"Developmental dyscalculia: prevalence and prognosis", Eur Child Adolesc PsychiatrySuppl 2:II58-64.  doi: 10.1007/s007870070009.

1. Behavior Charts: These are an easy low tech device that can be used regularly to keep a student on track through out the day.
2. Critical Thinking Cards:  Each set of these cards contains the information of different types of thinking. It helps students learn how to deal with emotions, how to solve problems, learning the difference between fact and inference, and lastly learning how to make predictions. 

1. Motivader: A simple timer, a great way to keep students focused. It is an easy to use device and it is a great way to take control of bad habits.

1. Gamification: Include a console in the classroom and make playtime a reward with certain non-violent games that encourages learning and team work.

1. social: interpersonal communication, make and keep friendships, ability to follow rules
2. practical: personal hygiene, organizational skills, engagement with the environment (knowing when to cross the road), managing tasks
3. conceptual: reading, math, memory, reasoning, language and writing

1. Neuromotor impairment
2. Degenerative disease
3. Musculoskeletal disorder

• Text to Speech applications/options on web browsers, word processing documents, clocks, timers, or reading devices
• Screen Magnifiers via monitor/computer options or physical magnification devices that are placed over computer monitors. Use of cameras on mobile devices can function in this manner as well.
• Digital databases for braille/large print content.
• Voice to text options for notetaking or composition.

1. Oversized Technology peripheral devices for ease of operation (computer mouse/trackball, keyboard, calculator).
2. Personal desktop projection screens/monitors for individual student magnification of focus.
3. Tactile computer peripherals for multisensory interaction.
4. Refreshable Braille Displays - "A braille display can show up to 80 characters from the screen and is refreshable—that is, it changes continuously as the user moves the cursor around on the screen, using either the command keys, cursor routing keys, or Windows and screen reader commands. The braille display sits on the user’s desk, often underneath the computer keyboard. The advantages of braille displays over synthetic speech are that it provides direct access to information; allows the user to check format, spacing, and spelling; and is quiet. (AFB)."

• American Federation for the Blind
• IRIS Center
• Paths to Literacy

• Stammering
• Apraxia
• Dysarthria

• Expressive Language Disorders
• Receptive Language Disorders
• Mixed Receptive-Expressive Language Disorders

• Simple things like where a child sits in the classroom are important. They need to have easy access to you so that you can give them any extra support that they might need. If they are sitting far away from you, you might not be able to notice if they need any help and they may struggle with their work. So keep them close to you so if they need help you’re more likely to notice.
• You can also give them non-verbal communication cards if they need to ask a question or if they need some help. We have these handy Communication Cards that you might find useful. These communication cards allow a child to communicate with other people in a non-verbal way. These can be very useful for you and the child because you can see exactly what they need.
• Encourage them to take part in class discussions if they feel comfortable doing so. You can ask them questions that they can easily answer with communication cards or with hand gestures and facial expressions. If a child wants to talk, then be patient with them. Try not to correct any speech difficulties because this could knock their confidence and they may not want to attempt it again.
• Make sure all the other children listen to them and are patient with them too. If people talk over them or don’t listen, they may be discouraged to do it again and it can knock their confidence.
• You also need to make sure that they feel supported throughout the school day, and that you give positive reinforcement when they achieve something. Being positive, and giving them praise when they do well, will encourage them to continue learning.
• If there is a certain area that the child particularly struggles with, then help them with it and come up with a solution to make it easier for the child. Having a good support system will help the child to feel comfortable, and they will be more willing to ask for help when they need it.
• You can also be a good speech model for the child. Make sure you speak clearly and correctly to the class so that everybody can understand what you are saying. If a child has any questions, make sure you give the answer as clearly and concisely as you can.

• Making sure the child is in close proximity to you is very important, just as it is for a child with a speech impairment. This means the child can easily ask for help when they need it. You should also encourage any kind of communication that they make. Positive reinforcement can give them confidence to keep trying!
• Children with language impairments may struggle to understand verbal communication, so you could also use communication cards with them. These handy Non-Verbal Classroom Cues can be used by you to communicate instructions with the child in a way that they can understand.
• Make sure you work at the student's pace. They might not find learning as easy as other children do, but that’s OK. As long as the child works at their own pace and understands what they are learning, that’s good. But it’s also OK if they need extra help to understand what they are doing.
• Making sure you use clear, easy to understand language is very important too. If you speak too fast or in an unclear way, this can make it even more difficult for the child to understand what you are saying. If you speak in a calm, clear way, then they have a better chance of understanding what you are saying.
• Using visual cues can also be really helpful for a child with a language impairment. It allows them to have a better understanding of what they are learning about. These don’t have to be complicated images or videos, as long as it is clear what the image is and how it relates to the topic they are learning, then it can be a good reinforcement for them.
• Teach positive communication and listening in the classroom. It is important that all children are patient and listen to what another person is saying when they are talking. This is particularly important for children with a language impairment. If a child with a language impairment decides to give it a go, then making sure everyone is patient and listens to them is very important. If people talk over them or don’t listen, then they may be discouraged to do it again.
• Last but not least, always check with the child that they understand what they are doing and ask if they need any extra support. Some children may not feel comfortable asking for help themselves. So, making sure that you ask, when possible, is a great way for them to communicate any issues they may have.