The I Believe in Myself Award is available to all ALTA members in the third grade on up.
This is specifically an art scholarship and the winner will receive $250 in scholarship money for art lessons. If you are receiving services by a Certified Academic Language Therapist and would like to apply for this scholarship, just email me at: kellyltate@yahoo.com and I'll send you the information. Please include the name of your therapist.
Monday, January 18, 2010
Saturday, August 8, 2009
Spe Edu. Golden Rules book uses the word dyslexic
I am often asked in IEP meetings where it uses the word dyslexia is found under a specific learning disability. Here it is for those of you that need or want it:
http://www.usu.edu/teachall/rules.htm
then click on Special Education "Golden Rules" Book
On p. 11 in the Special Education "Golden Rules" Book it states:
50. Specific learning disability. A disorder in one or more of the basic psychological
processes involved in understanding or in using language, spoken or written, that may
manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do
mathematical calculations, including conditions such as perceptual disabilities, brain
injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does
not include students who have learning problems that are primarily the result of visual,
hearing, or motor disabilities, of intellectual disabilities of emotional disturbances, or of
environmental, cultural or economic disadvantage.
http://www.usu.edu/teachall/rules.htm
then click on Special Education "Golden Rules" Book
On p. 11 in the Special Education "Golden Rules" Book it states:
50. Specific learning disability. A disorder in one or more of the basic psychological
processes involved in understanding or in using language, spoken or written, that may
manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do
mathematical calculations, including conditions such as perceptual disabilities, brain
injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does
not include students who have learning problems that are primarily the result of visual,
hearing, or motor disabilities, of intellectual disabilities of emotional disturbances, or of
environmental, cultural or economic disadvantage.
Wednesday, August 5, 2009
Disconnected Kids- A book
Just wondering if anyone has heard of this book?Disconnected Kids: The Groundbreaking Brain Balance Program for Children with Autism, ADHD, Dyslexia, and Other Neurological Disorders (Hardcover)
by Dr. Robert Melillo (Author)http://www.amazon.com/Disconnected-Kids-Groundbreaking-Neurological-Disorders/dp/039953475X/ref=sr_1_1?ie=UTF8&qid=1249493221&sr=8-1
Vision Therapy not Working to correct dyslexia
Evidence Does Not Support Vision Therapy to Correct Dyslexia in Children
NEW YORK -- August 5, 2009 -- Children with suspected dyslexia and learning disabilities should receive only individualised, evidenced-based diagnostic and educational interventions combined with psychological, medical and vision-oriented treatments as needed.In a joint policy statement, "Learning Disabilities, Dyslexia, and Vision," the American Academy of Pediatrics, the American Academy of Ophthalmology, the American Association for Pediatric Ophthalmology and Strabismus, and the American Association of Certified Orthoptists set out recommendations for identifying and treating dyslexia, a language-based disorder.
While vision problems can interfere with the process of learning, vision problems are not the cause of dyslexia or learning disabilities.
There is no scientific evidence to support the use of eye exercises, vision therapy, tinted lenses or filters to directly or indirectly treat learning disabilities, and such therapies are not recommended or endorsed. There is no valid evidence that children participating in vision therapy are more responsive to educational instruction than children who do not participate.
Recommendations in the policy for healthcare providers include:
· Children who exhibit signs of learning disabilities should be referred as early in the process as possible for educational, psychological, neuropsychological, and/or medical diagnostic assessments.
· Children with learning disabilities should receive appropriate support and individualised evidence-based educational interventions combined with psychological and medical treatments as needed.
· Paediatricians and family physicians should perform periodic eye and vision screening for all children according to national standards and refer those who do not pass screening to ophthalmologists who are experienced in the care of children.
· Children with a suspected or diagnosed learning disability in which vision is felt to play a role by parents, the child, educators, or physicians should be referred to an ophthalmologist with experience in the care of children, because routine pediatric vision screening is not designed to detect nearvision problems.
· Ophthalmologists should identify and treat any significant ocular or visual disorder found to be present.
