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As stated in IDEA, (i) General. Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.

(ii) Disorders not included. Specific learning disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of intellectual disability, of emotional disturbance, or of environmental, cultural, or economic disadvantage.

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The causes of a Specific Learning Disability could include:

Central Nervous System Dysfunction

Genetic Factors

Medical Factors (birth complications, childhood illness)

Teratogenic Factors

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The prevalence for SLD:

Learning Disabilities affect 5-6% of children aged 6-17

Almost half of all students receiving special education services have a learning disability.

Specific Learning Disabilities have doubled since 1977.

Approximately 2.33 million students are considered to have a Specific Learning Disability in the United States.

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Teaching strategies for SLD include:

Direct Instruction

Graphic Organizers

Peer Tutoring

Teach students how to self-monitor

Scaffold Instruction

Visual Aids

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Innovative Teaching Strategies for Students with Learning Disabilities - Kutest Kids

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Discover effective teaching strategies for students with learning disabilities to foster an inclusive classroom.

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In order to try and prevent a SLD, one might:

Follow good prenatal care and guidelines

Live a healthy lifestyle while pregnant

Monitor for early signs

It is important to note that it is impossible to prevent all SLD cases.

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Some characteristics of a SLD include:

Memory and metacognitive problems

Motivational Problems

Attention and hyperactivity disorders

Inactive learner

https://www.understood.org/en/articles/what-are-learning-disabilities?utm_medium=cpc&utm_source=google-search-grant&utm_campaign=g_en_mb_learning%20disabilitiesej&utm_content=learning%20disabilities%20symptoms%20nb&utm_term=learning%20disabilities%20symptoms_exact&gad_source=1&gad_campaignid=10221404115&gbraid=0AAAAADo4Wqe29DhsaL1-u2u-O-C3J9tBa&gclid=CjwKCAjwp_LDBhBCEiwAK7FnkhKm3VxFVy7yz8urpyBPutppAFHH_vDGDiQfYvhX8RCvUDNKrIZyLhoCY1IQAvD_BwE

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Learning disabilities are lifelong challenges with reading, writing, and math. Learn more about learning disabilities.

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Text-to-Speech software

Graphic Organizers

Speech-to-Text software

Audiobooks

Word Prediction Software

Pencil Grips

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IDEA states, "(9) Other health impairment means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that—

(i) Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and

(ii) Adversely affects a child’s educational performance."

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Some causes of could ADHD include:

Neurological Dysfunction- Imbalances in brain chemistry

Hereditary- runs in families

Environmental Factors- Maternal drug abuse, lead poisoning, low birth weight

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The prevalence of ADHD:

It is estimated that 3-9% of the school age population has ADHD.

ADHD is becoming more prevalent and is one of the fastest growing disabilities.

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Teaching strategies for ADHD include:

Complete a Functional Behavior Analysis to determine causes for student's behaviors.

Teach self-regulation and self-monitoring

Help students with organization

Allow students extra time to complete assignments

Movement breaks

Preferential Seating

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Classroom Strategies for Teaching Students with ADHD - Effective Students

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Discover classroom strategies to support students with ADHD, including tips on organization, positive reinforcement, and learning techniques.

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In order to prevent ADHD, one might:

During pregnancy, mothers should avoid toxins, drugs, and alcohol. The mother should monitor and control stress, and lead a healthy lifestyle while pregnant.

While it is hard to prevent ADHD, as it is often genetic, it is important that a child receives early intervention if they are diagnosed.

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Characteristics of ADHD include:

Inattention

Hyperactivity

Executive Function Problems

Behavior difficulties

Social issues

Academic dfficulties

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ADHD symptoms can present as mostly inattentive, mostly hyperactive-impulsive, or a combination of both types of symptoms.

If you think you or someone you know might have ADHD, the first step is to talk with a healthcare provider.

Signs and symptoms

It is normal for children to have trouble focusing and behaving at one time or another. However, children with ADHD do not just grow out of these behaviors. The symptoms continue, can be severe, and can cause difficulty at school, at home, or with friends.

Signs

A child with ADHD might

daydream a lot

forget or lose things a lot

squirm or fidget

talk too much

make careless mistakes or take unnecessary risks

have a hard time resisting temptation

have trouble taking turns

have difficulty getting along with others

Symptoms

Based on the types of symptoms, three kinds (presentations) of ADHD can occur:

Predominantly Inattentive Presentation

Predominantly Hyperactive-Impulsive Presentation

Combined Presentation (a combination of inattentive and hyper-impulsive symptoms)

Because symptoms can change over time, the presentation may change over time as well.

When to talk to your doctor

If you are concerned about whether a child might have ADHD, the first step is to talk with a healthcare provider to find out if the symptoms fit an ADHD diagnosis. The diagnosis can be made by a mental health professional, such as a psychologist or psychiatrist, or by a primary care provider, like a pediatrician.

