list of select professional organizations listed in alphabetical order that also offer valuable information about learning disabilities and ADHD.

A listing of disability-related resources in each state.

A select listing of web sites offering information on disability rights and legal issues.

A select listing of government agencies and centers offering information about learning disabilities and ADHD for parents, educators, adults and professionals.

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A listing of websites and publications that will guide you to information on LD/ADHD, teaching, professionals in the field, disability rights and advocacy, and government agencies and resource centers. LDA's technical publication oriented toward professionals in the field of learning disabilities.

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These are some examples of ways technology can be used in the classroom to assist students with learning disabilities. There are many options and teachers will be able to find what works best for particular students.

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Watch this video to explore ways deaf students can use assistive technology to help them at school. These are options teacher can use to integrate in their classroom as well.

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Exploring Assistive Technology Options for Deaf Students

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Watch this video that continues to explore assistive technology that teachers can use for students with disabilities in the classroom.

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This article explore all different kinds of technology for teachers to use when it comes to helping students with disabilities. All of these examples can be integrated within the classroom to make learning more accessible.

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Assistive technology tools and devices can significantly enhance the learning experience for students with learning disabilities. Examples include text-to-speech software, speech recognition software, graphic organizers, and specialized keyboards. These tools can help students overcome specific challenges and promote independence in their learning.

Assistive technology improves the functional capabilities of students with disabilities. Functional abilities can include communication, learning, and mobility.

With the right assistive technology in place, these students can perform specific tasks that were earlier difficult to accomplish. They can accomplish such tasks with greater efficiency and success.

Assistive technology includes both devices and services. Devices include customized and commercially-available equipment used to maintain or enhance the existing capabilities of learners.

For teachers and schools, the use of assistive technology ensures that classrooms are well-equipped to deliver all-inclusive instruction. With assistive technology tools, schools can teach all types of learners efficiently.

For students, assistive technology makes learning and engagement easy. Being easy to use and effective, these devices improve the morale and confidence of students.

Devices can be as simple as highlighters, timers, and graphic organizers. They can also be high-tech such a computers and tablets, containing built-in specialized assistive software such as word prediction and text-to-speech software.

Services related to assistive technology include those that help learners to choose or use an assistive technology tool. Training and functional capacity evaluation may be conducted to assess the learner's ability to use the device and evaluate the service's success rate.

When incorporated into classrooms in the right way, assistive technology can bring a positive difference in students' lives and enable them to succeed in the real world.

Here are some ways to incorporate assistive technology for learning disabilities in your classroom:

Incorporate Speech-to-Text Assistance

Speech-to-Text is an assistive software to support students with dyslexia. Dyslexic students find it difficult to learn languages as they cannot grasp the phonological aspects of a language. They find writing hard in particular as they become incapable of using language to express their thoughts.

As an assistive technology tool, speech-to-text software helps dyslexic students by enabling them to use their voices to respond. The voice commands are then converted into text format by the software.

Students can simply dictate the words into a computer to have the words appear as text on the screen.

For the best results, install the computer at a spot where background noises and classroom sounds are minimal. The computer can otherwise pick up such noises as input.

Students can use this software for completing their writing assignments and search the Internet for information.

Allow Printed Graphic Organizers for Writing Tasks

Graphic organizers are visual tools that enable students to organize their thoughts and ideas and connect them to available facts and terms during a learning activity.

Students with learning disorders such as EFD (Executive Function Disorder), and dysgraphia often find writing intimidating. Students with EFD struggle to process information, which makes learning difficult for them. Dysgraphia is a neurological disorder that makes it difficult for students to spell and write.

Printed graphic organizers help these students arrange their ideas practically, and understand the relationships therein, more effectively. The use of visual elements in graphic organizers makes such in-depth understanding easy.

With graphic organizers, students will find it easier to reproduce their ideas in writing.

Graphic organizers are of different types. They can be used depending on the information that needs to be processed. For example, a Thematic Map works well for general information.

A Problem and Solution Map is ideal for information that involves cause and effect. If the information has related sub-units, then a Network Tree is effective.