SOURCE: American Academy of Pediatrics
http://www.docguide.com/news/content.nsf/news/852571020057CCF685257609005A1424
Friday, July 24, 2009
IDEA Helps
This is a website that discuses different IDEA topics
They are broad casts and they are quite interesting for those of you that would rather listen than read.
The following are topics they have. They are written from the California State Office of Education but can apply to all:
TOPICS given:
The IDEA 2004 and the IDEA 2006 Regulations: What You Need To Know
Child Find Requirements
Evaluation, Assessment, and Consent
Eligibility, and Response to Intervention
Free Appropriate Public Education/Individualized Education Program
Placement Issues and Least Restrictive Environment
Behavior/Discipline Issues
Procedural Safeguards
Personnel Issues
http://www.ideatraining.org/
They are broad casts and they are quite interesting for those of you that would rather listen than read.
The following are topics they have. They are written from the California State Office of Education but can apply to all:
TOPICS given:
The IDEA 2004 and the IDEA 2006 Regulations: What You Need To Know
Child Find Requirements
Evaluation, Assessment, and Consent
Eligibility, and Response to Intervention
Free Appropriate Public Education/Individualized Education Program
Placement Issues and Least Restrictive Environment
Behavior/Discipline Issues
Procedural Safeguards
Personnel Issues
http://www.ideatraining.org/
Wednesday, July 22, 2009
Understand More!!!
Is your child struggling with comprehension? Here's something for you:
http://www.understandmore.com/
http://www.understandmore.com/
Yeah for Bookshare!!!
Check this out:
Accessible Books and Periodicals
for Readers with Print Disabilities
- Bookshare is free for all U.S. students with qualifying disabilities. Student memberships are currently funded by an award from the U.S. Department of Education Office of Special Education Programs (OSEP).
- Bookshare dramatically increases the accessibility of books. Bookshare believes that people with disabilities deserve the same ease of access to books and periodicals that people without disabilities enjoy.
- A searchable online library. Bookshare offers more than 50,000 digital books, textbooks, teacher-recommended reading, periodicals and assistive technology tools.
- Readers of all ages. Bookshare offers affordable membership, unlimited library privileges and a community of Members, Volunteers, parents, publishers and authors.
- Latest Bookshare News and Events:
Monday, July 6, 2009
COWORK UTAH
Jack and Blake Hadley(Cowork Utah) are simply AMAZING!!! I can't get over the work they have done for our dyslexic center. I have been trying to come up with a logo with Shelley Hatch, another dyslexia therapist for over a year now that captured a certain vision. I shared my thoughts of a symbol I wanted that would capture the way a person with dyslexia thinks with Blake and Jack. I wanted something abstract that could be seen from different angles, different viewpoints....They did EXACTLY that! I am amazed at their work, talent, and ability!!! Check out the symbol...Three in one: It's a ladder, a N (for New), and an H (for Heights)....simply AMAZING!!! Now why couldn't I think of that???! Soo grateful for abstract minds! Their work ROCKS!!! Thank you soo much you INCREDIBLE people!!!
Check out more about them at:
http://coworkutah.com/
Sunday, June 14, 2009
Utah Parent Center
Utah Parent Center(UPC) is an award-winning, statewide, no-profit organization founded in 1984 by parents of children and youth with disabilities to help parents facing similar challenges throughout Utah. For more than 20 years, the caring, competent staf of the UPC has utilized a parent to parent model to hlep many thousand of parents and to represent a wide variety of diabilities, ages, and families in many sytems-level activities. UPC staff built collaborative networks with education, health, and human service professionals, agencies, organizations, and the Center pomotes change within the community through several projects and activities.
Their mission: To help parents hlep their children with disabilities to live included, productive lives as members of the community. They accomplish this by providing accurate information, empathetic support, appropriate referrals, individual assistance, vauluable training, peer support, and effective advocacy based on the concept of PARENTS HELPING PARENTS.
It's grounded in the philosophy that parents are full partners in the decision-making processes that direct their children's care and programs and, as such, can provie significant support to other parents in similar situations.