Is there a test for ADHD?‎

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ADHD symptoms can change over time and presents itself in three different ways.

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Text to speech software

Audiobooks

Timers/alarms

Speech to text software

Noise cancelling headphones

Sensory items

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IDEA states, "(i) Emotional disturbance means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:

(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.

(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.

(C) Inappropriate types of behavior or feelings under normal circumstances.

(D) A general pervasive mood of unhappiness or depression.

(E) A tendency to develop physical symptoms or fears associated with personal or school problems.

(ii) Emotional disturbance includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance under paragraph (c)(4)(i) of this section."

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Some causes of an Emotional Disturbance include:

Genetic Influences- autism, OCD, Bipolar disorder, depression, Tourettes Syndrome

Biological factors: infection, lead poisoning, toxin exposure

Psychosocial- parental discord, poverty, maltreatment, poor nutrition, poor healthcare

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The prevalence of ED:

The exact prevalence of ED is almost impossible to determine.

Emotional Disturbances are the 6th largest category for children identified in special education.

This disability could possibly be the most under-identified due to social stigma and how this disability is identified.

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Teaching strategies for ED include:

Teach time management

Class ambience

Teach students how to self-monitor

Teach social skills

Teach students how to problem solve

Teach conflict resolution

Use behavioral plans if necessary for more severe cases

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Building Resiliency

The encouraging news is that young people have the innate capacity to bounce back from adversity. You can create an environment that feels safe and connected by helping students understand how negative emotions hijack our learning. I am currently teaching young adolescents, many with significant emotional and behavioral challenges. To facilitate a predictable and consistent environment, we create class guidelines, procedures, and engagement systems so each student knows the class expectations and routines. Here are four strategies that have really worked with my students.

1. Brain-Based Learning Centers

In my classroom, students can go to one corner to recharge and calm down from negative emotion. This corner is called the "amygdala first aid station" as the amygdala is the fight/flight/freeze center in the brain. Students needing a quiet area with tables to study or to complete work can go to the "hippocampus area," named after the part of the brain that memorizes and connects new information to what we already know. Finally, the "prefrontal cortex area"-named after the problem-solving center of the brain-includes tables and collaborative spaces for students who are ready to discuss projects or ideas, watch documentaries, and collaborate. When we teach students about their brain functions and connect them to specific activities, they become more self-aware and fluent in their own cognitive processes. Check out my post " Brain Labs: A Place to Enliven Learning " for a helpful resource as you think about how to design predictable and safe spaces to learn, socialize, and recharge.

2. Personalized Check-In Notes

If students are in a negative brain state, we must regulate behaviors before any learning will occur. The best way I have found is to first attend to their emotional temperature, to let them know I am present and available no matter the negative behaviors. To connect with and create consistency for a diverse array of students with different needs, I use waiter and prescription pads as a way of personalizing communication throughout the day. These are particularly effective for reaching those students who don't respond to spoken communication. Share notes, small goals, affirmations, and requests to maintain individualized consistent connections. Once the task or goal has been ordered and received, you can create fun ways to make a payment or incentivize.

3. Structured Emotional Support

The "2x10 Strategy" developed by psychologist Raymond Wlodkowski is an excellent brain-aligned strategy to implement with our most challenging students. For two minutes each day, 10 days in a row, teachers have a personal conversation-either written or in-person-with a student about anything the student is interested in, as long as the conversation is G-rated. Wlodkowski found an 85 percent improvement in that one student's behavior. In addition, he found that the behavior of all the other students in the class improved.

4. Locked Journal for Safe Self-Expression

When we write out our thoughts and feelings, we clear space in the frontal lobes for positive emotion and higher cognitive processes. A locked journal can give students a safe place to release anxiety while maintaining control over their own privacy. If a student chooses to write or draw their feelings and thoughts through this format, we discuss how this journal can become a trusted friend, and how they might be able to use it to prototype creative forms of expression to be shared under the appropriate circumstances.

Delivery Matters

In working with students, your method of delivery will make a big difference. Students who are emotionally shut down and unresponsive to words may respond better with written notes. You can create note cards for directions, choices, or explanations, and give students the opportunity to write their responses rather than speak. All behavior is communication. Although I might not get a verbal response from a student, I always keep trying with the option of sharing notes and letters.

What I am learning every day-even as a seasoned educator-is that I must regulate behaviors before any learning will occur, and the strategies above have helped immeasurably. Students who struggle with emotional disturbances are some of our most vulnerable, but when we can create predictable and consistent supports for them, their inner resilience can shine.

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Reaching Students With Emotional Disturbances

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The encouraging news is that young people have the innate capacity to bounce back from adversity. You can create an environment that feels safe and connected by helping students understand how negative emotions hijack our learning. I am currently teaching young adolescents, many with significant emotional and behavioral challenges.

