• Difficulty with basic arithmetic operations, such as addition, subtraction, multiplication, and division.

• Struggles to understand math concepts and rules, such as fractions, decimals, and percentages.

• Difficulty with sequencing numbers or recalling numbers in the correct order.

• Difficulty with mental math or estimating quantities.

• Difficulty with telling time and understanding the concept of time.

• Difficulty with counting, particularly skip counting.

• Difficulty with basic mathematical facts, such as memorizing multiplication tables.

• Difficulty with spatial awareness and orientation, particularly when it comes to reading graphs and charts.

• Struggles with word problems, particularly the ability to identify relevant information and apply mathematical concepts to real-world situations.

• Difficulty with organizing information, particularly when it comes to multi-step problems.

• Difficulties mastering number sense, number facts or calculation.
• Difficulties with mathematical reasoning.

• Peer support: 

• Targeted lesson planning:

• One-on-one learning programs:

• Students with dyscalculia often need extra opportunities to review what they have already learned. This may be easier to facilitate in an exclusive classroom than an inclusive classroom where neurotypical peers may not need to review again.

• Chunking:

• Highlighting key words or phrases:

• Allow extra time on tests
• Allow the use of a calculator when computation is not what is being assessed
• Giving students with dyscalculia graph paper can be helpful to allow them to line up their math problems and solutions.
• Provide students with manipulatives to help them solve problems.
• Graphic organizers can help students with dyscalculia to organize their thoughts.
• Give students with dyscalculia rubrics to help them understand the steps which need to be done to complete an activity.
• Give students with dyscalculia a sheet of paper to cover all other math problems on a test or worksheet so they can focus on one problem at a time.

• Lack of responsiveness to sounds/ voice of caregiver
• Limited babbling or vocalization
• Difficulty imitating sounds or words
• Late onset of first words or phrases

• Frequent grammatical errors
• Difficulty with word retrieval
• Difficulty understanding and following instructions
• Delayed acquisition of grammar and syntax rules
• Difficulty socializing

• Struggle with reading, writing and spelling
• Difficulty understanding abstract concepts
• Difficulty following multi-step directions
• Struggle to express their ideas clearly in both spoken and written form
• Difficulty recalling words
• Difficulty with peer relationships and social interactions

• Individual Instruction:

• Structured Routines:

• Multisensory instruction:

• Assistive technology:

• Encourage cooperation:

• Differentiate activities:

• Seating:

• Give students with DLD more time to answer questions. Teach them to ask for more thinking time to process verbal answers.
• Allow students with DLD more time to complete tests and activities.
• Chunk text into smaller sections, use visual aids and prompts and simplify language on activities, worksheets or tests for students with DLD.
• Reduce the number of assessments. For example, rather than having a student with DLD answer 5 comprehension questions, you could have them complete 2 tasks which demonstrate their understanding of the concepts being taught.
• Allow the use of assistive technology for students with DLD. This can help them to participate more fully in class activities.

• abusive behaviors
• substance use
• risky behaviors
• being in potentially traumatic situations

• if you talk slower, it shows the child it is okay to take his or her time
• slower speech may be calming and relaxing (especially if the child is excited, scared, angry, o​r upset)
• talking slower may lessen the sense of competition while having a conversation

• use a slower, relaxed rate of speech by slightly stretching the vowels in words (e.g., “Wee waant aa cookiee”).
• pause between phrases, sentences, and ideas (e.g., “I went to the store…and I bought some milk...and some bread”).

• ensures the child is done talking so you don’t interrupt
• provides a model that it’s okay for a child to take time to put thoughts into words
• lessens competition for talk time and helps make communication more relaxed

• “that was a tough word for you to say”
• “you really tried hard on that word”
• “sometimes I get stuck on my words too”

• bumpy speech
• stuttering
• getting stuck

• practice oral presentations, read out loud, or answer questions in easier situations (e.g., in front of you or two friends) before harder situations (e.g. in front of a small group of students or the whole class)
• answer a question when he or she volunteers. The child might worry about stuttering while he or she is waiting for a turn to talk. The longer the child has to wait to talk, the more anxious he or she may become. The child may prefer to be the first to take a turn. Talk with the student about what is most comfortable for him or her when waiting for a turn to share in class.