It's estimated that one in every five students have dyslexia or another language-based learning difference.

Use Visual Timers to Ease Time-Based Anxieties in Students

For many students with special needs, especially those with EFD, time is an abstract concept. These students fail to understand time in its actual sense, and find moving from one task to another overwhelming and intimidating.

For example, they may not be able to understand the time limit set for a test. They can get anxious when they hear a time-elapse-nearing alarm.

A visual timer works best for such students. It can be placed on the desk or on a whiteboard where it is clearly visible. These timers clearly indicate the time that has elapsed and the time remaining for projects, tests or other classroom activities.

As students know the time available to them, they prepare better, which eases their anxiety and keeps them calm. Such students can benefit from additional time for test-taking. A test environment that is free of distractions is also quite helpful.

There are physical timers as well as timer apps. You can use either depending on the ease of usability in your classroom.

Provide Seat Cushions to Improve Focus

Students with hyperactive behavior and those with autism and ADHD struggle to be seated at a single place. This affects their focus and their ability to learn.

Assistive seat cushions are well-known assistive technology tools for ADHD, autism and other disorders that have a deep impact on the students' learning capability.

They help calm such children by providing them greater mobility. Students can bounce on these chairs and move around while on the chair. These cushions are designed to improve posture. So, any negative impact on the back resulting from prolonged sitting is minimized.

Seat cushions have been known to build focus, improve behavior, and increase classroom engagement.

Include Virtual Reality (VR) for a Real-World Experience

Virtual Reality is an Assistive Technology devices that brings real-world realities into the classroom.

Academy of Whole Learning, a Minnesota-based K-12 private school for children with autism spectrum, shows the way for effective implementation of this tool. Autism affects learning by narrowing down focus, impacting attention, and stunting language development skills.

Academy introduced VR in its classrooms, which led to increased engagement and better social interactions among students.

The school used VR to take children on a world tour, introducing them to the various wonders around the world, from the classroom. The immersive VR experience had students engaged, blocking any distractions they would otherwise have in the classroom. VR made the students feel as if they were witnessing the attractions of the world in reality.

Students were also able to connect with each other better through virtual interactions.

Accommodations & Modifications

Accommodations and modifications are adjustments made to the learning environment or curriculum to meet the unique needs of students with learning disabilities. Accommodations may include extended time on tests, preferential seating, or access to note-taking assistance. Modifications involve altering the curriculum content or requirements to match the student's abilities while still addressing essential learning goals.

How Schools Can Meet the Needs of Students with Learning Disabilities In Schools

Teachers should employ a variety of teaching strategies and instructional materials to accommodate different learning styles and abilities. Differentiated instruction involves modifying the content, process, and product of lessons to ensure that all students, including those with learning disabilities, can access and engage with the curriculum.

Conclusion

Parents of special children want to see their child succeed at school and develop skills to achieve a quality of life. The use of assistive technology tools in classrooms makes their dream come true. Parents should also know about Assistive Technology Laws and Legislation to help their special education kids' need.

By implementing these strategies, schools can create an inclusive and supportive environment that meets the needs of students with learning disabilities, allowing them to thrive academically and socially.

If you are struggling with Dyslexia of Learning disabilities, LDRFA is offering an AWARD PROGRAM for ASSISTIVE TECHNOLOGY. and resources.

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How to Incorporate Assistive Technology in the classroom

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Assistive technology tools and devices can significantly enhance the learning experience for students with learning disabilities. Examples include text-to-speech software, speech recognition software, graphic organizers, and specialized keyboards. These tools can help students overcome specific challenges and promote independence in their learning. Assistive technology improves the functional capabilities of students with disabilities.

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This article from Insights to Behaviors shares useful tips for teachers to help and manage students with learning disabilities. It can be hard for teachers to know how to approach and handle all kinds of learning disabilities especially with a classroom full of students. This offers insights and tips on ways to assist students and run a smooth classroom.

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Approximately 59% of students diagnosed with special needs spend more than 80% of their school day in a general education setting. There are lots of benefits to structuring education in this way. Yet, it can also prove challenging when implementing classroom management strategies.

