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1. Research: Work as a cohort to research SLDs and SLIs. This includes understanding the definitions, signs, symptoms, and strategies for each type.

2. Evaluate Strategies: Analyze and evaluate differentiation strategies that can be used to support students in the classroom.

3. Create a Padlet: Collaboratively create a mind map on Padlet that includes:

Learning Disabilities: Definitions, signs, symptoms, inclusive strategies, and accommodations.

Speech and Language Impairments: Definitions, signs, symptoms, inclusive strategies, and accommodations.

Coexisting Conditions: Definition and how it affects student presentations and needs.

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Co-existing Anxiety Disorder and Learning Disability

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Co-existing Anxiety Disorder and Learning Disability

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Definition

Generalized Anxiety Disorder (GAD)

GAD is a mental health condition characterized by persistent and excessive worry about a variety of everyday situations. Individuals with GAD find it difficult to control their anxiety, and their worry may be out of proportion to the actual situation. This anxiety can interfere with daily functioning, sleep, and concentration.

Key features:

Chronic worry lasting 6 months or more

Restlessness, fatigue, or difficulty concentrating

Muscle tension, irritability, or sleep disturbances

Dyslexia

Dyslexia is a specific learning disability that primarily affects reading skills, particularly decoding, word recognition, and spelling. It is neurological in origin and often runs in families. People with dyslexia typically have difficulties connecting letters to sounds and recognizing written words accurately and fluently.

Key features:

Difficulty reading aloud or sounding out words

Poor spelling and trouble with written expression

Normal intelligence, but unexpected struggles in reading and writing tasks

Co-existing condition

A co-existing condition means a student has both a specific learning disability (like dyslexia, dysgraphia, or dyscalculia) and an anxiety disorder (such as generalized anxiety, social anxiety, or school-related anxiety). The challenges from each condition can overlap and intensify each other. For example, a student struggling with reading may become highly anxious in classroom reading activities, worsening both their academic and emotional performance.

Impacts of co-existing symptoms

Academic challenges

Inconsistent academic performance despite apparent effort

Avoidance of specific tasks tied to the learning disability (e.g., reading aloud, timed math tests)

Difficulty focusing or sustaining attention due to anxious thoughts

Social and Emotional Challenges

Excessive worry about peer judgment, grades, or making mistakes

Low self-esteem and fear of failure

Physical symptoms of anxiety (e.g., stomachaches, headaches) related to schoolwork or performance

Behavioral Challenges

Refusal to participate in certain classroom activities or assessments

Withdrawal from social interactions or group work

Meltdowns, irritability, or emotional outbursts in response to academic stress

Supporting Students with Anxiety + Learning Disabilities

Instructional Strategies

Chunk assignments
Break Civil War project into steps: choose topic → gather sources → outline → draft

Use multi-sensory methods
Timeline activity + short video + group discussion on historical events

Preview materials
Provide vocab list and article summary before Constitution lesson

Emotional & Cognitive Support

Self-regulation routines
Start class with 2-minute breathing or grounding activity

Visual schedules
Daily agenda posted with icons (reading, discussion, exit task)

Private check-ins
Meet with student quietly to offer test format choices or clarify project steps

Social & Assessment Support

Safe/calm space
Allow 5-min break in a quiet corner during long lectures or tests

Peer partnerships
Pair with supportive classmate for historical interview activity

Flexible assessments
Offer options: comic strip, voice recording, or project poster instead of written report

Extended time
Provide extra time & quiet setting for tests (e.g., ancient civilizations quiz)

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Definition

Autism Spectrum Disorder (ASD) is a lifelong neurodevelopmental condition that affects how a person communicates, interacts socially, and behaves. It is called a “spectrum” because individuals with ASD can have a wide range of strengths and challenges, from mild to severe.

Core characteristics include:

Difficulties with social communication and interaction (e.g., understanding body language, maintaining conversations)

Restricted or repetitive behaviors (e.g., routines, intense interests, repeated movements)

Sensory sensitivities (e.g., to noise, light, textures)

ASD typically begins in early childhood and continues across the lifespan. Early diagnosis and support can help improve learning, communication, and daily living skills.

Common Signs & Symptoms

1. Social Communication & Interaction

Limited eye contact

Difficulty with conversations or understanding social cues

Trouble making friends or playing cooperatively

Limited use of gestures or facial expressions

2. Behavioral Patterns

Repetitive movements (e.g., hand-flapping, rocking)

Intense interest in specific topics or objects

Strong preference for routines; distress with change

3. Sensory Processing

Overreaction or underreaction to sensory input (e.g., loud sounds, bright lights, certain textures)

Unusual sensory interests (e.g., watching spinning objects, touching surfaces repeatedly)

Inclusive Teaching Strategies

Communication

Use visual supports (e.g., pictures, schedules, gestures)

Routine & Structure

Provide clear, consistent routines with visual timetables

Social Skills

Teach social norms explicitly through modeling, role-play, or social stories

Engagement

Incorporate student interests into lessons to boost motivation

Transitions

Give advance warnings and use countdowns or timers to prepare for changes

Classroom Accommodations

Difficulty with verbal instructions

Provide written or picture-based instructions

Sensory sensitivities

Allow noise-canceling headphones or create a quiet corner

Need for movement

Incorporate movement breaks or flexible seating

Difficulty with group work

Offer structured roles or allow parallel play/solo tasks

Anxiety or emotional dysregulation

Use calm-down tools, visuals, or access to a support adult

Dysgraphia

Definition

Dysgraphia is a neurological learning disorder that affects a person’s writing abilities, including handwriting, spelling, and organizing thoughts on paper. It is not due to low intelligence or lack of effort but results from differences in brain function related to motor skills and written expression.

