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What is Dyslexia?

The Dyslexia Association of Ireland is promoting this understanding of dyslexia to better reflect the range of presentations that occur in dyslexic people and the preferences of people with dyslexia. This definition was reviewed and updated in April 2022.

Defining Dyslexia

Dyslexia is a learning difference that can cause difficulties with learning and work. It affects approximately 1 in 10. It occurs on a spectrum with some people mildly affected and others more severely. With the right understanding, accommodations and support people with dyslexia can achieve success in education, the workplace and in wider society.

Everyone with dyslexia is different but there is a commonality of difficulties with reading, spelling and writing and related cognitive/processing difficulties. Dyslexia is not a general difficulty with learning, it impacts specific skill areas. The impact of dyslexia can change according to the environment (i.e. what a dyslexic person is being asked to do and under what circumstances).

While people with dyslexia may develop strengths due to their dyslexia such as determination, problem solving and resilience, dyslexia does not automatically bring specific gifts or talents. The Dyslexia Association of Ireland recognises and respects the individual variation that all human beings display, including those with dyslexia.

Language, Recognition and Rights

Some people prefer the wording 'a person with dyslexia', while others prefer the term 'a dyslexic person'. When working with individuals it is important to use the terminology that the person is most comfortable with. When communicating with a wider audience the terms may be used interchangeably to reflect the variation of preference that exists.

Dyslexia is a recognised disability under Irish and EU law (such as under equalities, accessibility and disability legislation). However, many dyslexic people do not consider themselves 'disabled' and the individual's view should be respected.

Footnote: Sometimes in the past other terms have been used for dyslexia including specific learning disabilities (SLD / SpLD), specific learning difficulties, learning disabilities, specific reading difficulties. reading disorder.

DAI welcomes feedback from all stakeholders on this definition.

Earlier Definitions:

The Report of the Task Force on Dyslexia (2001) suggests the following definition: "Dyslexia is manifested in a continuum of specific learning difficulties related to the acquisition of basic skills in reading, spelling and/or writing, such difficulties being unexplained in relation to an individual's other abilities and educational experiences. Dyslexia can be described at the neurological, cognitive and behavioural levels. It is typically characterised by inefficient information processing, including difficulties in phonological processing, working memory, rapid naming and automaticity of basic skills. Difficulties in organisation, sequencing and motor skills may also be present." (p.31)

How common is dyslexia?

Estimates of prevalence vary significantly and depend on the particular definition of dyslexia used in each research study, as well as other factors including language complexity. Depending on the definition used, between 4% to 17% of the population may be considered to have dyslexia. The internationally agreed consensus is that 10% is the average worldwide estimate.

Indicators of Dyslexia

The indicators of dyslexia vary from person to person, and at different age levels. The following indicators are from the Report of the Task Force on Dyslexia (2001).

Many of these indicators may also be noted in children with learning differences not arising from dyslexia.

Indicators at Ages 3-5 Years

Is later than most children in learning to speak

Has difficulty pronouncing some, especially multi-syllabic, words

Has difficulty separating spoken words into sounds and blending spoken sounds to make words (i.e., has difficulty with phonological awareness)

Experiences auditory discrimination problems

Is prone to spoonerisms (eg., fips and chish for fish and chips)

Has difficulty with rhyming

Has difficulty maintaining rhythm

Is unable to recall the right word

Is slow to add new vocabulary

Exhibits delays in acquiring emergent literacy skills (e.g., understanding that written language progresses from left to right, discriminating between letters, words and sentences)

Experiences problems learning the alphabet

Has trouble learning numbers, days of the week, colours and shapes

Has trouble learning to write and spell his/her own name

Is unable to follow multi-step directions or routines

Is developing fine motor skills more slowly than other children

May have difficulty telling and/or retelling a story in correct sequence.

Indicators at Ages 5-7 Years

Is slow to learn the connection between letters and sounds (alphabetic principle)

Has difficulty separating words into sounds, and blending sounds to form words (phonemic awareness)

Has difficulty repeating multi-syllabic words (e.g., emeny for enemy; pasghetti for spaghetti)

Has difficulty decoding single words (reading single words in isolation)

Has poor word-attack skills, especially for new words

May make constant reading and spelling errors including:

- Letter inversions (e.g., m for w)

- Letter transpositions (e.g., felt and left)

- Word reversals (e.g., tip for pit)

- Word substitutions (e.g., house for home)

Reads slowly with little expression or fluency (oral reading is slow and laborious)

Has more difficulty with function words (e.g., is, to, of) than with content words (e.g., cloud, run, yellow)

May be slow to learn new skills, relying heavily on memorising without understanding

Reading comprehension is below expectation due to poor accuracy, fluency and speed

Reading comprehension is better than single-word reading

Listening comprehension is better than reading comprehension

Has trouble learning facts

Has difficulty planning or organising

Uses awkward pencil grip

Has slow and poor quality handwriting

Has trouble learning to tell the time on an analogue clock or watch

Has poor fine motor co-ordination

Indicators Ages 7-12 Years

Has continued difficulty reading text aloud or silently

Reading achievement is below expectation

Still confuses letter sequences (e.g., soiled for solid; left for felt)

Is slow at discerning and learning prefixes, suffixes, root words and other morphemes as part of reading and spelling strategies

Poor reading accuracy, fluency, or speed interferes with reading comprehension

Spelling is inappropriate for age and general ability (e.g., spelling the same word differently on the same page, use of bizarre spelling patterns, frequent letter omissions, additions and transposition)

Poor spelling contributes to poor written expression (e.g., may avoid use of unfamiliar words)

Uses avoidance tactics when asked to read orally or write

Experiences language-related problems in maths (e.g., when reading word problems and directions, confuses numbers and symbols)

Is unable to learn multiplication tables by rote

Still confuses some directional words (e.g., left and right)

Has slow or poor recall of facts

Lacks understanding of other people's body language and facial expressions

Has trouble with non-literal or figurative language (e.g., idioms, proverbs)

Forgets to bring in or hand in homework

Has difficulty remembering what day or month it is

Has difficulty remembering his/her own telephone number or birthday

Has poor planning and organisational skills

Has poor time management

Lacks self-confidence and has a poor self-image

Indicators at Age 12+ Years

Is still reading slowly and without fluency, with many inaccuracies

Misreads words (e.g., hysterical for historical) or information

Has difficulty modifying reading rate

Has an inadequate store of knowledge due to lack of reading experience

Continues to experience serious spelling difficulties

Has slow, dysfluent and/or illegible handwriting

Has better oral skills than written skills

Has difficulty planning, sequencing and organising written text

Has difficulty with written syntax or punctuation

Has difficulty skimming, scanning and/or proof-reading written text

Has trouble summarising or outlining

Has problems in taking notes and copying from the board

Procrastinates and/or avoids reading and writing tasks

Does not complete assignments or class work or does not hand them in

Is slow in answering questions, especially open-ended ones

Has poor memorisation skills

Still mispronounces or misuses some words

Has problems recalling the names of some words or objects

Has poor planning and organisational skills

Has poor time management skills

Has more difficulty in language-based subjects (e.g., English, Irish, History) than in non-language based subjects (e.g., mathematics, Technical graphics)

Lacks self-confidence and has a poor self-image.

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The Dyslexia Association of Ireland is promoting this understanding of dyslexia to better reflect the range of presentations that occur in dyslexic people and the preferences of people with dyslexia. This definition was reviewed and updated in April 2022. Dyslexia is a learning difference that can cause difficulties with learning and work.