Their information for those of you interested:
2290 East 4500 South, Suite 110
Salt Lake City, Utah 84117-4428
Phone 801-272-1051 toll free: 800-468-1160
Spanish LIne 801-272-1067
email: upcinfo@utahparentcenter.org
Website: www.utahparentcenter.org
Their mission: To help parents hlep their children with disabilities to live included, productive lives as members of the community. They accomplish this by providing accurate information, empathetic support, appropriate referrals, individual assistance, vauluable training, peer support, and effective advocacy based on the concept of PARENTS HELPING PARENTS.
It's grounded in the philosophy that parents are full partners in the decision-making processes that direct their children's care and programs and, as such, can provie significant support to other parents in similar situations.
Their information for those of you interested:
2290 East 4500 South, Suite 110
Salt Lake City, Utah 84117-4428
Phone 801-272-1051 toll free: 800-468-1160
Spanish LIne 801-272-1067
email: upcinfo@utahparentcenter.org
Website: www.utahparentcenter.org
Thursday, June 11, 2009
Choice Skills
http://choiceskills.com
check it out!
ChoiceSkills.com, is the home of Character Based Learning. Their sole purpose for existence is to provide curriculum enrichment resources designed to improve student performance. They utilize simple strategies that can be employed in any public, private or home school curriculum to increase student interest, motivation and commitment to learning. I invite you to spend a few minutes to learn how character based learning can help your students achieve their full potential.
check it out!
ChoiceSkills.com, is the home of Character Based Learning. Their sole purpose for existence is to provide curriculum enrichment resources designed to improve student performance. They utilize simple strategies that can be employed in any public, private or home school curriculum to increase student interest, motivation and commitment to learning. I invite you to spend a few minutes to learn how character based learning can help your students achieve their full potential.
USIMAC and NIMAS
USIMAC is the Utah State Instruction Materials Access Center. They are the state resource for accessible alternate format instructional materials. They are the state coordinaters with publishers of the NIMAS (National Instructional Materials Accessibility Standard). They are also the state producer of alternate format instructional material.
NIMAS(National Instructional Materials Accessibility Standard) offers blind or print disabled students the opportunity for timely access to instructional materials. NIMAS provides the electronic standard from which specialized formats can be created.
Who qualifies for NIMAS?
Blind, visually impaired, physically impaired, those with reading disabilities.
Accessible alternate formats
Braille, Audio, Large Print, and Digital
The State of Utah, Local Education Agencies are obligated by IDEA 2004 to ensure that the needs of both groups are met.
Who do you contact:
Vali Kremer, USIMAC Coordinator, Utah State Instructional Materials Access Center, Highland Park Plaza Suite 103, 3098 South Highland Drive, SLC, Utah 84106
www.usimac.org
801-464-2082
NIMAS(National Instructional Materials Accessibility Standard) offers blind or print disabled students the opportunity for timely access to instructional materials. NIMAS provides the electronic standard from which specialized formats can be created.
Who qualifies for NIMAS?
Blind, visually impaired, physically impaired, those with reading disabilities.
Accessible alternate formats
Braille, Audio, Large Print, and Digital
The State of Utah, Local Education Agencies are obligated by IDEA 2004 to ensure that the needs of both groups are met.
Who do you contact:
Vali Kremer, USIMAC Coordinator, Utah State Instructional Materials Access Center, Highland Park Plaza Suite 103, 3098 South Highland Drive, SLC, Utah 84106
www.usimac.org
801-464-2082
From the Utah State Office of Education passed down
“The term dyslexia is often used interchangeably with reading disability. Dyslexia is commonly used in medical settings, although the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) uses the term “reading disorder” instead. Some researchers use the term dyslexia in a narrow sense to refer to difficulty with accurate and fluent single word identification, or decoding. To avoid confusion, NASP advises school psychologists to use the term “reading disability”, rather than dyslexia, when referring to learning disabilities in the area of reading, and to reframe parents’ referrals and inquiries accordingly.” ©2007
Monday, April 27, 2009
Life in a Jar
I haven't had a chance to read this, but it looks pretty good. I wondered if anyone has read it that would like to comment on it. This book provides factual studies and the meaning of dyslexia. 