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In order to prevent emotional and behavioral disorders, one must be resilient. Resilient individuals display four characteristics: they are socially competent, they have exceptional problem solving skills, they are autonomous, and they have high aspirations. It is important to teach these traits.

Use positive behavior supports to prevent unwanted behaviors.

Offer mental health resources to families.

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Characteristics of ED include:

Chronic school failure

Chronic absences from school

School drop out

Difficulty building relationships

Aggressive behavior

Limited or inappropriate language use

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Technology used as a positive reinforcer

Sensory tools

Visual schedules

Mindfulness/Meditation apps

Emotion tracking apps

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IDEA states, "(i) Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.

(ii) Autism does not apply if a child’s educational performance is adversely affected primarily because the child has an emotional disturbance, as defined in paragraph (c)(4) of this section.

(iii) A child who manifests the characteristics of autism after age three could be identified as having autism if the criteria in paragraph (c)(1)(i) of this section are satisfied."

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Some causes of Autism include:

There is not one single cause of Autism

Genetic link

Brain abnormalities

Environmental stressors

There is no scientific data that states Autism is related to childhood vaccines.

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The prevalence of Autism:

According to the CDC, 1 in 31 children are diagnosed with Autism in the United States.

There is a high prevalence in boys versus girls.

1 in 45 adults have been diagnosed with Autism.

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Autism Statistics and Facts | Autism Speaks

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Click here for autism and asd statistics and facts on the causes and prevalence of autism, associated medical conditions, economic costs and more.

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Teaching strategies for Autism include:

Teach functional and social skills

Visual schedules

Follow set routines

Pre-teach

Positive reward systems

First/Then charts

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Building a Strong Routine

Creating a routine doesn't mean every day is rigid or inflexible. It means that our days follow a recognizable rhythm that helps students and teachers anticipate what's next. Here are a few core tips:

1. Start with the Big Picture: We begin by mapping out our days with broad categories: arrival, morning meeting, literacy, snack, centers, recess, math, related services, and dismissal. We use visuals that are large enough to be seen on the whiteboard as a class schedule. My team and I also use visual schedules for large group activities and individual picture schedules. Task strips are also utilized throughout the day! We start by thinking about what needs to stay consistent and where we have more room for flexibility.

2. Teach the Routine Explicitly: Teaching the use of visuals and recognizing the use of a visual schedule is necessary. We teach these the same way that we teach any other skill. Model the routine step-by-step, practice it daily, and positively reinforce when students follow it. We use short phrases and visuals while teaching transitions, like "First clean up, then circle time."

3. Prepare for Transitions: Transitions are often the most challenging part of the day. Use countdowns, timers, music cues, or transition objects (like a fidget to carry) to help students move from one activity to another more easily.

4. Review & Reflect: Even with a solid routine, we still find the need to reflect and adjust. What's working? What's overwhelming? Are there too many transitions? Are students rushing or stalling at certain points? Use daily observations and student input (when possible) to improve flow and clarity.

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Creating Predictable Routines for Young Learners - The Autism Helper

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In our kindergarten through second-grade special education classroom, routines aren't just helpful, they're essential. Many of our learners thrive on

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While there is currently no specific way to prevent Autism there are certain prenatal practices that could lower the risk. Some of these practices include:

Avoiding environmental toxins

Maintaining a healthy lifestyle during pregnancy

Receiving proper prenatal care

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Characteristics of Autism include:

Difficulties with language- limited or lack of speech

Difficulty developing and maintaining relationships

Repetitive behaviors

Difficulty understanding social cues

Need for sameness and routines

Sensory sensitivities

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AAC Devices

Visual schedules

Sensory tools

PECS

Organizational aids

Fine motor aids for handwriting and eating with utensils

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IDEA states, "Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance."

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Some causes of a speech impairment include:

Hearing impairment/ear infections

Neurological conditions

Autism

Genetic conditions- Rett Syndrome

Environmental factors-lack of support for language development

Brain damage

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The prevalence of a speech impairment:

Speech impairments are high incidence disabilities.

This disability often occurs with other disabilities

20% of children receiving special education services receive speech related services.

According to the CDC, approximately 7.7% of children receive speech related services.

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Use visual supports

Talk loud and clear

Alternative response methods

Extra time to formulate responses

Preferential seating near instruction

Speech services with speech language pathologist

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Free Speech and Language Resources - Speech And Language Kids

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Welcome to My Home!! I’m so glad you found my site! I have a ton of great free content for just about every different speech and language problem you may encounter. Feel free to browse around and don’t hesitate to let me know if you have any questions! Subscribe to My Mailing List

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Some prevention strategies include:

Provide early language experiences

Create a language rich environment

Have child's hearing checked

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Limited vocabulary

Incorrect grammar

Difficulty following oral directions

Difficulty understanding figurative language

Excessive repetition of language

Difficulty of articulation and fluency

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AAC devices

Visuals

Text to speech and speech to text software

Assisting listening devices

Fluency devices