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National Center for Learning Disabilities 

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National Center for Learning Disabilities 

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The national Center for learning disabilites is a broad guide into how to help students with SLD. This site gives you the information depedning if you are a parent, young adult, or an educator.

This website gives you information based on your location in the USA

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National Center for Learning Disabilities

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The National Center for Learning Disabilities is excited to announce the opening of its 2024 Anne Ford and Allegra Ford Thomas scholars. Both scholarships are for students with specific learning disabilities, such as dyslexia, dyscalculia, dysgraphia, etc. However, students with both a learning disability and attention deficit hyperactivity disorder (ADHD)...

The National Center for Learning Disabilities is excited to announce the opening of its 2024...

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National Center for Learning Disabilities

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Working to improve the lives of the 1 in 5 children and adults nationwide with learning and attention issues.

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it is a free website in which helps individuals 1)understand what dyslexia is, 2) helps educators how to screen for dyslexia , 3) how to support students with dyslexia, 4) how to read to students with dyslexia, 5)how to provide instruction as well.

The website provides video tutorials in how to address each of the things I listed

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This toolkit provides information about dyslexia and how to best support the literacy development of students with dyslexia. Explore the five sections to learn more about what dyslexia is, how schools can screen students for dyslexia risk, using data to identify supports for students with dyslexia,…

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Supporting student with a hearing disability 

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Supporting student with a hearing disability 

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These are a list of actions that as an educator you can do for a student with a hearing disabilities. The sheet also provides as to what a hearing loss can look like in a child.

The sheet was medically reviewed by " Dr. Yell Inverso, Director of Audiology for the Delaware Valley and the Nemours Center for Pediatric Communication (NCPC), has been a professor of audiology, an invited presenter and a published author of peer-reviewed medical journal articles."

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What teachers should know about hearing impairments, and how to help students who have one succeed in school.

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This website provides the symptoms that can happen at certain age ranges that can be used to determine if a child has autism. The site also provides certain behaviors that are exhibited in children with autism up to 60 months.

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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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Treatment and intervention services for autism

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Treatment and intervention services for autism

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This site informs the reader on the types of intervention that can be used for chilren with autism. The methods displayed to help out are Behavorial, developmental, social-Relational, pharmacological, phsycological and complementary and alternative. Each method has a brief description and a link to more details.

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Centers for Disease Control and Prevention

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Current treatments for autism spectrum disorder (ASD) seek to reduce symptoms that interfere with daily functioning and quality of life. ASD affects each person differently, meaning that people with ASD have unique strengths and challenges and different treatment needs. Therefore, treatment plans usually involve multiple professionals and are catered toward the individual.

Treatments can be given in education, health, community, or home settings, or a combination of settings. It is important that providers communicate with each other and the person with ASD and their family to ensure that treatment goals and progress are meeting expectations.

As individuals with ASD exit from high school and grow into adulthood, additional services can help improve health and daily functioning, and facilitate social and community engagement. For some, supports to continue education, complete job training, find employment, and secure housing and transportation may be needed.

Types of Treatments

There are many types of treatments available. These treatments generally can be broken down into the following categories, although some treatments involve more than one approach:

Behavioral Approaches

Behavioral approaches focus on changing behaviors by understanding what happens before and after the behavior. Behavioral approaches have the most evidence for treating symptoms of ASD. They have become widely accepted among educators and healthcare professionals and are used in many schools and treatment clinics. A notable behavioral treatment for people with ASD is called Applied Behavior Analysis (ABA). ABA encourages desired behaviors and discourages undesired behaviors to improve a variety of skills. Progress is tracked and measured.

Two ABA teaching styles are Discrete Trial Training (DTT) and Pivotal Response Training (PRT).

DTT uses step-by-step instructions to teach a desired behavior or response. Lessons are broken down into their simplest parts, and desired answers and behaviors are rewarded. Undesired answers and behaviors are ignored.

PRT takes place in a natural setting rather than clinic setting. The goal of PRT is to improve a few "pivotal skills" that will help the person learn many other skills. One example of a pivotal skill is to initiate communication with others.

Developmental Approaches

Developmental approaches focus on improving specific developmental skills, such as language skills or physical skills, or a broader range of interconnected developmental abilities. Developmental approaches are often combined with behavioral approaches.

The most common developmental therapy for people with ASD is Speech and Language Therapy. Speech and Language Therapy helps to improve the person's understanding and use of speech and language. Some people with ASD communicate verbally. Others may communicate through the use of signs, gestures, pictures, or an electronic communication device.