• punish the child
• show anger
• blame the child and shake your head or say things like “you know better”
• show you are impatient (e.g., complete sentences, interrupt, sigh, or walk away)

• 1902: A British paediatrician, Sir George Frederic Still, makes note of a, ‘defect in moral control of children’ who were unable to control their behaviour the way a ‘normal’ child could despite still being intelligent.
• 1936: Benzedrine is approved by FDA.
• 1934: Dr. Charles Bradley notices the side effects of Benzedrine can be beneficial to young patients who had symptoms of the disorder. These findings are largely ignored.
• 1955: methylphenidate Ritalin is approved by FDA. It becomes a popular treatment for the disorder as more is understood about it and more diagnoses are occurring. Ritalin is still used in treatment for ADHD today.
• 1962: The second edition of “Diagnostic and Statistical Manual of Mental Disorders (DSM)” contains hyperkinetic reaction of childhood for the first time as it is recognised by the APA.
• 1980: The third edition of DSM is released (DSM III). This name of the disorder changes to ADD with or without hyperactivity.
• 1987: DSM III is revised and the disorder is renamed as ADHD.
• 1990: Diagnoses of ADHD rise significantly. This could well be due to the fact that it became easier to diagnose and awareness surrounding the disorder had grown. It is also possible there were actually more children getting ADHD than before. More medications also become available in the 1990s many of which are still in use.
• 2000: DSM IIII is released in which three subtypes of ADHD are established.

1. Combined type ADHD
2. Predominantly hyperactive-impulsive type ADHD
3. Predominantly inattentive type ADHD

• Planning and organizing: Difficulty in starting and finishing tasks, making schedules, and planning ahead.
• Time management: Struggling to prioritize and meet deadlines.
• Working memory: Forgetting things easily, having difficulty remembering/recalling instructions.
• Emotional regulation: Difficulties controlling emotions, such as anger, frustration, or anxiety.
• Flexibility: Struggling to adapt to change, being inflexible, and having difficulty with problem-solving.
• Self-monitoring: Difficulty in self-reflection, regulating behavior, and learning from previous experiences.
• Impulse control: Difficulty in controlling impulses.

• Problems with transitions may result in students having "big emotions"
• Difficulty waiting their turn, interrupting others, or following rules.
• Struggling to start tasks or plan for multi-step activities. 
• Forgetting instructions, directions, or information they just learned.
• Problems regulating emotions.
• Inability to focus for age appropriate periods of time.

• cognitive-behavioral therapy
• medication
• Lifestyle modifications such as lowering stress and increasing exercise. 

• Modeling/Exemplars
• Break down tasks into smaller, more manageable parts to help 
• Visual aids such as  diagrams, mind maps, or graphic organizers
• Daily routines

• Be flexible with deadlines.
• Allow alternative assessments, and allow students to show what they know in ways that are comfortable for them.

• The Individuals with Disabilities Education Act (IDEA)

• Section 504 of the Rehabilitation Act of 1973

• An Individualised Education Program (IEP): This provides special education services for the specific needs of an individual
• A 504 Plan: This provides services and changes to the learning environment to meet the needs of the child as adequately as other students

• Help keeping organized
• Extra time on tests and assignments
• Extra breaks and opportunities to move around
• Special consideration in environment planning to limit distractions
• Use of technology to help with assignments
• Assignments tailored to student’s specific needs

Be Proactive, not reactive.