Common Signs of Dysgraphia:

Handwriting Difficulties

Poor or illegible handwriting

Inconsistent spacing between letters or words

Unusual grip on the pencil or awkward body posture while writing

Slow writing speed

Avoidance of writing tasks

Cognitive & Language-Related Signs

Difficulty organizing ideas when writing

Struggles to copy from the board or a book

Problems with grammar, punctuation, or sentence structure

Writing that is simpler than verbal expression (strong speaker, weak writer)

Spelling & Mechanics

Frequent spelling mistakes

Omitting letters or words

Reversing letters (e.g., b/d) beyond the expected developmental age

Difficulty with capitalization and punctuation

Inclusive Strategies and Accommodations for Dysgraphia

Handwriting

Allow use of assistive technology (e.g., laptops, tablets)- Permit typing instead of handwritten work

Teach explicit handwriting instruction with visual aids- Use graph paper to guide spacing and alignment

Idea Organization

Use graphic organizers or writing frames before tasks- Provide sentence starters or writing outlines

Break writing tasks into smaller, manageable steps- Allow verbal brainstorming before writing

Spelling & Mechanics

Focus on content over mechanics in early drafts- Do not penalize for spelling errors unless explicitly assessed

Offer spellcheck tools and predictive text software- Allow use of editing checklists or writing apps

Time & Output

Give extra time for written assignments and tests- Reduce the volume of writing required (e.g., fewer sentences, bullet points)

Emotional Support

Provide positive reinforcement and focus on effort- Offer alternative ways to demonstrate knowledge (e.g., oral reports, visuals)

Instructional Support

Model writing processes aloud (think-aloud strategy)- Use multisensory instruction (e.g., tracing letters in sand)

Co-existing condition

When a student has co-existing Autism Spectrum Disorder (ASD) and Dysgraphia, it means they experience challenges related to both social-communication and sensory regulation (ASD) as well as writing and fine motor skills (Dysgraphia). This combination can present complex learning needs in the classroom.

Impact on Student Learning

Compounded Communication Challenges

Students with ASD may struggle with verbal expression and understanding social cues.

Dysgraphia adds difficulty with written expression, making it hard for students to communicate their thoughts in both spoken and written forms.
→ This can lead to underperformance despite strong ideas or understanding.

Executive Function and Processing Difficulties

ASD often affects executive functioning—like planning, shifting attention, and task completion.

Dysgraphia adds difficulty in organizing writing, holding a pencil correctly, or staying focused during long writing tasks.
→ These students may feel overwhelmed or shut down when asked to complete multi-step assignments.

Emotional and Behavioral Responses

Frustration from not being able to express oneself clearly may lead to avoidance, anxiety, or behavioral outbursts.

They may resist schoolwork not due to defiance but because tasks feel unmanageable.

Social Implications

Difficulty with peer interaction (ASD) combined with academic struggles (Dysgraphia) can reduce participation in group work and lower self-esteem.

These students may feel isolated or misunderstood.

Additional Support Needed

Communication

Use visual aids, sentence starters, and communication boards

Writing Support

Allow use of assistive tech (speech-to-text, typing), reduce writing volume

Instructional Access

Provide graphic organizers, audio materials, and multimodal learning opportunities

Emotional Regulation

Teach self-regulation strategies, offer breaks, and provide a calm-down area

Assessment Flexibility

Allow oral assessments or project-based tasks instead of written tests

Social Development

Teach social skills explicitly; use peer-buddy systems and role-play scenarios

Team Collaboration

Involve special educators, occupational therapists, and speech-language pathologists

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Reading Disability- Dyslexia- ChiaChien, YU

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Reading Disability- Dyslexia- ChiaChien, YU

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Definitions:

Dyslexia is a learning disorder that primarily affects reading and writing skills. It involves difficulty in identifying speech sounds and understanding their connection to letters and words (decoding). However, dyslexia is not limited to these skills alone. It is fundamentally related to information processing. Individuals with dyslexia may struggle with processing and retaining information they see and hear, which can hinder learning and the development of literacy skills. Additionally, dyslexia can have an impact on various other areas, including organisational skills. Dyslexia is highly genetic and runs in families. A child with one parent with dyslexia has a 30% to 50% chance of inheriting it.

Sign at School Age:

Once your child is in school, dyslexia symptoms may become more apparent, including:

Reading well below the expected level for age

Problems processing and understanding what is heard

Difficulty finding the right word or forming answers to questions

Problems remembering the sequence of things

Difficulty seeing (and occasionally hearing) similarities and differences in letters and words

Inability to sound out the pronunciation of an unfamiliar word

Difficulty spelling

Spending an unusually long time completing tasks that involve reading or writing

Avoiding activities that involve reading

Symptoms:

Grade School Signs

Decoding Difficulties: Trouble sounding out new words and recognising familiar words.

Reading Comprehension: Difficulty understanding and remembering what is read.

Spelling Challenges: Frequent misspellings, such as mixing up letters or writing words as they sound.

Avoidance of Reading: Reluctance to read aloud or engage with reading tasks.

Tween, Teen, and Adult Signs

Slow Reading Pace: Reading slowly and with difficulty, often skipping small words.

Word Recall: Trouble remembering names or specific words, often substituting with similar words.

Reading Aloud: Difficulty reading aloud smoothly, often stumbling over words.