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Teaching Tips to help students with ADHD in the classroom.

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Teaching Tips to help students with ADHD in the classroom.

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ADHD can have a negative effect on how well a child does at school.

May often be out of their seat

Can't wait their turn

Doesn't follow instructions

Seems disinterested

Makes careless mistakes

Gets involved in and interrupts other children's work

Gets into trouble constantly in the playground

Is fidgety and restless

Doesn't finish tasks

Can't seem to be in the right class at the right time with the right books

Doesn't have the homework written down from each class

Doesn't structure their work properly

Can not organise study for exams

Can't start homework

Can't sustain the attention required to finish homework, projects etc.

May simply avoid tasks that seem too onerous, despite that fact that this may mean detention etc.

Does not do as well in exams as would be expected according to their ability

Here are some simple strategies for teachers and carers of children with ADHD in a group/classroom situation. Children with ADHD need the following three things, above all else, to cope with classroom life!

STRUCTURE, STRUCTURE AND MORE STRUCTURE!

From the Beginning

Always try to sit the student with ADHD in a part of the room with the least amount of distractions - up the front, away from doors and windows, in front of you but don't stigmatise the student by isolating them

Clear the desk or work area of all items not needed for the designated task at hand

Break the task down into steps from start to finish and reward after each stage, no matter how small each stage is

Allow for physical movement during the steps of completion of task e.g. to go and get the books from the shelf, etc.

Talk to the student and try to stoop to their level and use eye contact and gestures

Ascertain that you have the child's attention when starting to give oral instruction

Encourage the child to use oral footnoting as he/she repeats the instruction back to you

Set limits clearly- children with ADHD find it difficult to quantify time, the use of a small visual clock, stopwatch or egg timers are a useful too

Insist on completion of task

Find their special or strongest interest and use it to engage the child in other activities e.g.; he/she is good at art- perhaps allow the child to draw what he/she hears in history class

Keep a routine in the room

Keep a visual record of Good Behaviour and Good Work. Catch the child being good and reward on a chart

Praise the student

Find his/her "Good Time" of the day - perhaps the child is on medication and monitoring is necessary, watch for changes in behaviour throughout the day

Provide an atmosphere of acceptance

Use of different colours, graphics and animation for instruction can prove useful

Uses of computer programmes are also useful ADHD children respond well to them and it encourages them to self-monitor

For older students

Encourage the student - to write it down, break it down

Keep a diary or "to do list"

Encourage colour coding e.g. in the homework journal

Set up a work station away from the desk

Use his/her wrist watch as a reminder

Praise the student

Say it, write it and repeat it when giving oral instruction

Monitor skills development and build on it

Give advance notice of upcoming tasks, e.g. projects and lessons

Outline what you expect and how you expect it to be completed

Change your tone of voice and pace - keep them interested

Encourage them for feed-back to reinforce the given instruction

Time out breaks

Seat breaks- allow movement in the room

Establish a private signal in advance so they know that their behaviour is inappropriate e.g. tapping the desk

Use positive language e.g. "Doin' great", "you're nearly there"

Coach the student to completion

Re-assure

Click here to view our booklet on 'Including Pupils with ADHD: A Practical Guide for Student Teachers on School Placement'.

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ADHD can have a negative effect on how well a child does at school.

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This video describes different assistive technologies that can aid students with different impairments and other difficulties in the classroom.

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What is Autism?

Autism is a neurological condition that affects how a person perceives and interacts with the world around them. It's not a disease or something that can be cured, but rather a unique way of being. Individuals with autism often have differences in communication, social interaction, and sensory processing. Some may excel in certain areas, like problem-solving or creative thinking, while facing challenges in others. Autism is a spectrum , which means there's a wide range of abilities and characteristics within the autistic community. Learning to recognize and respect the diverse experiences and perspectives of individuals with autism, promoting understanding, acceptance, and support for their unique strengths and challenges is essential to understanding people with autism.

Because autism is a spectrum disorder, doctors and scientists usually categorize autism into different levels. In this article we'll focus on high-functioning and low-functioning autism and the main differences between the two.

High-Functioning Autism and Symptoms

High-functioning autism is a term often used to describe individuals who have autism spectrum disorder (ASD) and exhibit relatively mild symptoms or higher levels of functioning compared to others on the autism spectrum. "High-functioning" is not an official medical diagnosis, but rather a descriptive term used in informal contexts.

The symptoms of high-functioning autism are similar to those of autism spectrum disorder in general, but individuals with high-functioning autism typically have fewer challenges in certain areas, such as language and intellectual abilities. Some common symptoms and characteristics of high-functioning autism may include:

Social Difficulties

People with high-functioning autism often struggle with social interactions, including difficulty understanding nonverbal cues, maintaining eye contact, and engaging in reciprocal conversations. They may have trouble interpreting social situations and understanding social norms.

Restricted Interests

Individuals with high-functioning autism may develop intense and narrow interests in specific topics. They may spend a significant amount of time learning and talking about these interests, sometimes to the exclusion of other activities.

Repetitive Behaviors

Like other individuals with ASD, those with high-functioning autism may engage in repetitive behaviors or rituals. These can include repetitive movements, insistence on sameness or routine, and a need for predictability in their environment.

Sensory Sensitivities

People with high-functioning autism may have heightened sensitivities or difficulties processing sensory information. They may be overly sensitive to sounds, lights, textures, or tastes, which can lead to sensory overload or meltdowns in certain situations.

Challenges With Executive Functioning

Executive functioning refers to a set of cognitive processes that help individuals plan, organize, and execute tasks. Individuals with high-functioning autism may have difficulties with executive functioning, which can affect their ability to manage time, set goals, and initiate and complete tasks.

Communication Differences

While individuals with high-functioning autism typically have well-developed language skills, they may still struggle with communication. They may have difficulty with pragmatic language skills, such as understanding sarcasm, humor, or implied meaning. Some individuals may have a monotone voice or speak in a formal, robotic manner.

Kids On The Move: A Resource for Those With Autism

Kids On The Move is a non-profit organization that provides support to children with autism . We offer a variety of programs and services to help children develop social skills, improve communication, and reduce anxiety. We provide a safe and supportive environment where children can participate in a range of activities, such as art, music, and sports, while also receiving specialized support from trained professionals.

Kids On The Move also provides therapy services, parent education, and community outreach programs to help families and communities better understand and support children with autism. Our efforts are aimed at promoting the well-being and inclusion of children on all levels of the autism spectrum and helping them thrive in all areas of their lives.

Low-Functioning Autism and Symptoms

Low-functioning autism, also known as severe autism or Level 3 autism in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), is a term used to describe individuals who have significant impairments in multiple areas of development and functioning.

The symptoms of low-functioning autism can vary from person to person, but generally include:

Communication Difficulties

Limited or absent speech is common in individuals with low-functioning autism. They may have trouble expressing their needs or thoughts verbally or non-verbally.

Social Interaction Challenges

People with low-functioning autism often struggle with social skills and find it difficult to initiate or sustain social interactions. They may have trouble understanding and responding to social cues or have difficulty forming meaningful relationships.

Repetitive Behaviors and Restricted Interests

Individuals with low-functioning autism may engage in repetitive and stereotyped behaviors, such as hand-flapping, rocking, or repetitive vocalizations. They may also have intense interests in specific topics and struggle with changes in routines.

Intellectual and Cognitive Impairments

Low-functioning autism is typically associated with intellectual disability, with varying degrees of severity. Cognitive impairments can affect learning, problem-solving, and adaptive skills necessary for daily living.