• Americans with Disabilities Act of 1990 (ADA) and 2008 amendmentsThe ADA and its amendments apply in a variety of contexts, including public accommodations, employment, and education. This means most public and private post-secondary institutions are prohibited from discriminating against students on the basis of a legally recognized disability, such as ADHD. This applies for the admissions process, too. For the most part, the ADA will allow all students equal access to school programs, activities, and services. This includes providing reasonable accommodations to disabled students.
• 
  
• Rehabilitation Act of 1973 (specifically section 504)Section 504 of the Rehabilitation Act of 1973 is very similar to the ADA in that it also prohibits discrimination on the basis of a disability. However, its mandates are largely limited to places that receive federal funding; this includes the vast majority of colleges and universities in the United States. Just like with the ADA, Section 504 mandates that covered schools not only make their programs available to qualified students with disabilities, but provide reasonable accommodations.

• Barkley Deficits in Executive Functioning Scale, which examines executive function tasks like emotional control, motivation, organization, self-restraint, and time management.
• The Comprehensive Executive Function Inventory assesses executive function strengths and weaknesses in children aged 5 to 18, involving parents, teachers, and children aged 12-18 in the evaluation. 
• The Conners 3-Parent Rating Scale evaluates behavior in children between ages 6-18, identifying learning issues in specific subjects such as math, reading, spelling, and broader concepts like memory. It involves contributions from teachers, parents, and children themselve

1. Outdoor/Indoor Spaces: The environment could include both indoor and outdoor spaces, with a variety of sensory experiences. The outdoor spaces could include a sensory garden, a nature walk, and a playground with accessible swings or other active equipment. The indoor spaces could include a sensory room with real-world objects, a quiet area for reading with individual work and different types of lighting, and a wide array of manipulatives. 
2. Calm Spaces and Quiet: There should be calm spaces and quiet areas available for students who need a break from sensory stimulation or who need a quiet individual space to work. This could include a separate room with soft lighting and calming music or a nice shaded tree or a simple wooden lean-to.
3. Diverse Sensory Experiences: My ideal environment would provide a variety of sensory experiences, such as touch, smell, sight, sound, and taste, and have a variety of real-world items. This could include hands-on activities with natural materials, such as sandboxes, water, or clay stations, crafting, and musical instruments.
4. Structured Routines (but not times) My least restrictive environment would have routines to support students but allow them to explore and create at their own pace.  For example, each day would start with a whole class assembly, perhaps sitting in a circle. This would be followed by student-choice both small group and one-on-one activities, in which students be supported as needed. Each day would end with a whole class reflection and student-led discussion.
5. Different Heights: The learning environment should accommodate different heights, with furniture and equipment designed for students of different sizes and abilities. This promotes group work by allowing inclusive collaboration. This could include adjustable tables and chairs, standing desks, and soft seating options.
6. Real Objects and Natural Materials: The learning environment should provide real objects and natural materials to support exploration and learning. This could be rocks, wood, clay, or sand but also real-world objects such as kitchen tools, construction materials, and art supplies. This allows the focus on hands-on, project-based learning, with opportunities for collaboration and creativity.
7. Trained Language and Cognitive Specialists: My ideal "least restive environment" would also include professional language and cognitive specialists who can provide individualized support to students. professionals could work with students in small groups or one-on-one, providing support, modifications, and accommodations as needed. They would also be there to document, monitor, and provide early prevention, diagnosis, and intervention.
8. Horse Therapy: Ideally my environment would also include horse therapy, which has been shown to be effective in supporting students with special needs. The horses could be used for therapeutic riding, grooming, or other activities designed to support physical and emotional development.

1. Free Appropriate Public Education (FAPE)
2. Appropriate Evaluation
3. Individualized Education Plan (IEP)
4. Parent Participation
5. Procedural Safeguards
6. Least Restrictive Environment

• Individual Counseling
• Group Counseling
• Family Counseling
• Play Therapy
  
  

• Vision Therapy
• Auditory Processing Therapy
• Occupational Therapy
• Speech and Language Therapy
• Neurofeedback Therapy
  
  

• Remedial Instruction in Reading, Writing, and Spelling
• Orton-Gillingham Therapy
• Multimodal Learning Strategies
• Text-to-Speech/Speech-to-Text Tools
  
  
• Assistive Technology Training

• Special education teachers must communicate and create a strong working relationship. Hopefully this will be done early, the sharing of data can be a good way for these teachers to begin collaborating. They will likely be interested in any information or expertise that the other can share on the student/s whom they are working with. This may initially be to collect data for an IEP meeting. They will be sharing information about each student's learning goals, progress, and any challenges they may be facing. They must also work together to develop a plan for collecting and analyzing data to monitor student progress and make instructional adjustments.