Spelling and Writing: Continued challenges with spelling and organising written work.

Executive Function: Struggles with planning, organisation, and working memory.

Inclusive Strategies:

Dyslexia can significantly affect students in classroom environments, especially when educators don’t use inclusive teaching strategies for students with dyslexia to help address its related challenges. For starters, dyslexia can impede a student’s academic progress. Students with dyslexia may struggle to keep up with their peers. Their basic skills, such as word reading, can fall below grade level, as do their reading comprehension and analysis skills.

When giving instructions, teachers can adopt inclusive strategies that help reduce cognitive overload and support students with dyslexia in processing and retaining information. These strategies include:

Providing step-by-step directions in written form and reading them aloud to reinforce understanding through multiple modalities.

Keeping language simple and concise to avoid overwhelming the student with complex sentence structures or unfamiliar vocabulary.

Teaching students how to break larger assignments into smaller, manageable tasks, which supports executive functioning and reduces stress.

Offering checklists so students can monitor their progress and understanding, helping them stay organised and on track.

Highlighting or underlining key words and main ideas in texts or instructions to direct attention to essential content.

Sharing examples of completed work alongside clear rubrics to clarify expectations and provide a visual reference for success.

Accommodation for Dyslexia:

1. Accommodations Involving Materials

Simplify and Support Reading: Use audio recordings for content, simplify written directions, and highlight key information to reduce reading barriers.

Manageable Workloads: Break assignments into smaller parts, reduce the amount of work, and present one task at a time.

Visual Aids and Focus Tools: Use blank paper to block distractions, line markers, and windows for individual tasks.

Guided Learning Tools: Provide glossaries, reading guides, and graphic organizers to support comprehension.

Hands-on Practice: Supplement materials with additional practice activities like games, peer teaching, and self-correcting tools.

2. Accommodations Involving Interactive Instruction

Clear and Repetitive Directions: Use explicit, step-by-step instructions, repeat and simplify directions, and combine oral and visual explanations.

Structured Routines and Support: Maintain consistent routines, provide lecture notes and graphic organizers, and integrate review sessions.

Engagement Techniques: Balance instruction types (visual, oral, group/individual), use mnemonics, and incorporate daily reviews.

3. Accommodations Involving Student Performance

Flexible Response Options: Allow alternative response formats (e.g., underlining, oral responses, enlarged space for writing).

Organizational Supports: Encourage use of assignment books, calendars, and hierarchical worksheets; reduce copying demands.

Accessible Environments: Seat students near the teacher, use visual cues to mark key tasks, and display examples of quality work.

Peer and Time Support: Implement peer tutoring, note-sharing, flexible work times, and assignment substitutions based on student strengths.

Reference:

Accommodating Students with Dyslexia in All Classroom Settings. (2025). Reading Rockets. https://www.readingrockets.org/topics/dyslexia/articles/accommodating-students-dyslexia-all-classroom-settings

‌Teaching Strategies for Students with Dyslexia. (2023, January 17). School of Education Online. https://soeonline.american.edu/blog/teaching-strategies-students-with-dyslexia/

‌And, I. (2017, February 14). Dyslexia: What It Is, Causes, Symptoms, Treatment & Types. Cleveland Clinic. https://my.clevelandclinic.org/health/diseases/6005-dyslexia#symptoms-and-causes

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ADHD (Attention-Deficit/Hyperactivity Disorder)

Definition:

ADHD is a chronic neurodevelopmental disorder that affects attention, self-regulation, and executive functioning. It is characterized by symptoms of inattention, hyperactivity, and/or impulsivity and frequently coexists with learning disabilities or speech and language impairments. ADHD affects a student’s ability to stay focused, follow instructions, and manage time and behaviour effectively in the classroom.

There are three types of ADHD:

Inattentive type

Hyperactive-impulsive type

Combined type

🔍 How ADHD Affects Student Presentation and Needs:

Difficulty sustaining attention during lessons or tasks

Easily distracted by sounds, visuals, or peers

Frequently forgets instructions or loses materials

Interrupts during discussions or blurts out answers

Struggles with waiting their turn or sitting still

She has trouble starting and completing assignments

May experience social difficulties and low self-esteem

Emotional regulation issues such as frustration or anger outbursts

When coexisting with SLDs or SLIs, ADHD can amplify challenges such as reading comprehension, written expression, or verbal communication.

Inclusive Strategies and Accommodations:

Instructional Supports:

Break tasks into smaller steps with clear goals

Use visual schedules, timers, and checklists

Provide short, focused activities instead of long assignments

Use multisensory instruction (e.g., visual, auditory, tactile)

Provide consistent, positive feedback

Environmental Modifications:

Seat students in low-distraction areas (front row, near the teacher)

Allow movement-friendly seating (e.g., standing desk, wiggle seat)

Offer frequent movement breaks between activities

Minimize clutter and unnecessary stimuli in learning spaces

Behavioral Supports:

Implement token systems or reward charts for focus and task completion

Develop and review clear class rules and routines regularly

Provide calm-down strategies (e.g., breathing techniques, break cards)

Collaborate with the school counsellor, special educator, and parents to monitor progress

📚 References:

Centre for Disease Control and Prevention (CDC). (2023). ADHD in the Classroom.
🔗 https://www.cdc.gov/ncbddd/adhd/school-success.html

CHADD: Children and Adults with Attention-Deficit/Hyperactivity Disorder. (2023).
🔗 https://chadd.org

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More than two-thirds of individuals with ADHD have at least one other coexisting condition. The symptoms of ADHD-constant motion and fidgetiness, interrupting and blurting out, difficulty sitting still and need for constant reminders, etc.-may overshadow these other disorders. But just as untreated ADHD can present challenges in everyday life, other disorders can also cause unnecessary suffering in individuals with ADHD and their families if left untreated. Any disorder can coexist with ADHD, but certain disorders tend to occur more commonly with ADHD. ADHD may coexist with one or more disorders.
Disruptive behavior disorders
About 40 percent of individuals with ADHD have oppositional defiant disorder (ODD). ODD involves a pattern of arguing; losing one's temper; refusing to follow rules; blaming others; deliberately annoying others; and being angry, resentful, spiteful and vindictive.

