This document discusses several learning disorders: Auditory Processing Disorder (APD), also known as Central Auditory Processing Disorder, which affects how the brain processes and understands auditory information; Dyscalculia, which involves difficulties with mathematical concepts and operations; Dysgraphia, which impacts written expression; Dyslexia, characterized by problems with reading; and Dyspraxia, a disorder involving motor control and coordination. For each, it outlines common signs and symptoms and provides strategies to help students who have these disorders.
6. SIGNS and SYMPTOMS
Has difficulty processing and remembering or
recalling non-verbal environmental sounds.
May process thoughts and ideas slowly and
have difficulty explaining them.
Misspells and mispronounces similar-sounding
words or omit syllables
7. Maybe confused with figurative language
Often distracted by background
sounds/noises
Finds it difficult to stay focused on or
remember a verbal presentation or lecture
8. No sense of direction
Has difficulty comprehending complex
sentence structure or rapid speech
“ Ignores” people
Says “ WHAT?” a lot
10. Show rather than explain
Supplement with more intact senses
Reword or help decipher confusing oral
and/or written directions
Teach abstract vocabulary, word roots,
synonyms/antonyms
11. Vary pitch and tone of voice, alter pace, stress
key words
Ask specific questions
Allow them 5-6 seconds to respond (“think
time”)
Have the student constantly verbalize
concepts, vocabulary words, rules, etc.
15. SIGNS and SYMPTOMS
Shows difficulty understanding concepts of
math
Has difficulty understanding and doing word
problems
Has difficulty sequencing information or
events
16. Exhibits difficulty using steps involved in math
operations
Shows difficulty understanding fractions
Is challenged making change and handling
money
Displays difficulty recognizing patterns when
adding, subtracting, multiplying, or dividing
17. Has difficulty putting language to math
processes
Has difficulty understanding concepts related
to time
Exhibits difficulty organizing problems
19. STRATEGIES
Allow use of fingers and scratch paper
Use diagrams and draw math concepts
Provide peer assistance
Suggest use of graph paper
Suggest use of colored pencils to differentiate
problems
Work with manipulatives
20. Draw pictures of word problems
Use nemonic devices to learn steps of a math
concept
Use rhythm and music to teach math facts
and to set steps to a beat
Schedule computer time for the student for
drill and practice
24. SIGNS and SYMPTOMS
May have illegible printing and cursive
writing
Shows inconsistencies:
Has unfinished words or letters, omitted
words
25. Inconsistent spacing between words and letters
Exhibits strange wrist, body or paper position
Has difficulty pre-visualizing letter formation
Copying or writing is slow or labored
Shows poor spatial planning on paper
Has cramped or unusual grip/may complain of
sore hand
Has great difficulty thinking and writing at the
same time
27. STRATEGIES
Suggest use of word processor
Avoid chastising student for sloppy, careless
work
Use oral exams
Allow use of tape recorder for lectures
Allow the use of a note taker
Provide notes or outlines to reduce the
amount of writing required
28. Reduce copying aspects of work
Allow use of wide rule paper and graph
paper
Suggest use of pencil grips and /or specially
designed writing aids
Provide alternatives to written assignments
(video-taped reports, audio-taped reports)
33. SIGNS and SYMPTOMS
Before school
Late talking
Learning new words slowly
Difficulty learning nursery rhymes
Difficulty playing rhyming games
34. School age
Reading well below the expected level for
your child's age
Problems processing and understanding what
he or she hears
Difficulty comprehending rapid instructions
Problems remembering the sequence of
things
35. Difficulty seeing (and occasionally hearing)
similarities and differences in letters and
words
Inability to sound out the pronunciation of an
unfamiliar word
Difficulty spelling
Trouble learning a foreign language
36. Teens and adults
Difficulty reading, including reading aloud
Trouble understanding jokes or expressions
that have a meaning not easily understood
from the specific words (idioms), such as
"piece of cake" meaning "easy“
Difficulty with time management
37. Difficulty summarizing a story
Trouble learning a foreign language
Difficulty memorizing
Difficulty doing math problems
39. STRATEGIES
Expose the child to early oral reading, writing,
drawing, and practice to encourage
development of print knowledge, basic letter
formation, recognition skills and linguistic
awareness (the relationship between sound
and meaning).
40. Have your child practice reading different
kinds of texts. This includes books, magazines,
ads and comics.
Include multi-sensory, structured language
instruction. Practice using sight, sound and
touch when introducing new ideas.
41. Seek modifications in the classroom.
Use books on tape and assistive technology.
Get help with the emotional issues that arise
from struggling to overcome academic
difficulties.
45. SIGNS and SYMPTOMS
Exhibit poor balance; may appear clumsy;
may frequently stumble
Shows difficulty with motor planning
Demonstrates inability to coordinate both
sides of the body
Has poor hand-eye coordination
Exhibits weakness in the ability to organize
self and belongings
46. Shows possible sensitivity to touch
May be distressed by loud noises or constant
noises like the ticking of a clock or someone
tapping a pencil
May break things or choose toys that do not
require skilled manipulation
47. Has difficulty with fine motor tasks such as
coloring between the lines, putting puzzles
together; cutting accurately or pasting neatly
Irritated by scratchy, rough, tight or heavy
clothing
49. STRATEGIES
Pre-set students for touch with verbal
prompts, “I’m going to touch your right hand.”
Avoid touching from behind or getting too
close and make sure peers are aware of this
Provide a quiet place
50. Warn the student when bells will ring or if a
fire drill is scheduled
Whisper when working one to one with the
child
Allow parents to provide earplugs or sterile
waxes for noisy events such as assemblies
Make sure the parent knows about what is
observed about the student in the classroom
51. Refer student for occupational therapy or
sensory integration training
Be cognizant of light and light sources that
may be irritating to child
Use manipulatives, but make sure they are in
students field of vision and don’t force
student to touch them