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When it comes to learning disabilities, look at the big picture

All children need love, encouragement, and support, and for kids with learning disabilities, such positive reinforcement can help ensure that they emerge with a strong sense of self-worth, confidence, and the determination to keep going even when things are tough.

In searching for ways to help children with learning disabilities, remember that you are looking for ways to help them help themselves. Your job as a parent is not to "cure" the learning disability, but to give your child the social and emotional tools they need to work through challenges. In the long run, facing and overcoming a challenge such as a learning disability can help your child grow stronger and more resilient.

Always remember that the way you behave and respond to challenges has a big impact on your child. A good attitude won't solve the problems associated with a learning disability, but it can give your child hope and confidence that things can improve and that they will eventually succeed.

Tips for dealing with your child's learning disability

Keep things in perspective. A learning disability isn't insurmountable. Remind yourself that everyone faces obstacles. It's up to you as a parent to teach your child how to deal with those obstacles without becoming discouraged or overwhelmed. Don't let the tests, school bureaucracy, and endless paperwork distract you from what's really important-giving your child plenty of emotional and moral support.

Become your own expert. Do your own research and keep abreast of new developments in learning disability programs, therapies, and educational techniques. You may be tempted to look to others-teachers, therapists, doctors-for solutions, especially at first. But you're the foremost expert on your child, so take charge when it comes to finding the tools they need in order to learn.

Be an advocate for your child. You may have to speak up time and time again to get special help for your child. Embrace your role as a proactive parent and work on your communication skills. It may be frustrating at times, but by remaining calm and reasonable, yet firm, you can make a huge difference for your child.

Remember that your influence outweighs all others. Your child will follow your lead. If you approach learning challenges with optimism, hard work, and a sense of humor, your child is likely to embrace your perspective-or at least see the challenges as a speed bump, rather than a roadblock. Focus your energy on learning what works for your child and implementing it the best you can.

Focus on strengths, not just weaknesses

Your child is not defined by their learning disability. A learning disability represents one area of weakness, but there are many more areas of strengths. Focus on your child's gifts and talents. Your child's life-and schedule-shouldn't revolve around the learning disability. Nurture the activities where they excel, and make plenty of time for them.

Recognizing a learning disorder

By understanding the different types of learning disorders and their signs, you can pinpoint the specific challenges your child faces and find a treatment program that works.
[Read: Learning Disabilities and Disorders]

Helping children with learning disabilities tip 1: Take charge of your child's education

In this age of endless budget cuts and inadequately funded schools, your role in your child's education is more important than ever. Don't sit back and let someone else be responsible for providing your child with the tools they need to learn. You can and should take an active role in your child's education.

If there is demonstrated educational need, the school is required by law to develop an Individualized Education Plan (IEP) that delivers some educational benefit, but not necessarily one that maximizes student achievement. Parents who want the best for their kids may find this standard frustrating. Understanding special education laws and your school's guidelines for services will help you get the best support for your child at school. Your child may be eligible for many kinds of accommodations and support services, but the school might not provide services unless you ask for them.

Tips for communicating with your child's school

Being a vocal advocate for your child can be challenging. You'll need superior communication and negotiation skills, and the confidence to defend your child's right to a proper education.

Clarify your goals. Before meetings, write down what you want to accomplish. Decide what is most important, and what you are willing to negotiate.

Be a good listener. Allow school officials to explain their opinions. If you don't understand what someone is saying, ask for clarification. "What I hear you saying is..." can help ensure that both parties understand.
[Read: Effective Communication]
Offer new solutions. You have the advantage of not being a "part of the system," and may have new ideas. Do your research and find examples of what other schools have done.

Keep the focus. The school system is dealing with a large number of children; you are only concerned with your child. Help the meeting stay focused on your child. Mention your child's name frequently, don't drift into generalizations, and resist the urge to fight larger battles.

Stay calm, collected and positive. Go into the meeting assuming that everyone wants to help. If you say something you regret, simply apologize and try to get back on track.

Don't give up easily. If you're not satisfied with the school's response, try again.

Recognize the limitations of the school system

Parents sometimes make the mistake of investing all of their time and energy into the school as the primary solution for their child's learning disability. It is better to recognize that the school situation for your child will probably never be perfect. Too many regulations and limited funding mean that the services and accommodations your child receives may not be exactly what you envision for them, and this will probably cause you frustration, anger and stress.

