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This pdf written by the NCSE is an excellent resource for teachers when planning to write an IEP. It includes within, a step by step guide. It gives details surrounding gathering information, planning an IEP meeting, writing and IEP and implementing that IEP.

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This website gives information on the EPSEN act, 2004. This is the act that supports and protects those with disabilities in schools and it provides clarity to those who are writing and IEP.

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Education for Persons with Special Educational Needs Act 2004

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The electronic Irish Statute Book (eISB) comprises the Acts of the Oireachtas (Parliament), Statutory Instruments, Legislation Directory, Constitution and a limited number of pre-1922 Acts.

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Dylsexia Ireland provides support to teachers offering them advice on how to support students with dyslexia.

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General Advice

Teachers need to be well informed about dyslexia given that on average there will be at least three students in each classroom who have dyslexia. All teachers are responsible for catering for the diverse learning needs of their students.

Understanding and empathy will help teachers to make their classroom more inclusive. Dyslexia affects everyone differently, so don't hesitate to ask each student, and their parents, what you can do to help.

Class/Subject Teacher

The first line of support for a student with dyslexia is the class teacher. The class teacher or subject teacher has an essential role to play in being aware and considerate of each student's strengths and weaknesses. Even if students attend learning support, they still spend the majority of their school week in the general classroom.

Classroom and subject teachers are expected to differentiate their teaching to accommodate the varying needs of the pupils in their classroom. Reasonable accommodations in the classroom can also be negotiated, for example a reduced number of spellings to be learned, or advance notice of reading passages.

Teachers also need to be aware of the individual profiles and specific needs of each student with dyslexia in their class, as each child will be different.

Training & Development

Teachers wishing to learn more may want to do a course on dyslexia, such as one of the Teachers' Courses run by DAI. Tickets for upcoming courses are available at: https://www.tickettailor.com/events/dyslexiaireland/.

Schools are also encouraged to avail of whole-school in-service training provided by the NCSE, the National Council for Special Education (www.ncse.ie), and to avail of CPD in their local Teacher Education Centre.

For those seeking more in-depth training, DCU now offer a Masters in SLD/Dyslexia.

Resources

NCSE Resources for teachers: www.ncse.ie/teacher-resources

NEPS Resources for teachers and schools: https://www.education.ie/en/Schools-Colleges/Services/National-Educational-Psychological-Service-NEPS-/Resources-Publications.html

The Factsheets for Teachers on Dyslexia at Second Level contain a wealth of relevant information and advice. The complete set of Factsheets is downloadable here: https://dyslexiacourses.ie/images/downloads/factsheets1to18.pdf

General Advice Continued

Be as understanding as possible.

A structured, multi-sensory programme should be used to teach reading and spelling.

Multi-sensory learning techniques should be used whenever possible, which involves using visual, aural, oral and kinaesthetic senses. The classroom should be interactive and involve lots of discussion, and opportunities for active learning.

Avoid asking a pupil with dyslexia to read aloud in front of the class. However, if you really need to get the pupil to read, discreetly let them know the previous day what section they will be asked to read so they can prepare it.

Make learning achievable! Don't give a dyslexic student a long list of words to learn every week. Give them a short list of words from a word family, e.g. boil, coil, and spoil.

If giving students sequential information to learn off, be understanding. Some pupils with dyslexia find rote learning very challenging.

Remember that over-learning is essential. You can never assume that the pupil will remember a topic covered only once or twice. Build in lots of opportunities for repetition and consolidation of knowledge.

Take time to correct written work and focus on content rather than presentation. Do not correct every error, but instead concentrate on a small number of errors and set manageable targets.

Don't ask a dyslexic student to copy out corrections/mis-spellings. This will be of no use.

Some students will need to use a computer.

Note-taking can be difficult, so provide worksheets or arrange for notes to be photocopied. Avoid tasks where students are asked to copy from the blackboard, including homework assignments.

Any worksheets given should be carefully presented, with large clear text, bold headings and diagrams to aid visual learning.