Students with learning disorders often have unique needs and learning styles. It's is important to account for these when structuring lessons and procedures. Here's how to recognize learning disabilities and create an effective classroom management strategy.

How to Recognize When a Student Has a Learning Disorder

You should be able to identify when one of your students might have a learning disorder. This is especially true when developing your classroom management plan. Students with learning disabilities often struggle with one or more of the following:

Reading and/or writing

Mathematics

Coordination

Memory

Short attention span

Ability to follow directions

Staying organized

Telling time

Behavioral signs often accompany these difficulties. Students can display anything from extreme emotional outbursts to restlessness and general disruptiveness. Understand that age groups impact which behavior management strategies are most effective.

Classroom Management Strategies for Students With a Learning Disability

Having effective classroom management strategies in place helps mitigate disruptions and maximize learning. The following strategies are effective for both general and special education students.

1. Create an Inclusive Learning Environment

Developing a welcoming environment for students depends on your words and attitude. You are responsible for making your students feel safe, respected, and acknowledged. Do this by performing simple, friendly gestures throughout the day.

Greet your students at the door and check in regularly. Give them your undivided attention and use positive reinforcement instead of punishment. Evidence suggests that positive reinforcement techniques have greater success in molding class behavior.

Administrators and special education directors play a key role as well. They are instrumental in creating an inclusive learning environment. Learn how to create a behavioral intervention strategy for your school today.

2. Familiarize Yourself With Students' Unique Rhythms

One important classroom management strategy is getting to know your students. Figure out where their strengths lie and which areas they find challenging. Positively reinforce their strong points and be more intentional when teaching difficult topics.

It's vital to understand where students with learning disabilities are coming from. You need to be aware of environmental triggers. These can include colors, noises, people, locations, and other stimuli.

Once you can identify what causes a student to lose focus, you can adjust and plan accordingly.

3. Intentional Classroom Seating

Create an intentional seating chart. Disruptions happen two to three times as often when students choose their own seats.

Placing students in rows is better than groups or circles for a few reasons. It provides students with their own space, so they don't feel uncomfortable. It also keeps their attention directed forward.

Avoid seating students with attention disorders near windows or computers. Active screensavers or moving objects can draw their focus away from the lesson. This leads to disruptions down the road when students don't understand the material.

Having assigned seating works for older age groups as well. It mitigates disruptions and distractions caused by friendly socialization.

4. Practice Consistency

Adding diversity to your lesson plan keeps students interested and engaged. However, all activities should fall into a structured lesson plan or schedule. Behavior management studies show that all students benefit from having a dependable routine.

Having constant variation or unpredictability can be destabilizing. This is even more evident in students with learning disabilities.

5. Encourage Social Interactions

Peer tutoring is an effective tool in classroom management strategies. Pair students with learning disorders with cooperative peers to help them stay focused.

You will often find both students benefiting from the interaction. One receives extra help and guidance. The other studies the material in a different way by teaching it to their classmate.

Social interactions also extend to behavior modeling. Losing your temper will only make a tense situation worse and lead to more disruptive behaviors. Practice patience and model accountability.

Your students will respect you more if you are willing to admit when you were wrong or overreacted. Use this practice frequently in your classroom management strategy.

6. Understand the Importance of Visual Aids and Stimuli

Verbal repetition isn't always the best way to get an idea across. Visual learners will benefit more from having information posted around the room.

Classroom rules should be visible at all times. They not only help visual learners but serve as a reminder to other students as well. It also allows you to reference the rules when broken or questioned.

Students with learning disabilities often have an affinity for certain stimuli. Computers, visuals, and colors are common sources of attraction. If this is the case, incorporate these elements into your lesson plan to maximize focus.

Be aware that other students might experience the opposite. They could find the bright colors intrusive, invasive, or loud. Consider this as you develop your classroom management strategies.

7. Be Flexible and Stay Abreast of the Latest Techniques

No two students are exactly alike, and no two days will be the same either. Adaptability is a key component of any successful behavior management strategy. Stay organized and plan for potential disruptions.