Sensory Sensitivities

Many individuals with low-functioning autism experience sensory sensitivities or differences. They may be over- or under-responsive to sensory stimuli, such as sounds, lights, textures, or smells.

Differences Between High-Functioning vs Low-Functioning Autism

When discussing the differences between high-functioning autism (HFA) and low-functioning autism (LFA), it's essential to recognize that autism is a spectrum disorder, and individuals with autism can have a wide range of abilities and challenges. However, here are some general differences that are often observed:

Communication and Language Abilities

People with HFA typically have better-developed language skills compared to those with LFA. While they may still face challenges in social communication and understanding nuances, individuals with HFA usually have functional speech and can express their needs and thoughts. In contrast, those with LFA may have limited or no speech and may rely on alternative forms of communication such as gestures, signs, or augmentative and alternative communication (AAC) devices.

Cognitive Abilities

HFA is often associated with average to above-average intellectual abilities. Individuals with HFA may exhibit specific areas of strength or talent, such as exceptional memory or intense interests in specific subjects. On the other hand, LFA is typically associated with intellectual disability, and individuals may have significant cognitive impairments across various domains.

Social Interaction and Relationships

While individuals with both HFA and LFA can struggle with social interactions, the nature and extent of these challenges can differ. Those with HFA often desire social connections and friendships but may struggle with understanding social cues, nonverbal communication, and reciprocal conversation. In contrast, individuals with LFA may have more severe difficulties initiating and sustaining social interactions, and they may demonstrate limited interest in socializing or forming relationships.

Independence and Daily Living Skills

People with HFA generally have greater potential for independence and acquiring daily living skills. They may be able to live independently or with minimal support, manage their self-care, and pursue education or employment. Individuals with LFA may require significant support throughout their lives, including assistance with personal care, vocational training, and structured environments.

Behavioral and Sensory Challenges

Both HFA and LFA can involve repetitive behaviors and sensory sensitivities. However, the specific nature and intensity of these challenges can vary. People with HFA may engage in repetitive or ritualistic behaviors, but they may be better able to control or suppress them in certain situations. In contrast, individuals with LFA may exhibit more pronounced and less flexible repetitive behaviors and have more severe sensory sensitivities.

Conclusion

These differences are generalizations, and individual experiences can vary greatly. Autism is a complex and diverse condition, and each person's strengths, challenges, and support needs should be considered on an individual basis. Because autism is a spectrum, someone can experience a range of symptoms not outlined in this article and still be diagnosed with autism.

Learning how to recognize the symptoms of high-functioning and low-functioning autism can help you know how to best cope with the diagnosis for yourself or your child.

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High-Functioning vs Low-Functioning Autism: What's the Difference? - Kids On The Move

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What is Autism? Autism is a neurological condition that affects how a person perceives and interacts with the world around them. It's...

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Explaining the different levels of Autism

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Explaining the different levels of Autism

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This poster effectively shows the different stages or levels of Autism and I feel it is very important to understand and educate ourselves on this.

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Is Dyslexia linked with Autism? | Exceptional Individuals | Neurodiversity

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Centers for Disease Control and Prevention

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Autism spectrum disorder (ASD) is a developmental disability caused by differences in the brain. People with ASD often have problems with social communication and interaction, and restricted or repetitive behaviors or interests. People with ASD may also have different ways of learning, moving, or paying attention. It is important to note that some people without ASD might also have some of these symptoms. But for people with ASD, these characteristics can make life very challenging.
Learn more about ASD
Social Communication and Interaction Skills

Social communication and interaction skills can be challenging for people with ASD.

Examples of social communication and social interaction characteristics related to ASD can include

Avoids or does not keep eye contact

Does not respond to name by 9 months of age

Does not show facial expressions like happy, sad, angry, and surprised by 9 months of age

Does not play simple interactive games like pat-a-cake by 12 months of age

Uses few or no gestures by 12 months of age (for example, does not wave goodbye)

Does not share interests with others by 15 months of age (for example, shows you an object that they like)

Does not point to show you something interesting by 18 months of age

Does not notice when others are hurt or upset by 24 months of age

Does not notice other children and join them in play by 36 months of age

Does not pretend to be something else, like a teacher or superhero, during play by 48 months of age

Does not sing, dance, or act for you by 60 months of age

Restricted or Repetitive Behaviors or Interests

People with ASD have behaviors or interests that can seem unusual. These behaviors or interests set ASD apart from conditions defined by problems with social communication and interaction only.

Examples of restricted or repetitive behaviors and interests related to ASD can include

Lines up toys or other objects and gets upset when order is changed

Repeats words or phrases over and over (called echolalia)

Plays with toys the same way every time

Is focused on parts of objects (for example, wheels)

Gets upset by minor changes

Has obsessive interests

Must follow certain routines

Flaps hands, rocks body, or spins self in circles

Has unusual reactions to the way things sound, smell, taste, look, or feel

Other Characteristics

Most people with ASD have other related characteristics. These might include

Delayed language skills

Delayed movement skills

Delayed cognitive or learning skills

Hyperactive, impulsive, and/or inattentive behavior

Epilepsy or seizure disorder

Unusual eating and sleeping habits

Gastrointestinal issues (for example, constipation)

Unusual mood or emotional reactions

Anxiety, stress, or excessive worry

Lack of fear or more fear than expected

It is important to note that children with ASD may not have all or any of the behaviors listed as examples here.
Learn more about screening and diagnosis of ASD Learn more about treating the symptoms of ASD

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Signs & Symptoms | Autism Spectrum Disorder (ASD) | NCBDDD | CDC

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Autism Spectrum Disorder (ASD) are a group of developmental disabilities that can cause significant social, communication and behavioral challenges. CDC is working to find out how many children have ASDs, discover the risk factors, and raise awareness of the signs.

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Dyscalculia: What it is and how we can help

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Dyscalculia: What it is and how we can help

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Defining Dyscalculia

Dyscalculia is a learning difference that can cause difficulties with core mathematics. It affects approximately 6-8% of the population. It occurs on a spectrum with some people mildly affected and others more severely. With the right understanding, accommodations and support, people with dyscalculia can achieve success in education, the workplace and in wider society.
People with dyscalculia lack an intuitive grasp of simple number concepts or 'number sense'. They have difficulties estimating the magnitude of numbers, exhibit poor understanding of number relationships, and lack fluency with simple numerical operations. Often if the right answer is achieved or the correct procedure followed, it is done so mechanically, with great effort and without confidence.
Dyscalculia is not a general difficulty with learning, it impacts specific skill areas. Dyscalculia is distinct from mathematical difficulties arising from literacy or other learning difficulties, or maths anxiety but can co-occur with these difficulties. The impact of dyscalculia can change according to the environment (i.e. what a dyscalculic person is being asked to do and under what circumstances).

Language, Recognition and Rights

Some people prefer the wording 'a person with dyscalculia', while others prefer the term 'a dyscalculic person'. When working with individuals it is important to use the terminology that the person is most comfortable with. When communicating with a wider audience the terms may be used interchangeably to reflect the variation of preference that exists.

Dyscalculia is a recognised disability under Irish and EU law (such as under equalities, accessibility and disability legislation). However, many dyscalculic people do not consider themselves 'disabled' and this view should be respected.

What difficulties might be experienced by a student with Dyscalculia?

These students often experience difficulties with basic mathematical or numerical tasks or processes such as adding, subtracting, multiplying or dividing. Students can also experience difficulty knowing which mathematical process should be employed based on context.

Other challenges can include telling the time using an analogue watch or clock, handling money or calculating change.