Ask the pupil to repeat back instructions given. This can be a useful memory aid. Instructions given should be clear and concise. It can also be useful to ask students to summarise what has been learnt at the end of the class.

Careful consideration needs to be given to lesson planning to ensure that the interest level is high, but the literacy levels are adapted to suit the students' needs. Differentiated teaching is very important (must, should, could): first the basics, what every student must know; then what they should know to get a good grade; and finally, what they could know if they are aiming for a high grade.

The student with dyslexia should sit near the teacher, so that the teacher can monitor progress and be available to provide any necessary assistance.

Never compare the work of a student with dyslexia to the rest of the class or a sibling. The work presented will often not be indicative of the effort put into producing it. Ability should not be judged solely on written answers, but on oral, recorded, computer and project work.

If the student is likely to receive reasonable accommodations in state exams, then allow the same accommodations for homework, end-of-term and mock exams.

Rewarding effort is as important as rewarding accuracy. Students with dyslexia can become very disheartened if their effort is not acknowledged.

Encourage students to build up their stronger abilities in sports, technology, drama, science, maths, etc. This is an important way to build self-esteem.

Work closely with parents. They are a valuable source of help and information.

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How Teachers Can Help | Dyslexia Ireland

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Teachers need to be well informed about dyslexia given that on average there will be at least three students in each classroom who have dyslexia. All teachers are responsible for catering for the diverse learning needs of their students. Understanding and empathy will help teachers to make their classroom more inclusive.

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Dyslexia Ireland website also have several write ups on what dyslexia is and how to notice certain signs that a child pay display in their work.

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What is Dyslexia?

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

Defining Dyslexia

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

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

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

Language, Recognition and Rights

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

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

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

DAI welcomes feedback from all stakeholders on this definition.

Earlier Definitions:

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

How common is dyslexia?

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

Indicators of Dyslexia

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

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

Indicators at Ages 3-5 Years

Is later than most children in learning to speak

Has difficulty pronouncing some, especially multi-syllabic, words

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

Experiences auditory discrimination problems

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

Has difficulty with rhyming

Has difficulty maintaining rhythm

Is unable to recall the right word

Is slow to add new vocabulary

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

Experiences problems learning the alphabet

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

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

Is unable to follow multi-step directions or routines

Is developing fine motor skills more slowly than other children

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

Indicators at Ages 5-7 Years

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

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

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

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

Has poor word-attack skills, especially for new words

May make constant reading and spelling errors including:

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

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

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

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

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

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

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

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

Reading comprehension is better than single-word reading

Listening comprehension is better than reading comprehension

Has trouble learning facts

Has difficulty planning or organising

Uses awkward pencil grip

Has slow and poor quality handwriting

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

Has poor fine motor co-ordination

Indicators Ages 7-12 Years

Has continued difficulty reading text aloud or silently

Reading achievement is below expectation

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

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

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

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

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

Uses avoidance tactics when asked to read orally or write

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

Is unable to learn multiplication tables by rote

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

Has slow or poor recall of facts

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

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

Forgets to bring in or hand in homework

Has difficulty remembering what day or month it is

Has difficulty remembering his/her own telephone number or birthday

Has poor planning and organisational skills

Has poor time management

Lacks self-confidence and has a poor self-image

Indicators at Age 12+ Years

Is still reading slowly and without fluency, with many inaccuracies

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

Has difficulty modifying reading rate

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

Continues to experience serious spelling difficulties

Has slow, dysfluent and/or illegible handwriting

Has better oral skills than written skills

Has difficulty planning, sequencing and organising written text

Has difficulty with written syntax or punctuation

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

Has trouble summarising or outlining

Has problems in taking notes and copying from the board

Procrastinates and/or avoids reading and writing tasks

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

Is slow in answering questions, especially open-ended ones

Has poor memorisation skills

Still mispronounces or misuses some words

Has problems recalling the names of some words or objects

Has poor planning and organisational skills

Has poor time management skills

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

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

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

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The NCSE website has many different support videos and tips for supporting students with specific education needs.