• To effectively collect and analyze data, general education and special education teachers must collaborate to identify the most appropriate data collection methods and tools for each student. This could include a mix of formal and informal assessments, progress monitoring tools, and observation data. They must also collaborate to ensure that the data is accurate and reliable, and that it is used to inform instruction and support.

• It is important for both teachers to regularly review and analyze data to identify trends and patterns, and to adjust instruction and support as needed. This may involve editing an IEP, setting new goals or adjusting existing goals, modifying instructional strategies, or providing additional support or accommodations.

• General education teachers are in a primary position to collect data on a student’s day to day progress in an inclusive classroom. This could involve their performance on formative and summative assessments, observations of progress both academically and socially and also whether certain strategies are working or not. The special education teacher should be eager to receive this data and can use their expertise to help analyse it through the lens of the special educator. The special education may assist the general education teacher when it comes to more special education specific assessments. For example if necessary, the special education teacher could help to break down the results of a Weschler Intelligence Scale for Children (WISC), giving insight into how the data within may influence how a general education teacher approaches differentiation for a specific student.

• Visual schedules, visual prompts and first/then boards are ideal to utilize in a UDL environment because some students who have autism, cognitive delay/disability, low receptive skill, SLD and ADHD need more visual aids to help them throughout the day. From transitions to engaging in activities, many of these students need visuals to help them comprehend the task. For example, placing colored duct tape around the table can tell them their specific learning space. 

• Some students such as in the autism spectrum, benefits greatly to routines and structures in the classroom. Therefore moving around too much of the things in the classroom constantly will aggravate the student and the student will not be able to accomplish the task given to them. 
• Set clear boundaries of each corner of the classroom setting so the students who need structure will understand the flow and predictability of the environment. 

• Some students will benefit by having differentiation in furnitures. For example, a student who has ADHD might enjoy sitting on a balance ball rather than a regular chair the whole time in class because by sitting on a regular chair, they might lose focus, but with a balance ball they can bounce up and down which will help them stay more focused. Moreover, similar furniture can help reduce anxiety in students who have general anxiety disorders. 
• Placing books, toys and any other class materials within reach for every student is very important in a UDL classroom. Some students might be in a wheelchair which will limit their ability in reaching for materials. Therefore teachers need to keep on mind where to place items within the classroom. 

• Having adapted books in classroom library can help students with certain disabilities understand the book better because it provides engagement and some are also visual learners . For example, printing off pictures and using Velcro to physically attach them to each page is one way that works very well. 
• Providing a calming corner where students with high anxiety, EBD, or over stimulated can come to reduce their stress and bring back their focus. 
• Providing a "fidget tool box" in class can provide help in calming down a student who has high anxiety or someone who needs to focus (ADHD). 

• Cognition
• speech/language
• Memory
• Attention
• Reasoning
• Abstract thinking
• Judgment
• Problem solving
• Perception
• Social skills
• Behavior
• Processing information
• Physical functions

• Clear and concise instruction
• The use of visual aids to supplement verbal instructions
• Breaking down complex tasks into more manageable steps (chunking)
• Providing the student with a checklist to help them keep track of their progress in a task
• Providing written and or visual summaries of lessons to review key concepts
• Multisensory approaches
• Establish consistent routines and procedures in the classroom
• Provide visual schedules/timetables
• Color coded organizers to help
• Explicitly teach note taking strategies
• Minimize distractions such as clutter, noises, lighting
• Provide a designated quiet space in the classroom
• Allow student to seat near to the teacher in a spot with fewer distractions
• Allow breaks for movement/ brain breaks
• Assistive technology may be useful depending on specific needs: speech to text, text to speech, calculators, 
• Encourage self advocacy skills
• SEL lessons to help provide all students with a tool kit for dealing with difficult emotions

• Unable to move around with ease; apparent lack of coordination.  