Try to recognize that the school will be only one part of the solution for your child and leave some of the stress behind. Your attitude (of support, encouragement and optimism) will have the most lasting impact on your child.

Tip 2: Identify how your child learns best

Everyone-learning disability or not-has their own unique learning style. Some people learn best by seeing or reading, others by listening, and still others by doing. You can help a child with a learning disability by identifying their primary learning style.

Is your child a visual learner, an auditory learner, or a kinesthetic learner? Once you've figured out how they learn best, you can take steps to make sure that type of learning is reinforced in the classroom and during home study. The following lists will help you determine what type of learner your child is:

Is your child a visual learner?

Visual learners:

Is your child an auditory learner?

Auditory learners:

Is your child a kinesthetic learner?

Kinesthetic learners:

Studying Tips for Different Types of Learners

For visual learners:

Use books, videos, computers, visual aids, and flashcards.

Make detailed, color-coded or high-lighted notes.

Make outlines, diagrams, and lists.

Use drawings and illustrations (preferably in color).

Take detailed notes in class.

For auditory learners:

Read notes or study materials out loud.

Use word associations and verbal repetition to memorize.

Study with other students. Talk things through.

Listen to books on tape or other audio recordings.

Use a tape recorder to listen to lectures again later.

For kinesthetic learners:

Get hands on. Do experiments and take field trips.

Use activity-based study tools, like role-playing or model building.

Study in small groups and take frequent breaks.

Use memory games and flash cards.

Study with music playing in the background.

Tip 3: Think life success, rather than school success

Success means different things to different people, but your hopes and dreams for your child probably extend beyond good report cards. Maybe you hope that your child's future includes a fulfilling job and satisfying relationships, for example, or a happy family and a sense of contentment. The point is that success in life -rather than just school success-depends, not on academics, but on things like a healthy sense of self, the willingness to ask for and accept help, the determination to keep trying in spite of challenges, the ability to form healthy relationships with others, and other qualities that aren't as easy to quantify as grades and exam scores.

Six skills for success in life with a learning disability

A 20-year study that followed children with learning disabilities into adulthood identified the following six "life success" attributes. By focusing on these broad skills, you can help give your child a huge leg up in life.

1: Self-awareness and self-confidence

For children with learning disabilities, self-awareness (knowledge about strengths, weaknesses, and special talents) and self-confidence are very important. Struggles in the classroom can cause children to doubt their abilities and question their strengths.

2: Being proactive

A proactive person is able to make decisions and take action to resolve problems or achieve goals. For people with learning disabilities, being proactive also involves self-advocacy (for example, asking for a seat at the front of the classroom) and the willingness to take responsibility for choices.

3: Perseverance

Perseverance is the drive to keep going despite challenges and failures, and the flexibility to change plans if things aren't working. Children (or adults) with learning disabilities may need to work harder and longer because of their disability.

Talk with your child about times when they persevered-why did they keep going? Share stories about when you have faced challenges and not given up.

Discuss what it means to keep going even when things aren't easy. Talk about the rewards of hard work, as well as the opportunities missed by giving up.

When your child has worked hard, but failed to achieve their goal, discuss different possibilities for moving forward.

4: The ability to set goals

The ability to set realistic and attainable goals is a vital skill for life success. It also involves the flexibility to adapt and adjust goals according to changing circumstances, limitations, or challenges.

Help your child identify a few short- or long-term goals and write down steps and a timeline to achieve the goals. Check in periodically to talk about progress and make adjustments as needed.

Talk about your own short- and long-term goals with your child, as well as what you do when you encounter obstacles.

Celebrate with your child when they achieve a goal. If certain goals are proving too hard to achieve, talk about why and how plans or goals might be adjusted to make them possible.

5: Knowing how to ask for help

Strong support systems are key for people with learning disabilities. Successful people are able to ask for help when they need it and reach out to others for support.

Help your child nurture and develop good relationships. Model what it means to be a good friend and relative so your child knows what it means to help and support others.

Demonstrate to your child how to ask for help in family situations.

Share examples of people needing help, how they got it, and why it was good to ask for help. Present your child with role-play scenarios that might require help.

6: The ability to handle stress

If children with learning disabilities learn how to regulate stress and calm themselves, they will be much better equipped to overcome challenges.