Among individuals with ADHD, conduct disorder (CD) may also be present, occurring in 27 percent of children, 45-50 percent of adolescents and 20-25 percent of adults with ADHD. Children with conduct disorder may be aggressive to people or animals, destroy property, lie or steal things from others, run away, skip school or break curfews. Adults with CD often exhibit behaviors that get them into trouble with the law.
Mood disorders
In adults, approximately 38 percent of ADHD patients have a co-occurring mood disorder. Mood disorders are characterized by extreme changes in mood. Children with mood disorders may seem to be in a bad mood often. They may cry daily or be frequently irritable with others for no apparent reason. Mood disorders include depression, mania and bipolar disorder.

Approximately 14 percent of children with ADHD also have depression, whereas only 1 percent of children without ADHD have depression. In adults with ADHD, approximately 47 percent also have depression. Typically, ADHD occurs first and depression occurs later. Both environmental and genetic factors may contribute.

Up to 20 percent of individuals with ADHD may show symptoms of bipolar disorder, a severe condition involving periods of mania, abnormally elevated mood and energy, contrasted by episodes of clinical depression. If left untreated, bipolar disorder can damage relationships and lead to job loss, school problems and even suicide.
Anxiety
Up to 30 percent of children and up to 53 percent of adults with ADHD may also have an anxiety disorder. Patients with anxiety disorders often worry excessively about a number of things (school, work, etc.) and may feel edgy, stressed out, tired and tense and have trouble getting restful sleep.
Tics and Tourette Syndrome
Less than 10 percent of those with ADHD have tics or Tourette Syndrome, but 60 to 80 percent of those with Tourette Syndrome have ADHD. Tics involve sudden, rapid, recurrent, involuntary movements or vocalizations. Tourette Syndrome is a much rarer, but more severe tic disorder, where patients may make noises, such as barking a word or sound, and movements, such as repetitive flinching or eye blinking, on an almost daily basis for years.
Learning disorders
Up to 50 percent of children with ADHD have a coexisting learning disorder, whereas 5 percent of children without ADHD have learning disorders. Learning disorders can cause problems with how individuals acquire or use new information such as reading or calculating. The most common learning disorders are dyslexia and dyscalculia. In addition, 12 percent of children with ADHD have speech problems, compared with 3 percent without ADHD.
Sleep disorders
One-quarter to one-half of parents of children with ADHD report that their children suffer from a sleep problem, especially difficulties with falling asleep and staying asleep. Sleep problems can be a symptom of ADHD, may be made worse by ADHD or may make the symptoms of ADHD worse.
Substance abuse
Research suggests that youth with ADHD are at increased risk for very early cigarette use, followed by alcohol and then drug abuse. Cigarette smoking is more common in adolescents with ADHD, and adults with ADHD have elevated rates of smoking and report particular difficulty in quitting. Youth with ADHD are twice as likely to become addicted to nicotine as individuals without ADHD.

However, research has shown that individuals with ADHD who are treated with stimulants are not more prone to cocaine and stimulant abuse than others. Indeed, adolescents who are prescribed stimulant medication for their ADHD are less likely to subsequently use illegal drugs than are kids with ADHD who are not prescribed medication.
Diagnosis
As part of the diagnostic process for ADHD, the clinician or mental health professional must also determine whether there are any other conditions affecting the individual that could be responsible for presenting symptoms. Often, the symptoms of ADHD may overlap with other disorders. The challenge for the health care professional is to figure out whether a symptom belongs to ADHD, to a different disorder or to both disorders at the same time. For some patients, the overlap of symptoms among the various disorders makes multiple diagnoses necessary. Interviews and questionnaires are often used to obtain information about symptoms from the patient, the family and teachers-in the case of children-to screen for these other disorders.
Treatment of co-occurring conditions
Decisions about what disorder to treat first depends on the impairment that those symptoms are producing in the individual's life. Clinicians work with the patient and family members, especially with children, to establish an individually tailored comprehensive treatment plan. These plans are ongoing and should be reviewed at least annually to make sure that the treatment options are working and adjust them if necessary.

In many cases when an individual has both ADHD and a co-occurring condition, the health care professional may elect to treat the ADHD first because primary treatment of ADHD may reduce stress, improve attentional resources and may enhance the individual's ability to deal with the symptoms of the other condition. Treatment options for ADHD include behavior therapy, medication, skills training, counseling, and school supports and accommodations. These interventions can be tailored to the patient's and family needs and help the patient control symptoms, cope with the disorder, improve overall psychological well-being and manage social relationships.

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More than two-thirds of individuals with ADHD have at least one other coexisting condition. The symptoms of ADHD-constant motion and fidgetiness, interrupting and blurting out, difficulty sitting still and need for constant reminders, etc.-may overshadow these other disorders. But just as untreated ADHD can present challenges in everyday life, other disorders can also cause unnecessary...