There is a high incidence of co-diagnosis of dyslexia with dyscalculia. This obviously leads to greater challenges for these students.

Students with dyscalculia will often experience a lack of confidence or low self-esteem as a result of previous experiences with trying to study maths.

What can you do to support these students?

New concepts should be introduced using concrete examples only moving to more abstract concepts after these examples have been thoroughly understood by the student.

Multi-sensory teaching can help students who have difficulty with a particular delivery method e.g. visual or aural.

Present mathematical processes or procedures in a number of ways - often students will grasp a concept if it is approached in an alternative way.

Encourage students to ask questions at all stages if they are having difficulty.

Maths teaching should be structured and cumulative and the use of multi-sensory methods employed.

Simple examples should be used for new concepts and concepts should always be introduced at the concrete level with materials before going to maths problems in number, symbol and word form.

The language used should be transparent and students should be encouraged to put mathematical terms into their own words.

Appropriate aids such as number lines, number squares, and calculators should be available, and students should be taught how to use them.

Computer programmes can be useful to help consolidate learning.

Metacognitive strategies will be particularly useful for problem-solving.

The book 'Teaching Numeracy to Children with Dyslexia' by Pauline Clayton may be useful for further strategies.

Have a plan or strategy, which works in any math word problem situation. When a student is presented with a question that requires mathematical calculation, they may benefit from following the 12 steps provided:

1. Read the problem carefully looking for clues and important information. Write down the clues, underline, or highlight the clues.

2. If necessary, rewrite the problem to help find these clues.

3. Look for clues to determine which math operation is needed to solve the problem, for example, addition, subtraction, etc. Look for keywords like sum, difference, product, perimeter, area, etc. They lead to the operation needed to solve the problem.

4. Look for what is needed to solve the problem, for example: how many will are left, the total will be, everyone gets red, everyone gets one of each, etc.

5. Use variable symbols, such as "X" for missing information.

6. Eliminate all non-essential information by drawing a line through distracting information.

7. Draw sketches, drawings, and models to see the problem.

8. Is the word problem similar to previous work, if so how was it solved?

9. Develop a plan based on the information determined to be important for solving the problem.

10. Carry out the plan using the math operations which were determined would find the answer.

11. Does the answer seem reasonable, if it does then it is probably ok - if not then check the work.

12. Work the problem in reverse or backwards, starting with the answer to see if you wind up with your original problem.

Useful Websites

https://ie.ixl.com/math/ provides Irish curriculum-based support from Junior Infants up to 6th year for Maths and English subjects.

Further information and videos which may be helpful can be accessed at http://www.stevechinn.co.uk/

Free multisensory maths tutorials can be accessed at www.alison.com.

www.helpmykidlearn.ie - provides ideas for parents of children aged 0 - 12 to learn on a number of topics, from numeracy, literacy, and communication skills.

http://www.primarygames.com/math.php and http://www.mathplayground.com/ - maths games for children.

Equatio works on Windows, Mac and Chromebook. It lets the user type, handwrite or dictate equations, formulas and more directly to the computer of Chromebook to create mathematical expressions digitally. With intuitive prediction, it can speed up the accuracy of simple and more complex maths expressions.

Books

"What to do when you can't..." series by Steve Chinn.

"Power of 2" series by David J. Sharp (2001).

"The Trouble with Maths: A Practical Guide to Helping Learners with Numeracy Difficulties" by Steve Chinn (2004).

"The Math Handbook; For students with maths difficulties, Dyscalculia, Dyslexia or ADHD" by Helmy Faber (2017).

Dyslexia and Maths Difficulties

Maths difficulties are common in students with Dyslexia. The areas of maths that students with dyslexia find the most difficult are:

The language of maths: Some students struggles to read and understand the vocabulary in maths questions, and therefore do not know what task they are being asked to do. Many different words can be used to describe the same action, e.g. add, increase, plus, total.

Sequencing: The learning of maths is very sequential, but to successfully complete many maths problems a very strict sequence must be followed. Learning multiplication tables is all about learning a strict sequence of information.

Orientation: Difficulties with orientation and direction can lead to confusion of maths symbols. Some people with dyslexia show weakness in the Coding subtest in the assessment, meaning that they struggle to decode symbols accurately and quickly.

Memory: There are many facts, figures, tables, and formulas which have to be learnt and recalled accurately.

Confidence: A lack of confidence in their own maths ability can worsen the above difficulties.

For more information on strategies for dyslexia and maths you can download our handout below:
Dyslexia and Maths Difficulties (PDF)

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Dyscalculia and Maths Difficulties | Dyslexia Ireland

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Dyscalculia is a learning difference that can cause difficulties with core mathematics. It affects approximately 6-8% of the population. It occurs on a spectrum with some people mildly affected and others more severely. With the right understanding, accommodations and support, people with dyscalculia can achieve success in education, the workplace and in wider society.

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This webpage is dedicated to looking at what ADHD is and how it effects people in everyday life. It gives easy guides as to how support people with ADHD and treatments available.

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Attention deficit hyperactivity disorder (ADHD) is a condition that affects people's behaviour. People with ADHD can seem restless, may have trouble concentrating and may act on impulse.

Symptoms of ADHD tend to be noticed at an early age and may become more noticeable when a child's circumstances change, such as when they start school.

Most cases are diagnosed when children are under 12 years old, but sometimes it's diagnosed later in childhood.

Sometimes ADHD was not recognised when someone was a child, and they are diagnosed later as an adult.

The symptoms of ADHD may improve with age, but many adults who were diagnosed with the condition at a young age continue to experience problems.

People with ADHD may also have additional problems, such as sleep and anxiety disorders.

Getting help

Many children go through phases where they're restless or inattentive. This is often completely normal and does not necessarily mean they have ADHD.

But you should discuss your concerns with your child's teacher, their school's special educational needs co-ordinator (SENCO) or a GP if you think their behaviour may be different from most children their age.

It's also a good idea to speak to a GP if you're an adult and think you may have ADHD, but were not diagnosed with the condition as a child.

What causes attention deficit hyperactivity disorder (ADHD)?

The exact cause of ADHD is unknown, but the condition has been shown to run in families.

Research has also identified a number of possible differences in the brains of people with ADHD when compared with those without the condition.

Other factors suggested as potentially having a role in ADHD include:

being born prematurely (before the 37th week of pregnancy)

having a low birthweight

smoking or alcohol or drug abuse during pregnancy

ADHD can occur in people of any intellectual ability, although it's more common in people with learning difficulties.

How attention deficit hyperactivity disorder (ADHD) is treated

For children with ADHD, although there's no cure, it can be managed with appropriate educational support, advice and support for parents and affected children, alongside medicine, if necessary.

For adults with ADHD, medicine is often the first treatment offered, although psychological therapies such as cognitive behavioural therapy (CBT) may also help.

Living with attention deficit hyperactivity disorder (ADHD)

Parents of children with ADHD

Looking after a child with ADHD can be challenging, but it's important to remember that they cannot help their behaviour.

Some day-to-day activities might be more difficult for you and your child, including:

getting your child to sleep at night

getting ready for school on time

listening to and carrying out instructions

being organised

social occasions

shopping

Adults with ADHD

Adults with ADHD may find they have problems with:

organisation and time management

following instructions

focusing and completing tasks

coping with stress

feeling restless or impatient

impulsiveness and risk taking

Some adults may also have issues with relationships or social interaction.