• Challenged with processing information
• Difficulty copying others actions
• Struggles to problem solve even when playing or doing basic activities.

• Inability to listen, nor understand basic language and/or information.
• Struggles to form words/sentences; coherently express themselves.

• Struggles to express basic emotions
• Inability to interact socially with others 
• Lack of friends and connectedness with family

• Challenged to care for self; self-reliance
• Inability to execute basic tasks like hygiene, dressing, toileting.

• Individualized Learning
• Demonstration and modeling of necessary skills
• Provide visual schedules and/or expectations
• Modify assignments and/or number of tasks to complete
• Provide extra time; accomodating motor skills deficits
• Peer and/or paraprofessional support
• Modify modality of student response(s)
• Create quite area in learning environment
• Provide sensory materials; bean bag or stress ball

• Difficulty in following instructions
• Being easily distracted by everyday noises or events
• Fidgeting or squirming while seated
• Forgetting things like school supplies or assignments
  
  

• Constantly interrupting others or blurting out answers
• Difficulty in organizing tasks and activities
• Struggling to sustain focus on tasks that are tedious or time-consuming
• Becoming easily bored or restless
  
  

• Difficulty in finishing homework or classwork
• Disruptive behavior during classroom activities and discussions
• Impulsiveness, leading to making hasty decisions without thinking them through
• Difficulty in controlling emotions, often leading to outbursts or tantrums in the classroom
  
  

• Inability to meet deadlines for assignments or projects
• Poor organizational skills leading to missed material or test dates
• Inattentiveness or lack of focus during lectures or other educational activities
• Difficulty in absorbing and retaining new information
  
  

• Interrupting conversations or speaking before others have finished
• Struggling to follow the social rules and norms of the classroom or playground
• Difficulty in understanding and empathizing with the feelings and perspectives of others
• Tendency to take over group activities or monopolize shared resources

• Establish routines and predictability in the classroom.
• Simplify instruction and directions.
• Use visual aids to supplement verbal instructions.
• Use hands-on activities whenever possible.
• Break tasks into smaller steps.
• Encourage physical activity breaks.
• Provide positive reinforcement and immediate feedback.
• Use a behavior contract or point system

• Reduce distractions in the classroom.
• Ensure appropriate classroom seating.
• Utilize noise-cancelling headphones or other tools to help with sensory issues.
• Create a designated study area with minimal distractions.
• Provide a quiet space for taking tests or working independently.
• Use overlays to reduce visual stress.

• Allow extra time for assignments and tests.
• Offer alternative assignments or assessments.
• Provide written directions in addition to oral instructions.
• Allow movement breaks during long periods of sitting.
• Use a fidget toy or stress ball as a calming tool.
• Consider assistive technology such as text-to-speech software.
• Develop an individualized education plan (IEP) or 504 plan to address specific needs.

• Seizures: The main symptom of epilepsy is seizures. These can range from mild to severe and may involve convulsions, temporary confusion, staring spells, muscle twitching, or loss of consciousness.
• Aura: Some individuals experience warning signs called auras before a seizure, which can include tingling sensations, strange smells, visual disturbances, or emotional changes.
• Postictal Phase: After a seizure, students may experience a recovery period known as the postictal phase, characterized by confusion, fatigue, headache, or muscle soreness.

• Disruption of Learning: Seizures can interrupt classroom activities, leading to missed classroom time, incomplete assignments, or difficulty in maintaining focus.
  