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Definition of ADHD

ADHD is a neurodevelopmental disorder characterized by persistent patterns of inattention, hyperactivity, and impulsivity that interfere with functioning or development. It is typically identified in childhood and can persist into adulthood. The condition is categorized into three presentations:

Predominantly Inattentive Presentation (ADHD-I): Marked by significant inattention and distractibility.

Predominantly Hyperactive-Impulsive Presentation (ADHD-HI): Characterized by excessive activity and impulsive behaviors.

Combined Presentation (ADHD-C): A combination of inattentive and hyperactive-impulsive symptoms.

These symptoms must be present in multiple settings (e.g., school, home) and negatively impact social, academic, or occupational functioning.

Predominantly Inattentive Presentation (ADHD-I)

Individuals with this presentation primarily exhibit symptoms of inattention without significant hyperactivity or impulsivity.

Key Symptoms:

Frequently overlooks details or makes careless mistakes in schoolwork or other activities.

Often has difficulty sustaining attention in tasks or play activities.

Seems not to listen when spoken to directly.

Fails to follow through on instructions and fails to finish schoolwork or chores.

Has difficulty organizing tasks and activities.

Avoids or is reluctant to engage in tasks that require sustained mental effort.

Loses things necessary for tasks or activities.

Easily distracted by extraneous stimuli.

Forgetful in daily activities.

Appear daydreamy or mentally distant during lessons.

Have difficulty starting tasks, not just finishing them (task initiation issues).

Display “slow processing speed”, which can be mistaken for laziness.

Struggle with following multi-step directions unless broken into small chunks.

Seem shy or socially withdrawn – sometimes mistaken as introverted, but it’s due to attention challenges.

Frequently lose homework, pencils, books, etc. – a major executive function issue.

Example in class: A child might stare at a math worksheet for 20 minutes and only answer one question, not because they don’t understand, but because they struggle to sustain focus and get started.

These symptoms must be present for at least six months and be inappropriate for the individual's developmental level.

Predominantly Hyperactive-Impulsive Presentation (ADHD-HI)

This presentation is characterized by significant hyperactivity and impulsivity without prominent inattention.

Key Symptoms:

Fidgets with or taps hands or feet or squirms in seat.

Leaves seat in situations when remaining seated is expected.

Runs about or climbs in situations where it is inappropriate.

Unable to play or engage in leisure activities quietly.

Often "on the go," acting as if "driven by a motor."

Talks excessively.

Blurts out answers before questions have been completed.

Has difficulty waiting for their turn.

Interrupts or intrudes on others.

Struggle to wait for the teacher to finish talking before reacting – blurting, interrupting.

Have poor motor inhibition, leading to accidental pushing, grabbing, and bumping others.

Act without considering consequences – e.g., running out of class impulsively.

Talk non-stop, even during quiet or independent work time.

Engage in risk-taking behaviors on the playground or in the classroom.

Seems to seek constant stimulation, which can look like defiance or attention-seeking.

Example in class: A student constantly taps their pencil, walks around during story time, talks during partner work, and blurts out unrelated facts because their thoughts are racing.

These behaviors are more than occasional and must interfere with social, academic, or occupational functioning.

Combined Presentation (ADHD-C)

Individuals with this presentation exhibit both inattentive and hyperactive-impulsive symptoms.

Key Symptoms:

Meets criteria for both inattention and hyperactivity-impulsivity.

Symptoms are present for at least six months.

Symptoms are inappropriate for the individual's developmental level.

Symptoms interfere with social, academic, or occupational functioning.

Struggle socially – inattentiveness causes them to miss social cues, and impulsivity causes them to interrupt or annoy peers.

Exhibit emotional dysregulation – they may cry, yell, or laugh too loudly at inappropriate times.

Have trouble with transitions – moving between activities can lead to acting out or confusion.

Exhibit low frustration tolerance – easily upset when they don’t succeed immediately.

Show inconsistent academic performance – one day does well, next day can’t focus.

Example in class: A student may begin strong in a writing task, then forget instructions halfway, start doodling, and suddenly yell in excitement about something unrelated.

This is the most common type of ADHD, especially among children.

Executive Functioning Difficulties (Across All Types)

ADHD is deeply linked to executive function deficits:

Working Memory Deficits – trouble holding information in mind (e.g., multi-step math problems).

Inhibitory Control Issues – difficulty stopping a behavior once it starts.

Cognitive Flexibility Weakness – trouble adapting when routines change or instructions are unclear.

Time Blindness – students don’t perceive time well, often underestimating how long a task takes.

Classroom Impact: This explains why some students seem lazy or forgetful, but it’s actually a neurological difference, not a motivation issue.

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Inclusive Strategies and Accommodations

Classroom Strategies

Structured Environment: Establish clear routines and expectations to provide consistency.

Preferential Seating: Seat the student near the teacher or away from distractions to enhance focus.

Break Tasks into Manageable Steps: Simplify complex tasks to prevent overwhelm.

Use of Visual Aids: Incorporate charts, graphs, and other visual tools to support understanding.

Positive Reinforcement: Provide immediate and specific feedback to encourage desired behaviors.

Visual Schedules and Timers:

1. Use first-then boards, visual step charts, and digital timers (e.g., Time Timer) to support attention and task planning.