Page last reviewed: 24 December 2021
Next review due: 24 December 2024

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Attention deficit hyperactivity disorder (ADHD)

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Read about attention deficit hyperactivity disorder (ADHD), a condition that affects people's behaviour.

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How we can help students in our classroom.

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How we can help students in our classroom.

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Implementing strategies such as images and diagrams rather than all text can help simplify topics for students with learning difficulties.

Incorporating simple strategies like these can benefit your students greatly and give them motivation and the confidence to thrive in your class.

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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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Breakdown of the most common Learning Difficulties

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Breakdown of the most common Learning Difficulties

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What are learning disabilities?

Learning disabilities or learning disorders are umbrella terms for a wide variety of learning problems. A learning disability is not a problem with intelligence or motivation and kids with learning disabilities aren't lazy or dumb. In fact, most are just as smart as everyone else. Their brains are simply wired differently-and this difference affects how they receive and process information.

Simply put, children and adults with learning disabilities see, hear, and understand things differently. This can lead to trouble with learning new information and skills, and putting them to use. The most common types of learning disabilities involve problems with reading, writing, math, reasoning, listening, and speaking.

While every kid has trouble with homework from time to time, if a certain area of learning is consistently problematic, it might indicate a learning disorder.

Children with learning disabilities can, and do, succeed

It can be tough to face the possibility that your child has a learning disorder. No parent wants to see their child suffer. You may wonder what it could mean for your child's future, or worry about how they will make it through school. Perhaps you're concerned that by calling attention to your child's learning problems they might be labeled "slow" or assigned to a less challenging class.

But the important thing to remember is that most kids with learning disabilities are just as smart as everyone else. They just need to be taught in ways that are tailored to their unique learning styles. By learning more about learning disabilities in general, and your child's learning difficulties in particular, you can help pave the way for success at school and beyond.

Signs and symptoms of learning disabilities and disorders

Learning disabilities look very different from one child to another. One child may struggle with reading and spelling, while another loves books but can't understand math. Still another child may have difficulty understanding what others are saying or communicating out loud. The problems are very different, but they are all learning disorders.

It's not always easy to identify learning disabilities. Because of the wide variations, there is no single symptom or profile that you can look to as proof of a problem. However, some warning signs are more common than others at different ages. If you're aware of what they are, you'll be able to catch a learning disorder early and quickly take steps to get your child help.

The following checklists offer some common red flags for learning disorders. Remember that children who don't have learning disabilities may still experience some of these difficulties at various times. The time for concern is when there is a consistent unevenness in your child's ability to master certain skills.

If you're worried, don't wait

Signs and symptoms of learning disabilities: Preschool age

Problems pronouncing words.

Trouble finding the right word.

Difficulty rhyming.

Trouble learning the alphabet, numbers, colors, shapes, or days of the week.

Difficulty following directions or learning routines.

Difficulty controlling crayons, pencils, and scissors, or coloring within the lines.

Trouble with buttons, zippers, snaps, or learning to tie shoes.

Signs and symptoms of learning disabilities: Ages 5-9

Trouble learning the connection between letters and sounds.

Unable to blend sounds to make words.

Confuses basic words when reading.

Slow to learn new skills.

Consistently misspells words and makes frequent errors.

Trouble learning basic math concepts.

Difficulty telling time and remembering sequences.

Signs and symptoms of learning disabilities: Ages 10-13

Difficulty with reading comprehension or math skills.

Trouble with open-ended test questions and word problems.

Dislikes reading and writing; avoids reading aloud.

Poor handwriting.

Poor organizational skills (bedroom, homework, and desk are messy and disorganized).

Trouble following classroom discussions and expressing thoughts aloud.

Spells the same word differently in a single document.

Paying attention to developmental milestones can help you identify learning disorders

Paying attention to normal developmental milestones for toddlers and preschoolers is very important. Early detection of developmental differences may be an early signal of a learning disability and problems that are spotted early can be easier to correct.

A developmental lag might not be considered a symptom of a learning disability until your child is older, but if you recognize it when your child is young, you can intervene early. You know your child better than anyone else does, so if you think there is a problem, it doesn't hurt to get an evaluation. You can also ask your pediatrician for a developmental milestones chart or access one in the Get more help section below.

Problems with reading, writing, and math

Learning disabilities are often grouped by school-area skill set. If your child is in school, the types of learning disorders that are most conspicuous usually revolve around reading, writing, or math.

Learning disabilities in reading (dyslexia)

There are two types of learning disabilities in reading. Basic reading problems occur when there is difficulty understanding the relationship between sounds, letters and words. Reading comprehension problems occur when there is an inability to grasp the meaning of words, phrases, and paragraphs.

Signs of reading difficulty include problems with:

Letter and word recognition.

Understanding words and ideas.

Reading speed and fluency.

General vocabulary skills.

Learning disabilities in math (dyscalculia)

Learning disabilities in math vary greatly depending on the child's other strengths and weaknesses. A child's ability to do math will be affected differently by a language learning disability, a visual disorder, or a difficulty with sequencing, memory, or organization.

A child with a math-based learning disorder may struggle with memorization and organization of numbers, operation signs, and number "facts" (like 5+5=10 or 5×5=25). Children with math learning disorders might also have trouble with counting principles (such as counting by twos or counting by fives) or have difficulty telling time.

Learning disabilities in writing (dysgraphia)

Learning disabilities in writing can involve the physical act of writing or the mental activity of comprehending information. Basic writing disorder refers to physical difficulty forming words and letters. Expressive writing disability indicates a struggle to organize thoughts on paper.

Symptoms of a written language learning disability revolve around the act of writing. They include problems with:

Neatness and consistency of writing.

Accurately copying letters and words.

Spelling consistency.

Writing organization and coherence.

Other types of learning disabilities and disorders

Reading, writing, and math aren't the only skills impacted by learning disorders. Other types of learning disabilities involve difficulties with motor skills (movement and coordination), understanding spoken language, distinguishing between sounds, and interpreting visual information.

Learning disabilities in motor skills (dyspraxia)

Motor difficulty refers to problems with movement and coordination whether it is with fine motor skills (cutting, writing) or gross motor skills (running, jumping). A motor disability is sometimes referred to as an "output" activity meaning that it relates to the output of information from the brain. In order to run, jump, write or cut something, the brain must be able to communicate with the necessary limbs to complete the action.

Signs that your child might have a motor coordination disability include problems with physical abilities that require hand-eye coordination, like holding a pencil or buttoning a shirt.

Learning disabilities in language (aphasia/dysphasia)

Language and communication learning disabilities involve the ability to understand or produce spoken language. Language is also considered an output activity because it requires organizing thoughts in the brain and calling upon the right words to verbally explain or communicate something.

Signs of a language-based learning disorder involve problems with verbal language skills, such as the ability to retell a story, the fluency of speech, and the ability to understand the meaning of words, directions, and the like.

Auditory and visual processing problems: the importance of the ears and eyes

The eyes and the ears are the primary means of delivering information to the brain, a process sometimes called "input." If either the eyes or the ears aren't working properly, learning can suffer.

Auditory processing disorder - Professionals may refer to the ability to hear well as "auditory processing skills" or "receptive language." The ability to hear things correctly greatly impacts the ability to read, write, and spell. An inability to distinguish subtle differences in sound make it difficult to sound out words and understand the basic concepts of reading and writing.

Visual processing disorder - Problems in visual perception include missing subtle differences in shapes, reversing letters or numbers, skipping words, skipping lines, misperceiving depth or distance, or having problems with eye-hand coordination. Professionals may refer to the work of the eyes as "visual processing." Visual perception can affect motor skills, reading comprehension, and math.