Occupational Therapy teaches skills that help the person live as independently as possible. Skills may include dressing, eating, bathing, and relating to people. Occupational therapy can also include:

Sensory Integration Therapy to help improve responses to sensory input that may be restrictive or overwhelming.

Physical Therapy can help improve physical skills, such as fine movements of the fingers or larger movements of the trunk and body.

The Early Start Denver Model (ESDM) is a broad developmental approach based on the principles of Applied Behavior Analysis. It is used with children 12-48 months of age. Parents and therapists use play, social exchanges, and shared attention in natural settings to improve language, social, and learning skills.

Educational Approaches

Educational treatments are given in a classroom setting. One type of educational approach is the Treatment and Education of Autistic and Related Communication-Handicapped Children (TEACCH) approach. TEACCH is based on the idea that people with autism thrive on consistency and visual learning. It provides teachers with ways to adjust the classroom structure and improve academic and other outcomes. For example, daily routines can be written or drawn and placed in clear sight. Boundaries can be set around learning stations. Verbal instructions can be complimented with visual instructions or physical demonstrations.

Social-Relational Approaches

Social-relational treatments focus on improving social skills and building emotional bonds. Some social-relational approaches involve parents or peer mentors.

The Developmental, Individual Differences, Relationship-Based model (also called "Floor time") encourages parents and therapists to follow the interests of the individual to expand opportunities for communication.

The Relationship Development Intervention (RDI) model involves activities that increase motivation, interest, and abilities to participate in shared social interactions.

Social Stories provide simple descriptions of what to expect in a social situation.

Social Skills Groups provide opportunities for people with ASD to practice social skills in a structured environment.

Pharmacological Approaches

There are no medications that treat the core symptoms of ASD. Some medications treat co-occurring symptoms that can help people with ASD function better. For example, medication might help manage high energy levels, inability to focus, or self-harming behavior, such as head banging or hand biting. Medication can also help manage co-occurring psychological conditions, such as anxiety or depression, in addition to medical conditions such as seizures, sleep problems, or stomach or other gastrointestinal problems.

It is important to work with a doctor who has experience in treating people with ASD when considering the use of medication. This applies to both prescription medication and over-the-counter medication. Individuals, families, and doctors must work together to monitor progress and reactions to be sure that negative side effects of the medication do not outweigh the benefits.

Psychological Approaches

Psychological approaches can help people with ASD cope with anxiety, depression, and other mental health issues. Cognitive-Behavior Therapy (CBT) is one psychological approach that focuses on learning the connections between thoughts, feelings, and behaviors. During CBT, a therapist and the individual work together to identify goals and then change how the person thinks about a situation to change how they react to the situation.

Complementary and Alternative Treatments

Some individuals and parents use treatments that do not fit into any of the other categories. These treatments are known as Complementary and Alternative treatments. Complementary and alternative treatments are often used to supplement more traditional approaches. They might include special diets, herbal supplements, chiropractic care, animal therapy, arts therapy, mindfulness, or relaxation therapies. Individuals and families should always talk to their doctor before starting a complementary and alternative treatment.

There may be other treatments available for individuals with ASD. Talk to a doctor or healthcare provider to learn more.

For more information you can visit:

American Academy of Pediatrics Council on Children with Disabilities: https://pediatrics.aappublications.org/content/145/1/e20193447external icon

Autism Society: https://www.autism-society.org/living-with-autism/treatment-options/external icon

Autism Speaks: https://www.autismspeaks.org/treatments-autismexternal icon

Interagency Autism Coordinating Committee: https://iacc.hhs.gov/publications/publications-analysis/2012/treatments.shtmlexternal icon

National Institute on Child Health and Human Development: https://www.nichd.nih.gov/health/topics/autism/conditioninfo/treatmentsexternal icon

References

Hyman, S.L., Levy, S.E., Myers, S.M., & AAP Council on Children with Disabilities, Section on developmental and behavioral pediatrics. (2020). Identification, evaluation, and management of children with autism spectrum disorder. Pediatrics, 145(1), e20193447.

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Treatment and Intervention Services for Autism Spectrum Disorder

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Autism Spectrum Disorders (ASDs) 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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This is a documentary on three individuals who have cerebral palsy at different life stages. They discuss their dreams and the challenges they face. The documentary also provides the insight of family members and members of the community that have built a relationship with the individuals.