Keep educating yourself on the latest research and classroom management strategies. Enroll in a class to broaden skills or attend a workshop. At Insights to Behavior, we have over 60 hours of training workshops to expand your skillset.

Understanding Different Behavioral Management Strategies

Classroom management strategies change depending on the age and needs of your students. When working with learning disorders, you might need to change your teaching style.

It is impossible to accommodate every student's needs 100% of the time. Utilizing different behavior management strategies and being willing to adapt is essential.

Would you like more guidance on creating an effective classroom management strategy? Sign up for our free monthly webinar series.

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7 Classroom Management Strategies for Students With Learning Disorders

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Approximately 59% of students diagnosed with special needs spend more than 80% of their school day in a general education setting. There are lots of benefits to structuring education in this way. Yet, it can also prove challenging when implementing classroom management strategies. Students with learning disorders often have unique needs and learning styles.

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This chart shows some of the most common learning disabilities. While this is not all of them, these are explanations of how these disabilities affect students.

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The Described and Captioned Media Program Database

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The Described and Captioned Media Program Database

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This database is designed for K-12 students who are deaf, blind, or hard of hearing. It is filled with captioned videos, sign language interpretations, and descriptions. It has a wide range of topics for students to explore. This can be a great tool for students to use in and outside of the classroom. It can also be used by teachers as a way to integrate assistive technology.

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Resources for School Personnel, Families, Students, and Content Creators

DCMP provides a streaming library of accessible education videos, teaching tools, and professional development opportunities. We partner with educational content creators to provide high-quality captioning, audio description, and American Sign Language (ASL) translation.

Families and school personnel who have at least one early learner-Grade 12 child with a disability qualify for free DCMP membership. Educational professionals in training also qualify.

Professional development opportunities are available to members, and many eLearning resources are available to everyone.
Sign Up for Free Membership

Accessible Educational Videos and Teaching Tools

DCMP has thousands of educational videos with high-quality captions, audio description, and ASL that are aligned to state and Common Core standards. Teachers can create lessons, quizzes, and clips of DCMP videos and assign them to Student Accounts.

Create and Manage Student Accounts and Classes

K-12 students under 18 years of age are currently not eligible for their own DCMP membership. However, adult members can create Student Accounts for them.

Learn how

Create Clips, Lessons, and Quizzes

Clips and Lessons allow you to create clips from DCMP videos, and then use those clips as stand-alone videos or as part of a Lesson. A Lesson can include clips, full videos, quizzes, text, and user-submitted files.

Read the full guide

DCMP offers self-paced modules, online workshops, and facilitated QuickClasses. All are free of charge to members.

Professional Development and Continuing Education

Continuing Education Credits

Select trainings are approved for RID, CEUs, and ACVREP credit.

See All Courses

Courses for Professionals and Students

DCMP's professional courses offer training on use of accessible media in the classroom, educational interpreting, captioning and describing video, and other courses.

Courses for students include peer note taking, transition prep during high school, and learning the essentials about audio description.

We Make Content Accessible

We partner with top educational content creators to help make their productions accessible and available to children with disabilities. Learn how we can help with your educational and broadcast content.

Learn More About Partnering With DCMP

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The Described and Captioned Media Program

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DCMP provides accessible educational media to students with disabilities, for use in classrooms and remote learning, as well as training resources for families, educators, and support personnel.

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PebbleGo is a great database option for students with learning disabilities. There is a wide range of topics and options to help kids such as read-aloud audio, simplified information, and visuals. This allows students to explore topics on their own and create an accessible, personalized experience.

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A curriculum-connected, supplemental learning tool for elementary school educators

How PebbleGo Works

With just one simple username and password for your entire school, signing in for even your youngest students is a snap.

Your students are all set for simple, safe, and fun research that will develop a lifelong thirst for knowledge.

What Five Years of PebbleGo can mean for your students.

Georgia Brown Dual Immersion School's five-year journey with PebbleGodemonstrates that when a school is empowered with resources that support and share its beliefs, students are successful.

Get PebbleGo updates in your inbox!

We'll send you one email every month full of helpful articles, free lessons, and updates.