Other disorders that make learning difficult

Difficulty in school doesn't always stem from a learning disability. Anxiety, depression, stressful events, emotional trauma, and other conditions affecting concentration make learning more of a challenge. In addition, ADHD and autism sometimes co-occur or are confused with learning disabilities.

ADHD - Attention deficit hyperactivity disorder (ADHD), while not considered a learning disability, can certainly disrupt learning. Children with ADHD often have problems sitting still, staying focused, following instructions, staying organized, and completing homework.
[Read: ADHD in Children]
Autism - Difficulty mastering certain academic skills can stem from pervasive developmental disorders such as autism and Asperger's syndrome. Children with autism spectrum disorders may have trouble communicating, reading body language, learning basic skills, making friends, and making eye contact.

Hope for learning disabilities: The brain can change

Science has made great strides in understanding the inner workings of the brain, and one important discovery that brings new hope for learning disabilities and disorders is called neuroplasticity. Neuroplasticity refers to the brain's natural, lifelong ability to change.

Throughout life, the brain is able to form new connections and generate new brain cells in response to experience and learning. This knowledge has led to groundbreaking new treatments for learning disabilities that take advantage of the brain's ability to change. Innovative programs, such as the Arrowsmith program, use strategic brain exercises to identify and strengthen weak cognitive areas. For example, for children who have difficulty distinguishing between different sounds in a word, there are new computer-based learning programs that slow down the sounds so that children can understand them and gradually increase their speed of comprehension.
[Read: Helping Children with Learning Disabilities]
These discoveries about neuroplasticity provide hope to all students with learning disorders, and further research may lead to additional new treatments that target the actual causes of learning disabilities, rather than simply offering coping strategies to compensate for weaknesses.

How does understanding the brain help a learning disorder?

Using a telephone analogy, faulty wiring in the brain disrupts normal lines of communication and makes it difficult to process information easily. If service was down in a certain area of the city, the phone company might fix the problem by re-wiring the connections. Similarly, under the right learning conditions, the brain has the ability to reorganize itself by forming new neural connections. These new connections facilitate skills like reading and writing that were difficult using the old connections.

Diagnosis and testing for learning disabilities and disorders

Since diagnosing a learning disability isn't always easy, don't assume you know what your child's problem is, even if the symptoms seem clear. It's important to have your child tested and evaluated by a qualified professional. That said, you should trust your instincts. If you think something is wrong, listen to your gut. If you feel that a teacher or doctor is minimizing your concerns, seek a second opinion. Don't let anyone tell you to "wait and see" or "don't worry about it" if you see your child struggling. Regardless of whether or not your child's problems are due to a learning disability, intervention is needed. You can't go wrong by looking into the issue and taking action.

Keep in mind that finding someone who can help may take some time and effort. Even experts mix up learning disabilities with ADHD and other behavioral problems sometimes. You may have to look around a bit or try more than one professional. In the meantime, try to be patient, and remember that you won't always get clear answers. Try not to get too caught up in trying to determine the label for your child's disorder. Leave that to the professionals. Focus instead on steps you can take to support your child and address their symptoms in practical ways.

The diagnosis and testing process for learning disabilities

Diagnosing a learning disability is a process. It involves testing, history taking, and observation by a trained specialist. Finding a reputable referral is important. Start with your child's school, and if they are unable to help you, ask your doctor or friends and family who have dealt successfully with learning disabilities.

Types of specialists who may be able to test for and diagnose learning disabilities include:

1. Clinical psychologists

2. School psychologists

3. Child psychiatrists

4. Educational psychologist

5. Developmental psychologist

6. Neuropsychologist

7. Psychometrist

8. Occupational therapist (tests sensory disorders that can lead to learning problems)

9. Speech and language therapist

Sometimes several professionals coordinate services as a team to obtain an accurate diagnosis. They may also ask for input from your child's teachers.

Integration, sequencing, and abstraction: Technical terms for how the brain works

A professional learning disorders specialist might refer to the importance of "integration" to learning. Integration refers to the understanding of information that has been delivered to the brain, and it includes three steps:

Sequencing, which means putting information in the right order.

Abstraction, which is making sense of the information.

Organization, which refers to the brains ability to use the information to form complete thoughts.

Each of the three steps is important and your child may have a weakness in one area or another that causes learning difficulty. For example, in math, sequencing (the ability to put things in order) is important for learning to count or do multiplication (as well as learn the alphabet or the months of the year). Similarly, abstraction and organization are important parts of numerous educational skills and abilities. If a certain brain activity isn't happening correctly, it will create a roadblock to learning.

Getting help for children with learning disabilities

When it comes to learning disabilities, it's not always easy to know what to do and where to find help. Turning to specialists who can pinpoint and diagnose the problem is, of course, important. You will also want to work with your child's school to make accommodations for your child and get specialized academic help. But don't overlook your own role. You know your child better than anyone else, so take the lead in looking into your options, learning about new treatments and services, and overseeing your child's education.

Learn the specifics about your child's learning disability. Learn about your child's type of learning disability. Find out how the disability affects the learning process and what cognitive skills are involved. It's easier to evaluate learning techniques if you understand how the learning disability affects your child.

Research treatments, services, and new theories. Along with knowing about the type of learning disability your child has, educate yourself about the most effective treatment options available. This can help you advocate for your child at school and pursue treatment at home.

Pursue treatment and services at home. Even if the school doesn't have the resources to treat your child's learning disability optimally, you can pursue these options on your own at home or with a therapist or tutor.

Nurture your child's strengths. Even though children with learning disabilities struggle in one area of learning, they may excel in another. Pay attention to your child's interests and passions. Helping children with learning disorders develop their passions and strengths will probably help them with the areas of difficulty as well.

Social and emotional skills: How you can help

Learning disabilities can be extremely frustrating for children. Imagine having trouble with a skill all of your friends are tackling with ease, worrying about embarrassing yourself in front of the class, or struggling to express yourself. Things can be doubly frustrating for exceptionally bright children with learning disabilities-a scenario that's not uncommon.

Kids with learning disabilities may have trouble expressing their feelings, calming themselves down, and reading nonverbal cues from others. This can lead to difficulty in the classroom and with their peers. The good news is that, as a parent, you can have a huge impact in these areas. Social and emotional skills are the most consistent indicators of success for all children-and that includes kids with learning disorders. They outweigh everything else, including academic skills, in predicting lifelong achievement and happiness.
[Read: Raising Emotionally Intelligent Children]
Learning disabilities, and their accompanying academic challenges, can lead to low self-esteem, isolation, and behavior problems, but they don't have to. You can counter these things by creating a strong support system for children with learning disabilities and helping them learn to express themselves, deal with frustration, and work through challenges. By focusing on your child's growth as a person, and not just on academic achievements, you'll help them to learn good emotional habits that set the stage for success throughout life.

Finding support while helping a child with learning disabilities

All children can be both exhilarating and exhausting, but it may seem that your child with a learning disability is especially so. You may experience some frustration trying to work with your child, and it can seem like an uphill battle when you don't have the information you need. After you learn what their specific learning disability is and how it is affecting their behavior, you will be able to start addressing the challenges in school and at home. If you can, be sure to reach out to other parents who are addressing similar challenges as they can be great sources of knowledge and emotional support.

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Learning Disabilities and Disorders - HelpGuide.org

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Does your child have a learning disorder? Learn the common warning signs and how to get help.