2. Help students "see time" and understand transitions.

3. Great for ADHD-C and ADHD-I types who struggle with starting/finishing tasks.

Fidget and Movement Breaks

1. Allow use of quiet fidgets, resistance bands on chair legs, or sensory cushions.

2. Offer short “brain breaks” every 15–20 minutes to reset attention.

3. Include “errand passes” (e.g., delivering something to the office) for physical movement.

Noise-Reducing Headphones or Quiet Zones: For inattentive students or those easily overwhelmed by classroom noise, offer noise-canceling headphones or create a calm-down area.

Individualized Education Program (IEP) and 504 Plan Accommodations

Extended Time: Allow additional time for tests and assignments to accommodate processing needs.

Frequent Breaks: Integrate short breaks to help manage attention and energy levels.

Alternative Assessment Methods: Offer oral presentations or projects instead of traditional tests when appropriate.

Organizational Support: Provide planners or checklists to assist with task management.

Technology: Speech-to-Text / Dictation Tools (e.g., Google Docs Voice Typing, Dragon): Help students with writing difficulties (common in ADHD-I and ADHD-C) express their ideas more fluently.

Text-to-Speech / Audiobooks (e.g., Bookshare, NaturalReader): Useful for students who lose focus while reading or decoding text.

Digital Organizers / Task Managers: Use apps like Google Keep, Reminders, or picture-based checklists to support executive functioning.

Behavior Intervention Plans (BIPs): For students with impulsive or disruptive behaviors, a specialist can co-create a plan with targeted rewards and supports.

Sensory Integration Supports (OT-recommended): Weighted lap pads, movement cushions, or classroom “calming kits” may be provided based on OT recommendations.

Social-Emotional Coaching or Counseling: School counselors or behavior specialists can support emotional regulation or frustration tolerance (especially important for ADHD-C students).

Flexible Testing Options

1. Shorter testing periods or breaking tests across multiple days.

2. Testing in a distraction-free setting.

Collaboration with Specialists

Occupational Therapy: Address fine motor skills or sensory processing issues that may affect learning.

Regular Communication: Maintain consistent dialogue between teachers, parents, and specialists to monitor progress and adjust strategies as needed.

Peer and Collaborative Supports

Peer Buddies or Learning Partners

1. Assign responsible peers to support transitions or check-in on task steps.

2. Helps ADHD-I students who get lost during group activities or ADHD-HI students who struggle with impulsivity.

Collaborative Goal Setting: Let students help design their own behavior or learning goals (e.g., “I will raise my hand before speaking 3 times today”).

Class Jobs with Movement: Assign rotating roles like “message runner,” “supply helper,” or “door holder” for students with high energy needs.

Instructional Strategies (Teacher-Led)

Use of “Chunk and Check”

1. Break lessons into small chunks and check for understanding frequently.

2. Use tools like numbered steps or color-coded tasks for writing and math.

Pre-Corrective Teaching

1. Before activities, remind students what behaviors and tools will help them succeed.

2. “Remember, you can use your checklist to keep track of your work.”

Preview and Review

1. Let students preview content ahead of time (e.g., flipped videos, vocabulary previews).

2. Summarize key points at the end with visuals or student retell.

Family Engagement Strategies

Home-School Communication Systems: Use communication journals, ClassDojo, or weekly feedback sheets to align home strategies with school support.

Consistency of Language and Routines: Share key phrases, visual cues, or reward systems with families so the child experiences a predictable environment across settings.

Implementing these strategies requires a collaborative approach involving educators, parents, and specialists to create a supportive learning environment tailored to the student's needs.

By understanding the specific characteristics of ADHD and employing targeted strategies and accommodations, educators can significantly enhance the educational experiences and outcomes for students with ADHD.

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ADHD and Dysgraphia as Coexisting Conditions

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ADHD and Dysgraphia as Coexisting Conditions

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Definitions

ADHD (Attention-Deficit/Hyperactivity Disorder):
A neurodevelopmental disorder characterized by patterns of inattention, hyperactivity, and impulsivity that can affect academic performance and social interactions.

Dysgraphia:
A learning disability that impacts writing abilities, including handwriting, spelling, and the organization of thoughts on paper.

Impact on Student Presentations and Needs

1. Academic Challenges:

-Writing Difficulties: Students with both ADHD and dysgraphia may struggle with the physical act of writing, leading to incomplete assignments and frustration.

-Inattention to Detail: ADHD can exacerbate issues with dysgraphia, as impulsivity may lead to careless mistakes in writing and difficulty focusing on written tasks.

2.Behavioral Issues:

-Impulsivity: Students may frequently interrupt or rush through tasks, which can hinder their ability to produce quality work. This may also lead to behavioral disruptions in the classroom.

-Frustration and Anxiety: The challenges of managing writing tasks can contribute to increased frustration and anxiety, affecting overall motivation and engagement in learning.

3. Social Interaction Difficulties:

-Struggles with Peer Relationships: Students may find it challenging to communicate their thoughts effectively in writing, which can hinder their ability to participate in collaborative projects and social interactions.

-Self-Esteem Issues: Frequent difficulties in academic tasks can lead to low self-esteem, making students reluctant to engage with peers or participate in class.

4. Need for Tailored Interventions:

-Individualized Support: Strategies must address both conditions, such as using assistive technology for writing while also implementing organizational strategies to help with focus.

-Multi-Sensory Approaches: Incorporating multi-sensory learning techniques can be beneficial, allowing students to engage with content in various ways beyond writing.

5. Collaboration Among Educators:

-Team Approach: Effective support requires collaboration among teachers, special education staff, and parents to create comprehensive plans that accommodate both ADHD and dysgraphia.