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Discover the go-to curriculum-connected research tool specifically for elementary school educators and students

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This video explores tips for teachers who have students that are deaf. It explores great ways to assist them and make them feel comfortable during the class. For teachers who have deaf students, and might be struggling with communicating with them, this video offers great tips.

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Top 10 Tips for Teachers of Students with Hearing Loss

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This database is designed for those who have learning disabilities relating to reading (such as dyslexia), visual impairments, or other physical disabilities. In order to use this resource, you must have a documented disability. This is a great resource for teachers, parents, and students to know about.

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Listen to words read aloud, follow with karaoke-style highlighting, enlarge text, or read in braille

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Read this article that explains how teachers can help students with learning disabilities on The Learning Disabilities Association of America. This can be a great tool for teachers who are looking to gain a better understanding of their students and how to assist them.

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A Q&A with Gregg French, special education teacher at Bullard Havens Technical High School and president of LDA Connecticut

Accommodations and Strategies
What are some accommodations and teaching strategies that can be used in a general education classroom to help students with learning disabilities?
I spent a lot of my teaching career focusing on differentiation of instruction, and how beneficial that is to not only students with IEPs and 504s, but students who are below grade level or at risk, and for students that are primarily non-English language speakers. So differentiating instruction is beneficial for many different types of students that we encounter in our classrooms.
What is differentiation of instruction? Differentiation of instruction is a teaching model that looks at explicitly teaching content in different ways. One of the strategies that I find very much used in my school is the gradual release of responsibility. I see a lot of teachers modeling new concepts and skills, and then teachers provide guided practice where students, once a teacher feels that they've modeled enough, have the students walk the teacher through how to complete a task, or do an assignment. And then based on the guided practice and working together, talking it out, the teacher can get a sense of, 'okay, I feel that this group of students can do it independently, go for it. Maybe this group of students need to be a little bit more supported with more guided practice or with modeling.'
I've seen teachers do rotating stations where there's a specific task at each station for an allotted time. And it might have a vocabulary visual station, a hands-on station, and a conference with the teacher, so you're kind of using a wide variety of different approaches to delivery of instruction, teaching and learning.

A lot of teachers I know use project-based learning, and giving students a choice on how they want to create a project is great.

Use students' strengths to demonstrate and apply a specific skill. I've seen teachers who use a lot of assistive technology, speech to text, and audio books. I've worked with students in looking at different software to create projects, virtually and digitally. I think COVID virtual learning allowed teachers to experiment with more digital programs and software that can be beneficial to students with LD or without a disability.

A lot of those accommodations that we look for in implementing the IEP can be beneficial for students who are not receiving special education services. Being a visual learner is something that I think each person enjoys, so using graphic organizers to break down large reading or writing assignments can be helpful for a student who's learning English for the first time, or students that just need that visual support.

Highlighting vocabulary terms and pre-teaching content specific vocabulary can be beneficial to many diverse learners, not just specifically students with learning disabilities.

I make the point to tell teachers that an accommodation you might see in an IEP can become a class-wide accommodation if you feel it benefits all of your students, because I think that's just part of good teaching.

Partnering with Special Education Teachers
How can general education teachers and special education teachers partner to benefit students with LD?
I really think that one of the most crucial pieces to supporting any student with a disability is the collaboration between the special education teacher and the general education teacher, because there may be a point where co-teaching needs to be embedded in the delivery of instruction, and so making sure that teachers have the opportunity to collaborate, and co-plan, co-teach and co-assess, and come up with a model that fits the classroom.

Working on building positive relationships between both teachers is very crucial, that line of communication needs to be consistent and clear. And both need to understand the roles in supporting the student.

It shouldn't be me versus them, it should be us working together to support the needs of the student. And so in the classroom, whenever I push in, I always let the teacher lead the classroom. With the delivery of instruction, I will float around and support all students. And I think that's really key.

Students who have IEPs and a learning disability don't want to be picked out in the crowd and have an adult hovering over them. I see my role in the classroom as supporting all the students, so I build relationships with all the students. I'll spend time working with students that aren't on my caseload, because I know that kids on my caseload are working independently and are perfectly fine.