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Members of the National Council for Special Education

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This website is a good resource in learning about the different learning disabilites students may have and the different signs they present.

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What are learning disabilities?

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

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

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

Children with learning disabilities can, and do, succeed

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

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

Signs and symptoms of learning disabilities and disorders

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

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

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

If you're worried, don't wait

Signs and symptoms of learning disabilities: Preschool age

Problems pronouncing words.

Trouble finding the right word.

Difficulty rhyming.

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

Difficulty following directions or learning routines.

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

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

Signs and symptoms of learning disabilities: Ages 5-9

Trouble learning the connection between letters and sounds.

Unable to blend sounds to make words.

Confuses basic words when reading.

Slow to learn new skills.

Consistently misspells words and makes frequent errors.

Trouble learning basic math concepts.

Difficulty telling time and remembering sequences.

Signs and symptoms of learning disabilities: Ages 10-13

Difficulty with reading comprehension or math skills.

Trouble with open-ended test questions and word problems.

Dislikes reading and writing; avoids reading aloud.

Poor handwriting.

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

Trouble following classroom discussions and expressing thoughts aloud.

Spells the same word differently in a single document.

Paying attention to developmental milestones can help you identify learning disorders

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

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

Problems with reading, writing, and math

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

Learning disabilities in reading (dyslexia)

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

Signs of reading difficulty include problems with:

Letter and word recognition.

Understanding words and ideas.

Reading speed and fluency.

General vocabulary skills.

Learning disabilities in math (dyscalculia)

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

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

Learning disabilities in writing (dysgraphia)

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

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

Neatness and consistency of writing.

Accurately copying letters and words.

Spelling consistency.

Writing organization and coherence.

Other types of learning disabilities and disorders

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

Learning disabilities in motor skills (dyspraxia)

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

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

Learning disabilities in language (aphasia/dysphasia)

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

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

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

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

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

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

Other disorders that make learning difficult

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

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

Hope for learning disabilities: The brain can change

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

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

How does understanding the brain help a learning disorder?

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

Diagnosis and testing for learning disabilities and disorders

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

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

The diagnosis and testing process for learning disabilities

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

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

1. Clinical psychologists

2. School psychologists

3. Child psychiatrists

4. Educational psychologist

5. Developmental psychologist

6. Neuropsychologist

7. Psychometrist

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

9. Speech and language therapist

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

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

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

Sequencing, which means putting information in the right order.

Abstraction, which is making sense of the information.

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

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

Getting help for children with learning disabilities

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

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

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

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

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

Social and emotional skills: How you can help

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

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

Finding support while helping a child with learning disabilities

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

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Learning Disabilities and Disorders - HelpGuide.org

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

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This resource gives teachers the best practices to use in the classroom when they have students present with learning difficulties. This article includes reminding teachers to be supportive and not to discriminate but also to make sure they are supporting the student by giving them a tech pathway to complete their work if needed.

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Inclusive Education and The Best Practices for Supporting Students with Disabilities in the Classroom - Servisource

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Inclusive education is an educational approach that aims to provide all students, regardless of their abilities or disabilities. We take a look at inclusive education and the best practices for supporting students with disabilities in the classroom.

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Although this article is based on 3rd level students with learning difficulties, I beleive reading the case studies in particular is helpful to teachers at 2nd level. Hearing of real life people and the supports they received at college can help teachers at 2nd level adapt their supports and make them possible at 2nd level also. As well as that is also reminds teachers that 3rd level education is very much an option of students with learning difficulties and by reading this article teachers will be able to resure these students that supports and help will always be given.

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This pdf written by the NCSE is a nice guide to teachers on how to create and inclusive enviorment in the classroom for all students.

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This NCSE document is a detailed account is how to create an inclusive enviorment in the classroom, touching on equity, and the factors that support inclusion.

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This document provides information on how to support childern with autism in schools. It includes chapters on The learning enviorment, communication and development , socail development and emotional development. This is a nice resource for teachers to learn how to provide the best support to students with autism.