Recognizing stress in your child

It's important to be aware of the different ways in which stress can manifest. Your child may behave very differently than you do when they are under stress. Some signs of stress are more obvious: agitation, trouble sleeping, and worries that won't shut off. But some people-children included-shut down, space out, and withdraw when stressed. It's easy to overlook these signs, so be on the lookout for any behavior that's out of the ordinary.

Tip 4: Emphasize healthy lifestyle habits

It may seem like common sense that learning involves the body as well as the brain, but your child's eating, sleep, and exercise habits may be even more important than you think. If children with learning disabilities are eating right and getting enough sleep and exercise, they will be better able to focus, concentrate, and work hard.

Exercise - Exercise isn't just good for the body, it's good for the mind. Regular physical activity makes a huge difference in mood, energy, and mental clarity. Encourage your child to get outside, move, and play. Rather than tiring out your child and taking away from schoolwork, regular exercise will actually help them stay alert and attentive throughout the day. Exercise is also a great antidote to stress and frustration.

Sleep - Learning disability or not, your child is going to have trouble learning if they are not well rested. Kids need more sleep than adults do. On average, preschoolers need from 11-13 hours per night, middle school children need about 10-11 hours, and teens and preteens need from 8½-10 hours. You can help make sure your child is getting the sleep they need by enforcing a set bedtime. The type of light emitted by electronic screens (computers, televisions, phone, and tablets) is activating to the brain. So you can also help by powering off all electronics at least an hour or two before lights out.
[Read: Childhood Insomnia and Sleep Problems]
Diet - A healthy, nutrient rich diet will aid your child's growth and development. A diet full of whole grains, fruits, vegetables, and lean protein will help boost mental focus. Be sure your child starts the day with a good breakfast and doesn't go more than four hours between meals or snacks. This will help keep their energy levels stable.

Encouraging healthy emotional habits

In addition to healthy physical habits, you can also encourage children to have healthy emotional habits. Like you, they may be frustrated by the challenges presented by their learning disability. Try to give them outlets for expressing their anger, frustration, or feelings of discouragement. Listen when they want to talk and create an environment open to expression. Doing so will help them connect with their feelings and, eventually, learn how to calm themselves and regulate their emotions.

Tip 5: Take care of yourself, too

Sometimes the hardest part of parenting is remembering to take care of you. It's easy to get caught up in what your child needs, while forgetting your own needs. But if you don't look after yourself, you run the risk of burning out. It's important to tend to your physical and emotional needs so that you're in a healthy space for your child. You won't be able to help your child if you're stressed out, exhausted, and emotionally depleted. When you're calm and focused, on the other hand, you're better able to connect with your child and help them be calm and focused too.

Your spouse, friends, and family members can be helpful teammates if you can find a way to include them and learn to ask for help when you need it.

Tips for taking care of yourself

Keep the lines of communication open with your spouse, family, and friends. Ask for help when you need it.

Take care of yourself by eating well, exercising, and getting enough rest.

Join a learning disorder support group. The encouragement and advice you'll get from other parents can be invaluable.

Enlist teachers, therapists, and tutors whenever possible to share some responsibility for day-to-day academic responsibilities.

Learn how to manage stress in your own life. Make daily time for yourself to relax and decompress.

Communicate with family and friends about your child's learning disability

Some parents keep their child's learning disability a secret, which can, even with the best intentions, look like shame or guilt. Without knowing, extended family and friends may not understand the disability or think that your child's behavior is stemming from laziness or hyperactivity. Once they are aware of what's going on, they can support your child's progress.

Within the family, siblings may feel that their brother or sister with a learning disability is getting more attention, less discipline and preferential treatment. Even if your other children understand that the learning disability creates special challenges, they can easily feel jealous or neglected. Parents can help curb these feelings by reassuring all of their children that they are loved, providing homework help, and by including family members in any special routines for the child with a learning disability.

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Helping Children with Learning Disabilities - HelpGuide.org

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Practical tips for making things easier both at home and school for a child with a learning disorder.

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Most of my parents are busy and depend on the school to help their children with LDs. How to convince them to help their children. Education is not their priority in life, according to a parent. 

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Most of my parents are busy and depend on the school to help their children with LDs. How to convince them to help their children. Education is not their priority in life, according to a parent. 

