Signs and Symptoms

Does not say words correctly each time

Puts stress on the wrong syllable or word

Distorts changes and sounds

Says shorter words more clearly than longer words

Writing is better than speaking

Has difficulty putting words in the correct order

Has difficulty tr4ansitioing between sounds

Has a slower rate of speech

Has vowel errors and trouble with syllable segregation

Inclusive Strategies

Use of AAC device

Slowered rate of communication

Use of rhythmic patterns to help with pacing

Peer Education 

Supportive network

Speech therapy

Incorporiate motor therapy

Encouraging multimodal communication

Calm environment

Structured Routine

Use of visual and verbal prompts

Motor planning exercises

Accommodations

Reading assessments should be done with SLP

Don’t require child to read aloud in the class

Added time for tests

Ability to type homework vs writing

Notes from class should be written and provided to student by a peer or teacher

Have access to audiobooks

Teacher will call on student when hand is raised vs putting them on the spot.

Use of adaptability equipment such as pencil grips, fidget tools, graphic organizers

Break down assignments into small chunks

Allow for movement breaks to stimulate gross motor skills

Priority seating near the teacher

Anxiety and ADHD are neurodevelopmental and psychological conditions that can impact a student’s ability to regulate emotions, ability to focus, and manage academic and social tasks.  Anxiety involves excessive worry or fear, and ADHD is characterized by inattention, hyperactivity, and impulsivity. 

Presentation at school

Struggle with staying focused

Worrying and impulsive

Avoid challenging tasks

Social Challenges

Difficulty with transitions 

Physical symptoms (e.g. fidgeting, headaches)

Strategies

Movement breaks

Mental health support

structured environment

Organizational tools to stay focused.

Quiet area for tests

Break down tasks into smaller pieces

Clear instructions

Motivation, positive reinforcement

Signs and Symptoms - Repeating sounds or syllables, Holding and drawing out certain syllables or sounds, mid-word pauses, blocking sound, word switching, overstressing, repeating single-syllable words, anxiety, stress.

Experts still do not fully understand why stuttering happens. Thy do agree several factors can contribute to it:

Family History, Genetics, Brain Structure Differences.

Strategies - In the classroom - speak slowly and be patient, give student time to respond, avoid finishing their sentences, discuss stuttering without making it a big deal, encourage classmates to listen and take turns speaking.

Speech & Language Pathologist - Slowing speech rate, breathing exercises, light articulatory contact, easy onset of sounds, pausing between phrases, practice fluency shaping techniques.

Signs and symptoms:

• Speed of processing (slow spoken and written language)

• Forgetting words

• Confused by letters which look similar (b/d, p/g, n/u)

• Spells words different ways

• Weird spelling of words

• Unusual sequencing of letters or words

Inclusive strategies:

• Assistive technology

• Multisensory learning

• Sand writing

• Line Readers

• Arm tapping

Accommodations:

• Extended time for test

• Option for oral answers

• Quiet space

• Vocab list

• Sentence starters

• Simplified directions (directions repeated)

• Example of completed work

• Break down assignments

• Graphic organizer