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Practical Strategies for Learning Disabilities

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Strategies to help students with Dyscalculia

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Strategies to help students with Dyscalculia

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https://www.understood.org/en/articles/at-a-glance-classroom-accommodations-for-dyscalculia

This link provides effective strategies to help students with dyscalculia in your classroom.

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Tips to help Teachers enhance student learning with Dyslexia.

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Tips to help Teachers enhance student learning with Dyslexia.

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https://dyslexia.ie/info-hub/how-teachers-can-help/

This link provides support and tips for teachers to aid students with dyslexia and better enhance their learning while in the classroom.

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NCSE document outlining the process of creating an IEP.

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NCSE document outlining the process of creating an IEP.

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This resource helps describe the specific goals needed in creating a successful IEP.

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The goals on your child’s Individualized Education Program (IEP) lay the framework for their education, but what makes a good goal? IEP goals (and any goal for that matter) should be SMART. That is, they should be specific, measurable, attainable, realistic/relevant, and timely.

Specific. Goals should clearly describe the skill the student is learning. Goals should never be vague. If you moved to another school district, the new teacher should be able to read the goals and know exactly what is being taught.

Measurable. Goals should be observable and measurable. Progress can be measured through standardized testing, curriculum-based measurement, work samples, and teacher data sheets.

Attainable. Goals represent a skill that is reachable for your child. Goals are based on Present Levels of Performance, not state curriculum standards.

Realistic and Relevant. Goals should be unique to your child. This includes academics, communication, social skills, functional skills, and vocational goals as appropriate.

Timely. Goals set out what a student can accomplish in one year of special education services or less. Progress monitoring should take place at regular intervals.

How to Develop SMART IEP Goals

You can help create SMART goals with your child's IEP team by asking the following questions:

Do you understand what is being taught and how?

Is it clear what your child will be able to do when the goals are met?

Are the goals based on Present Levels of Performance?

Do the goals address all areas of needs for your child?

How will data be taken?

How often will data be analyzed for progress?

Examples of SMART IEP Goals

Resources

IEP Goal Banks:

A Day in Our Shoes

Intensive Care for You

Autism Educators - Some of the resources on this site cost money, but there are lots of great, free examples of IEP goals.

The School Psych Toolbox

National Association of Special Education Teachers

Further Reading:

The Fundamentals of Special Education: What Parents Need to Know

Special Education: IEP Tips

Independent Assessments

All content in this article is for informational purposes only. This includes links to products and/or websites mentioned. To clarify, TACA does not receive any compensation or commission for providing them.

Furthermore, the information on this page is not a substitute for legal advice. When it comes to matter of the law and policy, please consult an attorney or advocate on your child’s behalf.

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The goals on your child’s Individualized Education Plan (IEP) lay the framework for their education, but what makes a good goal?

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This is a very useful resource to look at when figuring out what to put into an IEP for it to be successful for the student.

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An Individual Education Plan (IEP) is a written document prepared for a named student. Specifies the learning goals that are to be achieved by the student over a set period of time (usually one year) and the teaching strategies, resources and supports necessary to achieve those goals.

An IEP may usefully be thought of as a product. However, there is also a process involved in developing the plan and it is the quality of this process that determines the quality and effectiveness of the Plan. The Individual Education Plan is developed through a collaborative process involving the school, parents, the student (where appropriate) Enable Ireland Therapeutic staff and other relevant personnel or agencies. It refers to the adapted or modified aspects of the educational programme and focuses on priority learning needs, although the student may also have other learning needs that will not require the same intensive degree of planning and monitoring.

Not every aspect of the curriculum and school life needs to be modified for every student with special educational needs - only those areas of identified need arising from assessment should be covered. The amount of adaptation and support will vary according to the individual learning needs of each student. Some students with more complex needs may require significant educational modifications.

In this way the I.E.P. should become a practical, working document.
An IEP should be:

a plan of action

a tool for communication and collaboration

a record of progress

a framework for decision making

An IEP should:

have a learning element

be built on the curriculum the pupil is following

make use of programmes, activities and materials which are available

be implemented as far as possible in the normal classroom or clinic setting

An IEP should set out:

the nature of the pupil's learning difficulty

the special needs provision required such as o staff involved, including the frequency of support

external specialists involved, including frequency and timing

help from parents at home

specific programmes/activities/materials and equipment

targets to be achieved in a given time

monitoring and assessment arrangements

review arrangements and date

Targets are sometimes called behavioural, instructional or performance objectives. They should describe the knowledge, skills or understanding that a pupil is expected to have by the end of a particular time period.

Targets should be SMART:

S Specific (behaviour, conditions, criteria)

M Manageable and measurable

A Achievable and agreed

R Realistic and reviewable

T Time bounded
Targets should include
1. Behaviour: the observable action; what the pupil must do to demonstrate mastery of the task (e.g. "say the alphabet")

2. Conditions: the conditions under which that behaviour is expected to occur (e.g. "given the oral direction, say the alphabet from memory")

3. Criteria for Acceptable Performance: to what extent the pupil will be able to perform the action (e.g. "...in thirty seconds with 100% accuracy")

While Individualised Educational Plans must be personal and specific to each individual pupil's needs, teaches can use dedicated software such as IEP Writer 2 or IEP Manager, to assist with the preparation of I.E.P.s. Teachers are required to use the same format and conduct a whole school approach.
IEP Formulation School Administration
The school administration will:

Link with the Clinic administrator during January each year and agree dates for October, mindful that IEP/Family meetings are complete before October mid-term break.

Book reasonable accommodation in the school building for IEP/Family meetings.

Set dates for individual families and liaise with families during June to be finalised before the commencement of summer holidays.

In September send out IEP forms to each family, ensure its return and dispersal to the teacher and therapists.

Circulate student forms to each class and record returns.

During October remind parents by school text of their IEP appointment.

Ensure minutes of the meeting are typed, circulated, agreed and finalised.

Keep record of final IEP and minutes of meeting.

Teaching staff
The teacher will:

Consult each of the pupil's file taking careful note of previous IEPs, End of year reports, Psychological and other therapists reports and other pertinent documentation.

Consult the completed parents IEP form

Consult the Student IEP form.

Contact the parent by phone and discuss the contents of the both IEP forms.

Formulate a draft IEP before the IEP / Family meeting based on the information gained.

Attend the IEP Family meeting and present the IEP and lead discussion on recommendations.

Amend the IEP as appropriate and forward to school administrator.

Request parent's agreement and signature of the Final IEP document.

The following forms of assessment will be used:

Observation

Specifically- designed tasks and tests (checklists)

Work samples and portfolios

Assessments and reports from psychologists, speech therapist, occupational therapist, behaviour therapist,

Reports from previous placements and professionals

Information from parents/guardians and special needs assistants.

The school designed checklists will be based on the following areas:
1. Communication and Language

2. Physical

3. Multisensory

4. Cognitive

5. Social Skills

6. Science Assessment

These assessments will be carried out by the class teacher at the beginning during and end of each year.
Parents
Parents provide a perspective on their children that is different from that of the professionals involved with the child. Parents are the source of vital information about the child's developmental history. Parents can often provide valuable information about the child's medical history/requirements, educational history strengths and gifts and emotional and social needs.
Parents are asked to consider:

What are your child's strengths?

What are your concerns regarding your child's education?

What were the results of your child's evaluation?

What are your child's academic, developmental, and functional needs?

Is the child's behavior interfering with her education?

Is the child's education hindered by a limited understanding of the English language?

Is the child visually impaired and in need of Braille instruction?

Is the child deaf or hearing impaired and needing to develop special communication skills?