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Reply: This will take efforts by the school (and even with the help of SLs if nec) to share with parents that they are very important in enabling their children to overcome their LDs. Tips on how to help can be found via sources like this: https://www.helpguide.org/articles/autism-learning-disabilities/helping-children-with-learning-disabilities.htm
It does take convincing and it is not an easy process. Perhaps if parents are busy, to help work out some doable support schedules that even busy parents can help with or to rely on other caregivers (with the agreement of the parents) like grandparents to support, or to have weekly reviews over the weekends if those are the times when parents are less busy and to have a reference blog or communicative log that parents can refer to, to follow up on their children's learning.

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A list of LD resources and websites links.

Reply: These are some of the more comprehensive sites with a bigger range of resource and tips:-

https://ldaamerica.org/educators/

http://www.ldonline.org/educators

https://www.teachervision.com/teaching-strategies/special-needs

https://www.naset.org/index.php?id=learningdisabilitie2#c9167

http://www.teachingld.org/

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Strategies on how to help pupils with dysgraphia.

Reply:  These are some possible sites to refer to:-
https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/dysgraphia/8-expert-tips-on-helping-your-child-with-dysgraphia

https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/dysgraphia/8-tools-for-kids-with-dysgraphia

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Samples of APIE and lesson plans to show how some of the  strategies is incorporated in it

Reply:  Samples will be placed in BB for reference in due course. Thank you.

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Proper samples of APIE, lesson plan to meet whole-class needs including students with LDs

Reply: Samples will be placed in BB for reference in due course. Thank you.

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Strategies Pertaining to Managing Students w LDs

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Strategies Pertaining to Managing Students w LDs

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Would like to know if there are strategies or examples employed to managed discplinary issues involving students with LDs.  Especially with ADHD and ASD.

Reply: These have been shared to a certain extent during our course. Good approaches such as the following which we have learnt
* Establish a strong TSR
* Establish a positive classroom culture / climate
* Encourage helpful hands (for students to be empowered to help in class)
* Teaching of skills e.g. anger management and self-discipline (e.g. Provide Structure (with rules and routines); Explain the Reason Behind Your Rules; Give Consequences (avoid power struggle, Follow through with a consequence if he breaks the rules, but don't yell or try to force him into compliance); Shape behaviour one step at a time using age-appropriate strategies; Praise good behaviour; teach problem-solving skills and work together to problem-solve specific issues related to self-discipline.
* Set up structures and procedures
* Organise the lesson in a way that a) First, build as many teaching strategies and interventions as possible into the lesson  b) plan one-on-one and small group strategies, design appropriate movement and allow time for social interaction and reflection time c) Be prepared: arranging handouts, preparing supplies, writing on the board and taking care of other tasks. In doing so, you can prevent pauses during the lesson and better manage your classroom

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Multisensory strategies. No real example about multi sensory  strategies

Reply: The following are some examples:
I. To stimulate visual reasoning and learning

Text and/or pictures on paper, posters, models, projection screens, computers or flash cards

Use of color for highlighting, organizing information or imagery

Graphic organizers, outlining passages

Student created art, images, text, pictures and video

The above mentioned techniques often include visual teaching methods and strategies.

II. Auditory techniques

Books on tape, peer assisted reading, paired reading and computerized text readers

Video or film with accompanying audio

Music, song, instruments, speaking, rhymes, chants and language games

III. Tactile teaching methods

Multi sensory techniques that involve using the sense of touch are called tactile methods. Tactile methods include strategies such as:

Sand trays, raised line paper, textured objects, finger paints and puzzles to improve fine motor skills

Modeling materials such as clay and sculpting materials

Using small materials called manipulatives to represent number values to teach math skills

IV. Kinesthetic methods

Multi sensory methods using body movements are called kinesthetic methods. These involve fine and gross motor movements.

Games involving jumping rope, clapping or other movements paired with activities while counting and singing songs related to concepts.

Any large movement activity for students involving dancing, bean bag tossing or other activities involving concepts, rhythmic recall and academic competition such as quizzes, flash card races and other learning games.

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More strategies to help pupils with dyscalculia

Reply: Some resource books:

The Dyscalculia Toolkit Supporting Learning Difficulties in Maths

THIRD EDITION

Ronit Bird - Teacher, London

The Dyscalculia Resource BookGames and Puzzles for ages 7 to 14

SECOND EDITION

Ronit Bird - Teacher, London

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How to handle if there are more than one student with LDs in the class? It seems very time-consuming to cater to one student.