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Including Samuel - The Story of Samuel Habib
Photojournalist Dan Habib rarely thought about Inclusion, until his son was experiencing signs of disability. Now, with confirmed diagnosis, Dan thinks about inclusion most every day. Filmed over a four year period, Habbib provides a highly personal, but passionately filmed chronicle of the efforts his family made to include Samuel in everyday living. The documentary features four other individuals with disability, and provides interviews with teachers, peers, parents and disability rights experts.
Director: Dab Habib
Writers: Dan Habib
Based on: The true story of Samuel Habib
Starring: Samuel Habib, Keith Jones
Rating: Unrated
Genre: Documentary
Length: 90 minutes
Accolades: "Including Samuel" was screened at the Sprout Film Festival at the Metropolitan Museum of Art (NYC) and named "Best Documentary" at the Somewhat North of Boston Film Festival.
Released: 2008

Inclusion at home, school explored in father's documentary

Samuel Habib is a child with beautiful dark eyes and an infectious smile. Like most children his age, he's bright and curious, and anxious to assert independence. He loves his parents, and enjoys a special relationship with brother, Isaiah, who is three years older than he is.

Samuel has Cerebral Palsy, but that - his parents want others to know - is only a part of whom their son is. It's that contention that is at the heart of "Including Samuel," a documentary produced by Samuel's father, Dan Habib, which asks fundamental questions all parents of a child with special needs must ask: How do parents foster a sense of belonging in the family, at school, and in society? How can parents make sure that they're emotional cues benefit their child, and their siblings? And, in what can be an overwhelming schedule of appointments, health issues, and educational decisions, what lies ahead for their child, and their family?

The documentary, which is narrated by Dan, explores all of these questions through the prism of inclusion, especially when it comes to education. He interviews Samuel's mother, Betsy McNamara, educators, and persons with physical, developmental and mental disabilities about their experiences with the education system in the United States.

"What if doctors told you that your child would live her life in an institution?" Dan asks. "What if your two kids could not go to the same school because one has autism? If your daughter retreated into an imaginary world inside her head, how would your life be different? How would your family change?

"How would you change if you had a son who needed a wheelchair?"

The path to "Including Samuel" began several years after Dan became a photojournalist. He was assigned a story about inclusion in regular classrooms for children with special needs, which was being piloted at Beaver Meadow School in Concord, NH, where his son now attends school.

Dan speaks honestly about his limited interactions with people with disabilities, especially when he was young. Save for one child, Dan doesn't recall seeing any other children with disabilities when he was growing up in the 1970s. Dan didn't have any trouble finding friends - he was like everyone else - and didn't think much about inclusion, one way or the other. But as Samuel's dad, he thinks about it every day.

Dan admits that after he learned Samuel had Cerebral Palsy, he was forced to admit he hadn't always perceived people with disabilities to be as capable as he was. But he thought, what if the world thought of Samuel in that way?

To answer this question, Dan sought the perspectives of experts, educators and individuals with disabilities, including a man with Cerebral Palsy, the mother of a boy with autism and a young woman with schizophrenia that decided that, ultimately, inclusion was not for her.

Keith Jones, who has Cerebral Palsy and attended a school in St. Louis exclusively for students with disabilities in the 1970s, reflected on an educational system that he said did not encourage those with disabilities to reach their potential, and compared the environment to a nursing home.

"People really did not have high expectations for students with disabilities," he said. "How the hell do I develop a positive self-image if from the time I get off the bus to the time I leave I am being told because of my physical presence, because of the physical conditions of my being, that I have to be secluded, stashed away, talked to in a demeaning manner, or talked to in a way where there's no expectations about me doing anything. Then you want me to succeed? You want me to go out and be aggressive, be a product of society, and produce and put into this economy?"

When he was a teen, Keith's family moved to Boston where, for the first time, he attended classes with able-bodied students, and the teachers didn't speak to him in a condescending fashion. Keith said he found the experience empowering.

The documentary also explores what parents of children with disabilities experience, and the constant worries not only about their child's health and welfare, but about how others will perceive - and treat - their children.

Betsy McNamara, Samuel's mother, recalls when they first started realizing that Samuel might have a disability, she was afraid and mourned for all the aspirations you have for your child's future.

"How could he run around on the playground and play kickball when he couldn't run?" she asked. "How can he yack on the phone with his teenage friends when he has trouble talking? How could he get a full education and go to college when he can't hold a pencil. I just couldn't imagine beyond that, and I was very afraid for him, and for us."