-Regular Monitoring: Continuous assessment and adjustment of strategies are necessary to meet the evolving needs of the student.

Assistive Technologies for Students with ADHD and Dysgraphia

Speech-to-Text Software

Description: Converts spoken words into written text, allowing students to express their thoughts without the physical demands of writing.

Examples: Dragon NaturallySpeaking, Google Docs Voice Typing.

Word Prediction Software

Description: Suggests words as the student types, which can help reduce the cognitive load and improve writing efficiency.

Examples: Co:Writer, WordQ.

Digital Note-Taking Tools

Description: Allows students to take notes using digital devices, often with features like audio recording and text highlighting.

Examples: OneNote, Notability.

Graphic Organizers

Description: Visual tools that help students organize their thoughts and ideas before writing, aiding in the structure of their work.

Examples: Inspiration, MindMeister.

Typing Software

Description: Programs that teach touch typing skills, which can help students with dysgraphia produce written work more efficiently.

Examples: Typing.com, BBC Dance Mat Typing.

Electronic Math Worksheets

Description: Tools that allow students to work on math problems digitally, reducing the need for handwriting.

Examples: ModMath, MathTalk.

Visual Scheduling Apps

Description: Helps students manage time and stay organized, which is particularly beneficial for those with ADHD.

Examples: Todoist, Trello.

Fidget Tools and Apps

Description: Physical fidget tools or digital apps that provide sensory input to help manage restlessness and improve focus.

Examples: Fidget Cube, Forest app.

Text-to-Speech Software

Description: Reads text aloud, which can assist in comprehension and reduce the frustration of reading difficulties.

Examples: NaturalReader, Kurzweil 3000.

Classroom Strategies for Students with ADHD and Dysgraphia

1. Structured Environment

Clear Expectations: Establish clear rules and routines to help students understand what is expected.

Consistent Schedule: Use visual schedules to provide structure and predictability throughout the day.

2. Flexible Seating Arrangements

Choice of Seating: Allow students to choose seating that helps them focus, such as standing desks or fidget-friendly chairs.

Minimize Distractions: Position students away from high-traffic areas and visual distractions.

3. Multi-Sensory Instruction

Incorporate Various Modalities: Use visual, auditory, and kinesthetic activities to reinforce learning, such as hands-on activities and interactive lessons.

Graphic Organizers: Use visual aids to help students organize their thoughts and plan writing assignments.

4. Assistive Technology Integration

Speech-to-Text Tools: Encourage the use of speech-to-text software for writing tasks to minimize the physical demands of writing.

Word Prediction Software: Utilize tools that assist with spelling and word retrieval.

5. Chunking Information

Break Tasks into Smaller Steps: Divide assignments into manageable parts to prevent overwhelm and increase focus.

Use Timers: Implement timed sessions for tasks to help maintain attention and create a sense of urgency.

6. Alternative Assessment Methods

Oral Presentations: Allow students to demonstrate understanding through verbal presentations instead of written assignments.

Visual Projects: Encourage creative projects that allow for expression without heavy reliance on writing.

7. Incorporate Movement

Frequent Breaks: Provide regular brain breaks to help students manage energy levels and maintain focus.

Incorporate Physical Activity: Use movement-based activities, such as standing or walking while learning, to engage students.

8. Personalized Support

One-on-One Assistance: Offer individualized support during writing tasks or assignments to provide guidance and encouragement.

Peer Support: Pair students with buddies for collaborative work, helping them stay engaged and motivated.

9. Positive Reinforcement

Celebrate Achievements: Recognize and reward efforts and accomplishments, no matter how small, to build confidence and motivation.

Constructive Feedback: Provide specific, constructive feedback to help students improve without discouraging them.

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Navigating Dysgraphia and ADHD in Education - Magrid

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Explore the interplay between dysgraphia and ADHD, offering insights into effective strategies for supporting students with these learning challenges.

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Definition:

Dyscalculia is a disability that makes it difficult for students to understand numbers and how to calculate them.

Signs:

difficulty with basic math skills and calculations

difficulty understanding concepts like place values and how numbers relate to each other

difficulty counting (forwards and backwards)

difficulty with mental math problem solving

difficulty remembering multiplication facts

Symptoms:

these difficulties could cause a student to have anxiety when it comes to math

there is a connection with fine motor skills and dyscalculia

struggling with numbers on recipes, measuring, etc.

struggling with money exchange (counting, and making change)

Inclusive Strategies:

simplifying instructions so that students can understand what they are to do when completing a math problem could help with the organization of how that problem is to be solved

using visual aids can bring the problem to life for a student and help them be able to visualize the number sense and complete the problem

manipulatives can help a student also visualize the problem and use the correct operation to solve the problem

teacher models can allow a student to organizer their thoughts and be able to perform the same task in their own words or writing

using technology can aid a student in learning math operations and multiplication facts

UDL classrooms will allow teachers to present the material in different ways that can also aid a student with dyscalculia

Accommodations:

Scaffolding the material that is being taught to the student

using manipulatives

check-ins with the student to make sure they are understanding the material

checklist to help organize the steps that the student needs to take to complete the problem

the use of technology

calculation devices

teacher models

extended time

visual aids

References

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

https://www.additudemag.com/math-accommodations-for-children-with-adhd-or-dyscalculia/?srsltid=AfmBOopNs5e9ZZpIS_AVuSq4ciI1bgaLS4DbDC3IPrb1KUjwdWPOwYXt

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Learning Disability: Dysgraphia & Speech and Language Impairment: Articulation Disorder; their Co-existing conditions

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Learning Disability: Dysgraphia & Speech and Language Impairment: Articulation Disorder; their Co-existing conditions

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1. Learning Disability: Dysgraphia (Specific Learning Disability in Written Expression)

Definition:

Dysgraphia is a specific learning disability that affects writing abilities. It involves difficulty with handwriting, spelling, and organizing ideas in written form, despite normal intelligence and appropriate instruction.