Reply: It is to prepare for the whole class with good teaching approach and multi-sensory strategies. Then to fine-tune to cater to better enhance learning for the student.

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sample lesson plan using SIOP or STP
Reply: To be uploaded in due course. Thank you.

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Language impairment

Reply: Some possible strategies to help -

Model the desired behavior. When the child answers a question with a one-word sentence, the teacher responds by modeling back with a full, correct sentence, so that the child hears the words in correct order.

Give choices. Instead of asking your child open-ended questions, the teacher can ask either-or questions, so your child has to choose the correct one.

Plan ahead. Teachers tell students in advance that they’ll be called on. This gives kids more time to compose their thoughts.

Communicate as much as is possible (to increase exposure)

Make reading an interactive experience

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Through more authentic examples given how we can apply the strategies
Reply: Samples to be uploaded in due course

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Ways to monitor pupils with LD in terms of their learning.
An article related to your request: https://www.teachingld.org/dld_news_items/feature-article-monitoring-progress-of-students-with-learning-disabilities-in-content-areas

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More examples on SIOP lesson plans used in local context.
Reply:  Samples to be uploaded in due course

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More whole class approach, how to maximise class time for a soectrum of learning needs
Reply: Use APIE to analyse specific class needs; the SIOP and STP helps to highlight a wide variety of areas to take note. One good way is to use ICT e.g. self-directed learning to carve out more teacher time to support specific students at a closer range.

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More strategies to help Chinese pupils with disabilities
Reply: Multi-sensory strategies would be most useful and to also make it more fun so that students are more willing to learn. Also colour-coding Chinese characters may help.
Many Chinese characters have semantic and phonetic parts. Semantic parts tell the reader what the word may mean, while phonetic parts tell the reader how to pronounce it. You may wish to write semantic parts in one colour and phonetic parts in another colour may help. Also to try using the spelling strategy shared during lecture. Using ICT to inspire students e.g. via duolingo app to learn chinese or https://www.saporedicina.com/english/best-apps-to-learn-chinese-on-your-smartphone-or-tablet/

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How to help pupils with dyslexia to cope with written work? Example answering science process skills opened questions

Reply:

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Teaching Science to Students with Learning and Other Disabilities- A Review of Topics and Subtopics Appearing in Experimental Research 1991-2015

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More apie examples with parents engagement
- This will involve knowing the background, attitude, relationships of parents with their child/children, caregivers at home / family struture, level of family support etc to start the trust building process with parents for parent engagement. At the moment, we do not have any concrete example in this respect as yet.

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How to help student who has dyslexia and  gets overly anxious and then shuts down out of the fear of doing badly?
Reply: To start with building strong TSR, then to motivate students by praising and recognising his or her strengths and start the process of building his or her esteem, then to work with parents and the student to recognise little steps of success and celebrate together (to re-define what is success - it is not a matter of doing badly but rather a matter of moving up his or her competency step by step.

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local classroom examples showcase the use of strategies for the various learning disabilities in the form of videos
Reply: We are in the process of producing this. Unfortunately it would not be ready as yet for this round as it was only just filmed and more to be filmed in future. So most probably ready for future sessions.

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Thank you. Would like to know more about Dyscalculia. And how we can provide better support in this.

Reply: Please see above - there was a similar question and a reply is given. Thank you.

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success stories from moe teachers in the implementation of SIOP/STP
Reply: To be shared in due course and uploaded.

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Yes more strategies for specific cases
Reply: Do refer to the slides for lecture 2.  Information was given to better support each LD.  Unfortunately we are unable to provide more but the list of useful reference sites given above during my reply to the second request (see above) will provide more useful strategies.

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How to effectively create awareness of learning disabilities with other teachers in the school?
Reply: Sharing periodically (to table during contact time in bite sizes) by the AED LBS or by TSNs, also informing colleagues of the online resources on OPAL and the intranet.

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Reply: Do refer to the slides for lecture 2.  Information was given to better support each LD.  Unfortunately we are unable to provide more but the list of useful reference sites given above during my reply to the second request (see above) will provide more useful strategies.

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Resources based on different case studies
- we will share more cases in due course and upload.