Samuel's parents' fears, even today, are grounded in reality. Christina Malfy, the mother of Alana, who attends public high school, recalled a discouraging experience at a high school event.

"We were at the awards ceremony for all of the athletes at school, they included all of the kids that did the Special Olympics," she said. "And I heard from behind me somebody make a comment that was something along the lines of, 'It doesn't matter if you're on the Special Olympics and you win, because you're still retarded.

"It's just amazing that those remarks could slide out of somebody's mouth; somebody who was sitting a row away from me," she said.

Both Dan and Betsy know they cannot change how people feel about their son, but their hope is that with inclusive policies in school and society that people begin to see Samuel in the way that he sees himself, and the way his family sees him - as an active, intelligent and engaged contribution to society, even though he is uniquely different than his peer.

"Including Samuel" also explores the loving relationship between Samuel and his brother Isaiah, who is three years his senior. But common amongst parents of children with special needs, Dan and Betsy also wonder if Samuel's needs have taken attention away from Isaiah.

The film explores, at its heart, what it means to be the parent of a child with special needs.

"For a long time, we would sit around after the kids went to bed and we'd compare notes on how Samuel did," Betsy said. "He did better with this today, or he wasn't as good with that today as he was the day before, and I realized that if I do everything that all of therapists and teachers suggest that I do then I'm working with him all the time on OT, on PT, on speech, on his education, on his stretching, and if you do all of those things every day, then I become his therapist, and not his mother. And I just want to be his mother."

"Including Samuel" also explores the journey from constant worry, to acceptance, and yes, joy.

"We've finally figured out that constantly worrying about Samuel's future isn't the best way to be his parents," Dan said. "We have to live in the present, look at who he is as a person, and his experience as our son, as Samuel, so that we can be his mom and dad."

To learn more about "Including Samuel," visit:
"Including Samuel" website
The documentary can be rented or owned. Ask your local movie rental or distributor, visit Amazon, or find purchase information, visit:
"Including Samuel" store

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Including Samuel: The Story of Samuel Habib

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Photojournalist Dan Habib rarely thought about Inclusion, until his son was experiencing signs of cerebral palsy. Dan now thinks about inclusion every day.

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supporting students with down syndrome in the classroom 

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supporting students with down syndrome in the classroom 

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This article gives perspective from an occupational therapist on how to better support your student with down syndrome. The steps it has the educator to reflect on what the steps of a task are, and then to reflect the subskills required for the the task to be completed. The article also includes the educator to consider three things to best support the student which are the student, the task, and the environment.

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An OT Perspective
By Hina Mahmood, M.OT and Arianna Coles, M.OT Reprinted from 3.21: Canada's Down Syndrome Magazine (Issue #8: Back to School, Back to Life). Click here to download the full magazine.
The beginning of the school year can be an exciting yet stressful process at the best of times. While teachers and school staff are working to prepare lesson plans and organize the classroom, parents are rushing to purchase supplies and get kids back into a routine. Meanwhile, students with Down syndrome may be experiencing their own sense of excitement, anticipation, and anxiety.

The uncertainty of the COVID-19 pandemic has disrupted the school routine and impeded the learning process for many students. As we gradually return to a sense of normalcy, it is vital to maximize every opportunity to increase success in the classroom, and occupational therapy can provide the framework to do just that.

Occupational therapy is a client-centered, holistic health discipline that empowers and enables individuals of all ages and abilities to live functional and independent lives doing the things that are most meaningful to them. OT's can help individuals increase independence in the areas of 1) self-care (feeding, grooming, toileting, sleep), 2) productivity (school, work, volunteering) and 3) leisure (hobbies, exercise, social participation).

Occupational therapists can use a variety of approaches to help clients become more independent. According to the Person-Environment-Occupation framework, to achieve optimal performance in any given task, there must be a suitable interaction between three components: 1) the person, 2) the environment, and 3) the occupation or task. As OTs, we often use the PEO model not only to assess and create learning goals, but to problem solve when challenges arise. The PEO model can serve as a good visual reminder that if all three components are in balance, the opportunity for learning and progress are increased.

Below, we break down the PEO in relation to how we support our clients with Down syndrome.
This domain can include self-concept, health, cultural background, and cognition
Medical Factors
From frequent coughs and colds to more chronic conditions such as obstructive sleep apnea and stomach issues, individuals with Down syndrome must contend with multiple medical challenges throughout their lives. These health conditions can impact day to day functioning, resulting in difficulties with behaviour including the abilities to listen and focus, follow directions, and self-regulate. When our students are having a typically difficult day in the classroom, we must take into consideration how they are feeling on that day. Did they have a poor sleep the night before? Are they just getting over a stomach bug? Often, there may be another reason why they are struggling in the classroom.