  
• Emotional and Social Challenges: Students with epilepsy may experience anxiety, stress, and a fear of having seizures in public. This can lead to social isolation and low self-esteem.
• Fatigue and Cognitive Functioning: Seizures and medication side effects can cause fatigue, memory difficulties, and reduced cognitive performance, making it hard for students to sustain academic progress.

• Emotional Impact: Witnessing a peer having a seizure can be distressing or unsettling for classmates, causing feelings of fear, confusion, or helplessness.
• Lack of Understanding: Peers may have limited knowledge about epilepsy and may require education and support to better understand and empathize with their classmate's experiences.

• Educate the Class: Conduct a classroom discussion or presentation on epilepsy to raise awareness and reduce stigma. Encourage open dialogue, answer questions, and foster empathy among peers. Ask if the student who has the diagnosis if they would like to add input or lead the discussion.
• Individualized Education Plan (IEP): Collaborate with the student, parents, and the school's special education team to develop an IEP that outlines specific accommodations and support services. This may include additional time for assignments, preferential seating, or access to assistive technology.
• Seizure Action Plan: Have and review a seizure action plan from the student's healthcare provider. Make sure you know the student's seizure triggers, symptoms, and appropriate responses, and share this information with relevant school staff.
• Flexible Instruction and Assessment: Provide flexibility in assignments and assessments to accommodate potential disruptions caused by seizures. Allow for make-up work, extended deadlines, or alternative assessment formats when needed.
• Safe Environment: Ensure the classroom is free from hazards that could increase seizure risks, such as sharp objects or strobe lights. Keep clear paths and make routines for responding to seizures to support the safety of the student and their peers.

• Lack of muscle coordination when performing voluntary movements (ataxia)
• Stiff or tight muscles and exaggerated reflexes (spasticity)
• Weakness in one or more arm or leg
• Walking on the toes, a crouched gait, or a “scissored” gait
• Variations in muscle tone, either too stiff or too floppy
• Shaking (tremor) or random involuntary movements
• Delays in reaching motor skill milestones
• Difficulty with precise movements such as writing or buttoning a shirt

1. Spastic Cerebral Palsy

• Most common
• Have stiff muscle and awkward movements
• Spastic hemiplegia/hemiparesis is usually usually affects one side arm and side of body. Their affected arms and hand are generally smaller and thinner. They tend to walk later and tip toe due to muscle stiffness. They also speak later, but their intellect is normal.
• Spastic diplegia/diparesis affects mainly the legs. Tendon reflexes in the legs are hyperactive. There can be certain tightness in leg muscles which makes the legs move like arms of scissors. Children might use braces or walkers. Their intelligence is normal. 
• Spastic quadriplegia/quadriparesis is most severe form of CP. severe stiffness and neck floppiness. They are rarely able to walk. Speaking is quite difficult and they have frequent seizures. 

• Slow and uncontrollable jerky movements of hands, feet, arms or legs. 
• Some people might drool or grimace due to their muscle movement being affected. 
• They have difficulties walking and sitting straight.

• Affects balance and depth perception
• Children will have poor coordination and walk unsteadily with a wide-based gait
• They will have hard time with precise movements

1. Allow for specific seating arrangements to accommodate for the certain type of CP they have. Some might use walkers, braces or wheelchairs which might need more space to walk and move and they might need special desks to accommodate their assistive technology. 
2. Provide ample time for the students to finish their work because some might have cognitive delays/impairments that have lower processing skill or comprehension skill or any other impairments that might hinder the fluency,  comprehension and completion of tasks. 
3. Some students with CP might need aid to accompany them throughout the day or throughout particular periods. The aid can help them with the movements by assisting them to other classes or other rooms for other subjects or school functions. They can also assist them in setting up their work area or assistive technology to complete tasks. 
4. Provide any assistive technology for the students with CP. Some might need writing technology to help hold pencils, or tablet to be able to touch instead of writing, IT programs where they do not have to speak but use their eye movements to complete tasks, smart board that can accommodate their physical limitations, and or communication boards to help communicate their daily needs with the teacher and peers. 
5. Record any lessons so the student can bring it home to rewatch if they have cognitive impairments that weakens their memory or processing skill. 
6. Pre made notes can also be beneficial for students with CP who also have cognitive disabilities. 
7. Breaking down assignments into simple step by step processes might help them complete tasks. 
8. Some of the methods they use to help children remember lessons include audio playbacks, prompt cards that feature objects and keywords, and notes to remind children of what they have learned. 