So the classroom kind of sees me as a co-teacher that's there for everyone. I don't hover over a particular student, and that classroom climate and environment is positive. They see myself and the general education teacher as partners, as a resource to ask for help. I never would turn away a student asking for help.

I think it's also important that the co-teachers use common language and are on the same page of knowing that, 'Yes, I have five or six students in your classroom that have IEPs that are on my caseload that I'm supporting, but I'm also supporting the entire class'

Advocating for Students
If a teacher has a student with LD and they feel like their needs aren't being met, how can they advocate?
I think that goes back to the collaboration piece. When a special education teacher is not present in a classroom with a group of students who have a learning disability, and the general education teacher may be struggling with reaching those students or teaching a specific lesson, that's where collaboration and communication need to come into play.

Having that open line of communication, where the general education teacher is comfortable to say, 'Hey, I did this lesson today, it didn't work out for the students, what can I do differently next time?' Or, 'Can you come in and maybe I'll reteach those students and you work with the other group of students and then we'll kind of do a split classroom.'

No teacher should feel that their hands are tied. And again, I think that goes to building positive relationships, communication, collaboration, and making sure that the special education teacher is also there to support the teacher. Because ultimately, the general education teacher spends the most time with their students.

Advice for General Education Teachers
Do you have any other advice for general education teachers who have students with learning disabilities in their class?
For teachers that find they have a large group of students primarily with LD, the number one thing is to reflect on your teaching practices. Because oftentimes, a lot of students with LD need things taught in a specific way that's really broken down, through scaffolding or chunking, and usually need a lot of visual supports.

So if you really implement differentiation of instruction, you build strong relationships with those students, you refer to those IEPs, you're an active collaborative member of the IEP team, and have a partnership with the special education teacher, you're pretty much meeting all the needs and requirements of effectively teaching students with a learning disability.

And also understand that a learning disability should not be the focus. We want to focus more on the abilities and the strengths of the students. Oftentimes teachers will say, 'Well, they have a reading disability, I'm never going to catch them up to reading at grade level.' Well, maybe that's not the goal, maybe the goal is to focus on what their strengths are, and using those to teach those areas of difficulty. And so it's flipping the equation, in not so much focusing on the dyslexia, the LD, the ADHD, but focusing on what the student is capable of.

And that's something to speak to on a personal level. I was diagnosed with a reading comprehension disability as well as a math disability in the fourth grade. And I received special education services throughout elementary school, throughout middle school, and up until junior year of high school. And I remember what it was like, being a student who receives services and had a co-teacher in the classroom, and feeling the stigma of having an IEP, having someone follow you and try to help you. And so my other word of advice would be it's okay to let the students be independent, because in the end, special education shouldn't be a life sentence.

And that's something I always try to tell parents too. I don't think it is talked about enough, but special education is there to support the student as much as is needed and appropriately. But if a student does find strategies that are effective and is compensating for those areas of difficulty, and they're doing well academically and socially, students can be exited from special education.

A student with a learning disability will have it their whole life, but can find strategies to really address the difficulties that they're having academically in school, and we shouldn't look at them any differently than any other student. And so I think really understanding where the student is and where they're coming from and building that relationship is crucial.

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How Teachers Can Help Students with Learning Disabilities

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A Q&A with Gregg French, special education teacher at Bullard Havens Technical High School and president of LDA Connecticut What are some accommodations and teaching strategies that can be used in a general education classroom to help students with learning disabilities?

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This is how students who are hard of hearing communicate with others. These signs are the alphabet and it shows how to make the signs with your hands. This can be a great tool for students who are deaf or others who want to learn to communicate with classmates. It is also important for teachers to have a basic understanding of some of these signs if they teach any deaf students.

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This website offers a deeper understanding of different learning disabilities. There are further resources about managing symptoms, school subjects, school/home support, and much more.

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The National Deaf Center offers resources, learning, and assistance to those who are deaf or hearing impaired. There are also different courses to help with specific topics. This is a great resource for students to use to better understand themselves. It is also a great way for teachers to learn more about this topic.

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