Physical Factors
We must also consider the physical characteristics of Down syndrome. Low tone, hypermobility, and decreased strength and endurance can make learning even the most basic skill a challenge. As OTs we take these factors into consideration when creating an intervention plan or providing strategies. Many times, our students might have difficulties with completing schoolwork because they fatigue more quickly than their typically developing peers.

Cognition
Another key component when considering the person is cognition. We know that individuals with Down syndrome have certain challenges with learning, but they also have many strengths. Understanding the full scope of how they take in, process, and use information can be extremely valuable in assisting with learning and development. Are we using enough visuals? Are we providing them with too much verbal input?
OCCUPATION
This domain includes the task, how it is structured, and the steps required to complete it successfully
First, ask yourself what are the steps of a task and how many are required?

Depending on the student, being provided with too many steps can be overwhelming and difficult to process.

Task analysis involves breaking down the steps of a task, identifying where the student is having difficulties and beginning your support there. The goal will be to go from maximal support fading into minimal support/independence.

Next, we need to consider the subskills required to complete a particular task.

E.g. You are asking your student to clean up their desk and change their shoes to go outside for recess. Factors to consider include:

Can your student effectively process multistep verbal instructions?

Does your student know how to take off/put on their shoes?

Does your student know to untie/tie their shoes?

Finally, think about how a task is structured.
ENVIRONMENT
This domain includes the physical, cultural, socio-economic, and institutional environment

Is it broken down into manageable pieces where each step is clearly laid out, or are the expectations unclear?

Students with Down syndrome are strong visual learners. Using visuals to lay out the sequence for a task can support successful task completion.

Providing your student with the just-right-challenge means you are meeting your student where they are at, adapting an activity to where they are still being challenged, but not too much that it seems unachievable and can lead to frustration.

What is occurring in your student's immediate environment also impacts their levels of anxiety and their performance. Aspects of the environment to consider include:
For more information please contact DSRF OTs Hina Mahmood, M.OT (hina@dsrf.org) and Arianna Coles, M.OT (arianna@dsrf.org)

Classroom

Is there a lot of noise or activity?

Are the lights too bright or too dim?

Are there many visual distractions around the classroom? (i.e. bright colours, cluttered desk space, decorations)

Supports - Equipment

Is your student set up with supportive seating? (i.e. feet flat on the floor, hips and knees at 90 degrees, table or desk at an appropriate height, back support)

Are your student's sensory needs being met? (e.g. providing a wiggle cushion to allow your student to move and stay regulated)

Supports - People

Are teachers and/or other students aware of your student's needs/how best to support their learning?

Is there additional support in the classroom if needed?

As occupational therapists we encourage parents, caregivers, teachers, and school support staff to also use the PEO framework to help assess and problem solve challenging situations for your loved ones and students with Down syndrome at home and in the classroom. Examining the interaction between each of these components can help provide a holistic understanding of your student's learning needs, and ultimately provide tools that can help to set them up for success!

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Supporting Students with Down Syndrome In The Classroom - Down Syndrome Resource Foundation

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A 2 minute video with children giving advice to teachers into their perspective as someone with a disability. This video creates an emotional connection to the teacher that they do want to learn and some of the things they experience is out of their control.

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Dear Teacher: Heartfelt Advice for Teachers from Students

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Guide on how to help students that use wheelchairs.

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Guide on how to help students that use wheelchairs.

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This article goes into description on how to assist those that are wheelchair bound. The main point they make to come across is to treat them as if they were not in a wheelchair and not to take their independence away. The article also gives insight on how to take an individual on or off a wheelchair and how to go up or down on a ramp.

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First Aid specifically for students with epilepsy 

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First Aid specifically for students with epilepsy 

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This organization offers comprehensive training programs designed to equip individuals with the skills to effectively respond to epilepsy episodes. Additionally, they provide on-demand certification for first aid specifically tailored to assisting someone experiencing an epilepsy episode, suitable for both the general public and educational settings. The website further serves as a valuable resource by providing relevant information specific to the state in which you are operating.

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This course is designed for people who work with children and youth in school settings. This program provides an overview of seizures and epilepsy, seizure first aid, seizure action plans, rescue therapies and seizure emergencies.