• Firstly,  younger children appear to be the most accepting of disability (Nikolaraizi et al., 2005), but there is otherwise no obvious age-related trend (Nowicki & Sandieson, 2002).
• Secondly, social contact moderates attitudes. For example, children who attend inclusive schools hold more positive attitudes towards disability than children attending non-inclusive schools (Nowicki & Sandieson, 2002).
• Thirdly, girls appear to be more accepting of disability than boys, although this is moderated by the gender of the attitudinal target (Nowicki & Sandieson, 2002).
• Finally, in terms of awareness, children typically show greater understanding of sensory and physical disabilities than those that are considered to be ‘hidden’ (i.e. there are no obvious physical signs) (Magiati, Dockrell, & Logotheti, 2002).

• Ensure appropriate sessions are available at social times.
• Use social stories to help young people understand social situations.
• Use lego therapy to help with social interaction and communication.
• Use comic strip conversations to help develop social understanding.
• Use talking mats for help with expression and feelings.
• Use animal interventions to build relationships and enhance motor skills.

1. Difficulty paying attention and concentrating: Depression can make it hard for students to focus in class, leading to difficulty following along with lessons or completing assignments.
   
   
   
2. Lack of motivation: Students with depression may feel unmotivated and find it hard to engage with their schoolwork, resulting in poor performance and falling behind academically.
   
   
   
3. Social withdrawal: Depression can lead to social isolation and avoidance, making it difficult for students to participate in group activities or interact with teachers and peers.
   
   
   I would like to introduce two ways in which we can mitigate these effects of depression in the classroom by using technology in the classroom: virtual reality therapy and emotional analytics software. Both of these innovative techs can help mitigate the effects of depression by providing personalized support and intervention.  I should also point out that these new technologies can be highly controversial, especially emotional analytics software.  I want to provide an outline here merely as a starting point for discussion and consideration.
   
   

1. Epic! is a reading app designed for all children that has a massive library of digital books. Epic! is not specifically designed for children with dyslexia but it can provide several ways to support kids with dyslexia.
   
   Audiobooks: Children with dyslexia often struggle with decoding and reading fluency so listening to audiobooks can enhance reading comprehension and allow students to engage with age-appropriate stories. Hearing the text read aloud can also improve their understanding of sentence structure, vocabulary, and intonation.
   
   Visual Support: Epic! also offers visual and interactive features. The app includes illustrations, animations, and interactive games within the digital books. These visual supports can enhance understanding, engagement, and retention of information for children with dyslexia.
   
   Read-to-Me Mode: Epic! has a "Read-to-Me" mode that highlights the text as it is narrated. It can be a very effective in supporting decoding. This feature can assist children with dyslexia in following along with the text while listening to the story, reinforcing the connection between spoken and written word
   
   
2. Dyslexia-Friendly Fonts
   Specific fonts, such as OpenDyslexic and Dyslexie, are designed to enhance readability for individuals with dyslexia. These fonts incorporate features like weighted bottoms, larger letter spacing, and unique letter shapes, making it easier for individuals with dyslexia to differentiate between letters and improve reading fluency.  These fonts can be used in your printed materials too!
   
   If you don't have access to these fonts remember this:
   
   – Use Sans serif, roman and monospaced fonts are preferred and are widely available.
   
   -Avoid italic fonts.
   
   -Adjusting formatting, such as increasing line spacing and using clear headings.
   
   Sources:
   University of Michigan Dyslexia Help. (n.d.). Dyslexia Help. University of Michigan. Retrieved from https://dyslexiahelp.umich.edu/