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Strategies to help our own colleagues not just LDs pupils but teachers also need help
Reply: to look into close partnership and team work by teachers teaching similar students / classes. To share what you have learnt with your colleagues in school to better support them. To encourage them to attend the TSN courses for more empowerment

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More strategies and case studies about how students with Dyslexia learning Chinese Language.
Reply: Please see above for proposed strategies - there was a similar request above. As for case studies, we will upload and share in due course.

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Other unique learning disabilities
Let us just share one more. Non-verbal Learning Disability. Please see the attachment.

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Could you please share some examples for supporting Dyslexia in MT? Thanks

Reply: I have answered an earlier question which is similar. I will try to upload specific case studies in due course.

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More characteristics displayed by older children with dyscalculia. The characteristics as put up in the slides seems to be more for younger children.
Reply: Older students with dyscalculia often take longer when working with numbers and may be more prone to making mistakes in calculations.

They can also experience higher levels of anxiety and frustration. It may be harder for adults with dyscalculia to learn and recall math facts, such as times tables.

Estimation skills can also be affected. Dyscalculia is not a reflection of low intelligence, nor does it mean an older student will not be successful working through higher order mathematical reasoning. However, many people with dyscalculia believe they are simply bad at math.

Because math is involved in various areas of the school curriculum, from chemistry to physics, as children these individuals may have felt they were less capable of achieving success in the classroom. Over time these feelings can develop into low self-confidence and low self-esteem.

Older students with poor math skills are more likely to suffer in terms of career opportunities and management of personal finances. There’s additionally a greater chance they are struggling with more than one learning difficulty, such as dyslexia or ADHD.

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Detail interventions strategies for the various LD. So teachers can consider to apply.
Reply: Do refer to the slides for lecture 2. Information was given to better support each LD. Unfortunately we are unable to provide more but the list of useful reference sites given above during my reply to the second request (see above) will provide more useful strategies.

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how to move students w LDs towards more self directed learning after MLE
Reply: Using ICT is a good way with structured tasks, and to also encourage a non-threatening (positive) class learning climate so that students are more motivated to move towards SDL.

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Modified resources/supporting materials / SIOP lesson plans

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Modified resources/supporting materials / SIOP lesson plans

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Reply: I will try to upload more examples in due course.

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Why is it that people who suffer from ‘english’ dyslexia don’t appear to suffer dyslexia in learning mother tongue languages like Chinese, and in fact can excel in their MT
Reply:  Most students with Dyslexia will have learning issues with other languages as well, besides English. However, learning is not just about language processing, as motivation and exposure play a huge part as well. E.g. in China, due to the fact that Chinese is the mother tongue of a student and the main language used is Mandarin, there would be less hindrance to learning the language. Also if they had started positively or their parents respond positively to the language, this will also reduce the obstacles for language processing. This is a simplistic answer as there are also more to discuss as there are also other factors.

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More case studies and the strategies that can be used to handle such cases
Reply: I have answered an earlier question which is similar. I will try to upload specific case studies in due course.

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How students with LD help themselves in learning?
Reply: By charting their own progress and celebrating little steps of success; by knowing their strengths and their own learning styles and other ways to help themselves e.g. when and how they can learn better - at which timing of the day, using what ways e.g. mnemonics or visuals?

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How to manage LD pupil when you are handling with the large number of pupils?
Reply: I have answered an earlier question which is similar. It starts with good teaching approaches and more planning, with use of ICT, peer support etc...

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Strategies cater more to specialised subjects (like D&T, FCE, Music) as well, besides on the academic subjects like Languages, Maths, Science.

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Including students with SEN and:or disabilities in secondary design and technology

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Teaching Food Safety Skills to students with LD

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Music Education for Students with Disabilities

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I would like to know about more multi sensory strategies that i can use in a lower primary classroom. :)
Reply: Please refer to the reply above for a similar request for multi-sensory strategies.  For lower primary- you may want to take a look at this link: https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/8-multisensory-techniques-for-teaching-reading  and https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/multisensory-instruction-what-you-need-to-know
as well as https://www.dyslexia-reading-well.com/multisensory-learning.html and https://www.theliteracynest.com/2018/06/multisensory-teaching-strategies-in-the-classroom-part-one.html

A possible reference book:

Multisensory Teaching of Basic Language Skills 4th Edition,

Judith R. Birsh (Editor), Suzanne Carreker (Editor)  (See pic of cover below.)