Signs and Symptoms:

Illegible handwriting

Inconsistent spacing and poor alignment of words

Difficulty thinking and writing at the same time

Trouble with spelling and grammar

Avoidance of writing tasks

Fatigue or frustration when writing

Inclusive Strategies:

Using graphic organizers to plan writing

Providing step-by-step writing instruction

Allowing oral responses or use speech-to-text tools

Practicing fine motor skills through fun activities

Using keyboarding as an alternative to handwriting

Accommodations:

Extended time for written assignments and tests

Allowing use of assistive technology (word processors, spell-checkers)

Reducing length requirements for written tasks

Providing copies of notes or outlines

Allowing alternative formats (video or audio reports instead of essays)

2. Speech and Language Impairment: Articulation Disorder

Definition:

An Articulation Disorder is a type of speech sound disorder where a child has difficulty producing certain sounds correctly. This affects intelligibility of speech but not necessarily language comprehension or cognitive abilities.

Signs and Symptoms:

Substitution of one sound to another ("wabbit" for "rabbit")

Omissions of sounds (saying "ca" for "cat")

Distorted sounds

Speech that is hard to understand, especially to unfamiliar listeners

Frustration when misunderstood

Avoidance of speaking in group settings

Inclusive Strategies:

Modeling correct pronunciation naturally in conversation

Using visual and tactile cues to support sound production

Incorporating phonemic awareness games

Encouraging participation in low-pressure speaking activities

Collaborating regularly with a speech-language pathologist (SLP)

Accommodations:

Allowing extra time for oral responses

Not penalizing for speech errors in grading

Providing opportunities for non-verbal participation (written answers, gestures)

Preferential seating near the teacher for modeling

Using communication devices if needed in severe cases

Coexisting conditions: Dysgraphia and Articulation Disorder

Definition:

When Dysgraphia and Articulation Disorder coexist, the student experiences challenges both in written expression and spoken communication. These difficulties can compound, affecting overall academic performance and self-confidence.

Effects on Student Presentations and Needs:

Struggles with both writing tasks and oral presentations

May avoid participating in class discussions and writing assignments

Higher risk of social withdrawal due to communication difficulties

Needs differentiated instruction that addresses both speech and writing challenges

Requires combined support from special educators and speech-language pathologists

Benefits from multi-modal teaching (visual, auditory, kinesthetic) to build language skills

Requires consistent positive reinforcement to build confidence in both speaking and writing

References:

American Speech-Language-Hearing Association. Speech sound disorders: Articulation and phonology. https://www.asha.org/public/speech/disorders/SpeechSoundDisorders/

Berninger, V. W., & Wolf, B. (2009). Teaching students with dyslexia and dysgraphia: Lessons from teaching and science. Paul H. Brookes Publishing.

National Center for Learning Disabilities. What is dysgraphia? https://www.understood.org/en/articles/understanding-dysgraphia

Snowling, M. J., & Hulme, C. (Eds.). (2019). The science of reading: A handbook (2nd ed.). Wiley-Blackwell.

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Down syndrome

Down syndrome is a condition caused by an extra copy of chromosome 21 in a person’s cells. This extra chromosome affects physical growth, learning abilities, and development, leading to challenges in areas like speech, motor skills, and cognitive abilities. While people with Down syndrome may face developmental delays, they can still make progress and achieve goals with the right support and resources.

Signs & Symptoms

Cognitive and Developmental Symptoms:

Delays in speech and language development

Slower learning and difficulty with memory

May need more time to learn new concpets.

Phyical Features:

Flatterned Face

Small ears and mouth

Almond-shaped eyes taht slant upward

Short neck and small hands

Short stature

Single crease across the palm of the hand

Classroom strategies includes providing clear and simple instructions; using visual supports and aids; providing extra time; encouraging peer support; focusing on functional skills; fostering good emtional and social skills; using positive reinforcement; incorpating hands-on learning; providing ommunication devices; and creating a predictable routine.

Specific Learning Disabilities (SLDs)

A learning disability is a brain-based disorder that makes it hard for a student to understand or use language. This can affect skills like listening, thinking, speaking, reading, writing, spelling, or doing math.

Signs & Symptoms: Trouble reading words or understanding what is being read to them, difficulty writing clearly or spelling words correctly, trouble following directions or remembering what was said, and easily distracted from academic tasks.

Classroom Strategies may include breaking tasks into smaller steps; using visuals, hands-on materials, and graphic organizers; giving extra time for tests and assignments; providing frquent check-ins or one-on-one support;and using audio books or read alouds.

Speech and Language Impairments (SLIs)
A speech or language impairment is a problem with speaking clearly, understanding others, or using words to express ideas. It can make it hard for a student to communicate and do well in school.

Signs & Symptoms include the following: hard to understand when the student speaks, limited vocab. or short sentences, difficulty joining conversations or staying on topic, frustration when trying to communicate.

Classroom Strategies may include speaking slowly and using simple works; using visuals, gestures, or pictures support understanding; allowing extra time to respond or complete tasks; working closely with the SLP; and giving students a way to express themsleves (ACC devices, picture cards).