Is there any special technology that will aid the child's educational development?

Complete the IEP Parents form in consultation with all members of the family.

Speak with the teacher about your priorities for the coming year.

Therapists and other professionals

The range of professionals consulted in relation to a child's educational programme may vary as appropriate. The information provided by such professionals may include: information about the child's medical needs, physical or sensory development, cognitive functioning, emotional and/or behavioural development, speech and language, communication, hearing and/or vision. Information gathered from these professionals can help determine the child's strengths and needs across a range of functioning.

All therapist involved and working with the child are invited to the IEP meeting and their view and inputs are recorded in the minutes of the meeting.

IEP Process

The school secretary will book suitable accommodation in January each year for the following October.

In June the school secretary will link with the School Clinic Administrator and draw up a timetable of IEPs for the following October.

In September the School Clinic Team Co-ordinator and the Principal will host a Parent's meeting to explain the IEP process and encourage participation. Pre IEP forms will be distributed at this meeting and sent home with each child.

The school secretary will ensure return of IEP forms and distribution to all staff (school and clinic)

Teachers will administer child friendly pre IEP forms to parents and students and ensure their return. The school secretary will ensure all staff receive copies of this form.

Teachers will phone parents and discuss learning targets based on returned forms. (Parents and Students)

Therapist will ring parents and discuss therapy goals with parents based on information supplied in the IEP forms.

Teacher will construct DRAFT IEP document

Therapists will construct DRAFT Therapy plan

Teacher, SNAs, Parents, student and all relevant therapists will attend scheduled meeting and finalize teachers and therapist's goals.

The teacher will write up the IEP and distribute to parents for signing.

A copy of the IEP will be lodged with the school Office for storage.

Parents are offed a review of the IEP or parent / teacher each February.

The IEP process will be reviewed during the May Teacher staff meeting.

The preparation and construction of a pupil's IEP is an important part of the school year. The school is committed to this resource and will review the process with all parties on an annual basis.

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An Individual Education Plan (IEP) is a written document prepared for a named student. Specifies the learning goals that are to be achieved by the student over a set period of time (usually one year) and the teaching strategies, resources and supports necessary to achieve those goals.

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The benefits of using assistive technology in the classroom

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The benefits of using assistive technology in the classroom

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This is a good resource to show the benefits to students of using and incorporating assistive technology in the classroom and how it positively helps students engage and work in the classroom.

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The Benefits of Using Assistive Technology for Students with Disabilities

Assistive technology refers to any device, equipment or software that helps people with disabilities to perform tasks that might otherwise be too difficult. For students with disabilities, assistive technology can play a vital role in increasing independence, enhancing communication and improving academic performance. These are just some ways in which assistive technology can benefit students with disabilities, we discuss these in more detail below.

Increased Independence

Through strategic implementation of assistive technology, students are able to gain key skills while maintaining their independence. It is clear that student independence through assistive technology can be very empowering. As students have access to the correct education tools, they become more independent in their learning environments and overall lives. It's important they have access to the appropriate tools so students with special needs can maximise their own potential. This will ensure that they are happy and secure within an educational environment.

Assistive technology can range from providing basic assistance through to items such as:

- Talking and modified computer software.
- Adjustable desks.
- Powered wheelchairs.
- Communication boards.
- Audiology equipment.
- Touch pads.

The main factor is that everyone deserves a chance to live life to its fullest. Those who are provided with more individualised support are given the ability to thrive in today's increasingly technological world.

Servisource Education Support provides appropriately qualified and experienced Educational Support Workers (ESW) to assist individual students with disabilities. This provides them with equal access and participation during their studies in Further and Higher Education Colleges.

Our educational support workers support students with disabilities who may require an enhanced level of help to enrich their learning experience and support their participation in their chosen course of study. Examples of this type of support may include personal assistants who would assist a student with mobility and orientation, sourcing library books, and carrying personal belongings. Note takers are also available, who record detailed and accurate notes from attending lectures, tutorials, or seminars.

Enhanced Communication

With advances in assistive technology, students can now receive higher quality education and support, as well as increased opportunities for communication. Examples include speech recognition software and modified keyboards. These methods enable students to write and express themselves more easily. They can also be used to help students build their reading, writing, spelling, and math skills or simply make daily tasks easier.

Assistive technology tools can improve communication between students with disabilities and their teachers, classmates, and family members. For example, a student who is nonverbal may use an alternative communication device (AAC) to communicate with others.

It allows them to communicate more naturally and effectively within the classroom environment. It gives them access to communication tools they may not have had access to in a traditional setting. Students have a variety of useful resources at their disposal that could greatly increase their learning potential in a classroom setting.

Improved Academic Performance

Today, students with disabilities have access to assistive technology that can help them reach their academic goals and it can greatly help students improve their organisation and focus. It can also facilitate peer relationships as students gain confidence and self-esteem by using the same educational tools as their classmates.

The National Council for Special Education found that as many as 70% of pupils reported that their educational needs had been met by their Assistive Technology.

Studies have shown that students with disabilities who use assistive technologies have improved note-taking skills. Additionally, these students have an increased ability to complete class assignments independently. These results are reflected in better academic performance overall, including test scores and grades on schoolwork. Assistive technology provides students with disabilities the resources they need to achieve success in the classroom setting, breaking down education barriers.

For example, a student with dyslexia may use text-to-speech software to improve their reading comprehension. A visually impaired student can also enhance their education by using a braille keyboard. In this way, they have the same chance of receiving higher grades just like their peers.

In summary, assistive technology can be a powerful tool for students with disabilities. It enables them to participate more fully in an academic and social setting, allowing them to reach their full potential.

Learn more about how our Education Support services can assist you.

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The Benefits of Using Assistive Technology for Students with Disabilities - Servisource

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The Benefits of Using Assistive Technology for Students with Disabilities. Assistive technology refers to any device, equipment or software that helps people with disabilities to perform tasks that might otherwise be too difficult. It can play a vital role for students with disabilities in increasing independence, enhancing communication and improving academic performance.

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Different resources to incorporate in the classroom

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Different resources to incorporate in the classroom

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This website is very useful as it outlines the different assistive technologies we can incorporate into the classroom to help students with visual impairments, hearing impairments, mobility impairment and learning difficulties (e.g. dyslexia).

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Technology has changed the face of education and for many students with disabilities, it has levelled up the playing field and enabled them to realise their true potential. Assistive Technology can be as simple as a magnifying glass for someone with a visual impairment, as everyday as a smartphone calendar app helping those with specific learning difficulties plan their study or as complex as eye tracking technology which enables those with significant mobility impairments to use a computer. We've listed some assistive technology which is commonly used in higher education in Ireland below and grouped them by disability - that is types that are commonly used by students with those disabilities. The list is by no means exhaustive but is designed to give you an indication of what is out there.
Click the disability category to have further information drop down about the types of AT they might use.

For more information about Assistive Technology, go to our assistive technology section called 'AT Hive' to explore the range of free and non-free AT.

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Technology has changed the face of education and for many students with disabilities, it has levelled up the playing field and enabled them to realise their true potential.

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Assistive Technology for students with Learning Difficulties

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Assistive Technology for students with Learning Difficulties

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This website includes descriptions on speech to text, text to speech, smart pens and scanning pens to make it easier for students with difficulties to work effectively and in a way that suits them.

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There has never been a better time to be able to benefit from Assistive Technology. Even compared to a few years ago, prices have come down significantly and there is much more acceptance for using devices to assist in accomplishing everyday tasks – just ask Siri or Alexa!