Monday, April 20, 2009
Book: Rosa Parks-My Story
If you want a book that talks about segregation this is a great book. Her life is simple and it's an easy read, but quite interesting!
Book: Number the Stars-Lois Lowry
If you want a safe book that talks about the Holocaust this is a good book for that
Books: History Makers Bios
I went to Barnes and Noble and loaded up on some books I thought my students might be interested in. They are about famous people and the truth about them too! The one's I've read thus far are:
Christopher Columbus
George Washington
Walt Disney
I still have the following two books to read:
Thomas Edison
Neil Armstrong
They are in the children's section. They have pictures or drawings in it, but it's not todler interest here. I imagine 2nd-12th graders would soak these up.
Christopher Columbus
George Washington
Walt Disney
I still have the following two books to read:
Thomas Edison
Neil Armstrong
They are in the children's section. They have pictures or drawings in it, but it's not todler interest here. I imagine 2nd-12th graders would soak these up.
The Authors Guild
The Authors Guild has posted the following statement on its website:
Making the Kindle Accessible to the Print DisabledApril 7, 2009. Today, the National Federation of the Blind led a protest in front of the Guild's offices in Manhattan. This protest stems from Amazon's announcement in February that it would allow publishers to disable the voice-output feature of its Kindle 2 after we had objected that the feature threatened audio markets, violated authors' copyrights and exceeded the e-rights licenses that authors granted publishers.
The Guild, of course, is strongly supportive of making books accessible to the blind and other print-disabled readers through the Kindle and other devices. For decades (we think going back at least to the 1930s), authors have donated their rights so that Braille and audio versions can be made freely available to those who need them. The key is to make this technology accessible to print-disabled readers without undermining authors' audio markets.
There's an easy technological fix here: those with certified disabilities could have a Kindle operating system that is subtly modified to permit voice output for all books, overriding any limitations put in place by publishers. This could work in conjunction with existing programs such as Recording for the Blind and Dyslexic, Bookshare and the National Library Service.
We issued the following statement today in response to the protest:
Authors want everyone to read their books. That's why the Authors Guild, and authors generally, are strong advocates for making all books, including e-books, accessible to everyone. This is not a new position for us. For decades, we've informed new authors that the expected and proper thing to do is to donate rights so that their works can be accessible to the blind and others. In October, we were praised by the National Federation of the Blind for the settlement of our lawsuit against Google, which promises "to revolutionize blind people's access to books," according to the Federation's press release.
E-books do not come bundled with audio rights. So we proposed to the Federation several weeks ago the only lawful and speedy path to make e-books accessible to the print disabled on Amazon's Kindle:
- The first step is to take advantage of a special exception to the Copyright Act known as the Chafee Amendment, which permits the blind and others with certified physical print disabilities access to special versions, including audio versions, of copyrighted books. Technology makes this step easy: certified users of existing Kindles could activate their devices online to enable access to voice-output versions of all e-books. This process could be ready to go within weeks.
- Since step one would help only those with sufficient eyesight to navigate the current Kindle, we encourage Amazon or another e-book device manufacturer to make an e-book device with voice output capability that would be truly blind-accessible, with a Braille keyboard and audible menu commands.
- Finally, we need to amend existing book contracts to allow voice-output access to others, including those with learning disabilities, that don't qualify for special treatment under the Chafee Amendment. There's no getting around the need to amend contracts: for the past 16 years, standard publishing contracts with most major trade publishers do not permit publishers to sell e-books bundled with audio rights. Fortunately, publishing contracts are amendable, and can (once terms have been negotiated) be handled in a systematic fashion.
Knowing how difficult the road ahead is for the already fragile economics of authorship, we are particularly troubled at how all this arose, with Amazon attempting to use authors' audio rights to lengthen its lead in the fledgling e-book industry. We could not allow this rights grab to happen. Audio books are a billion dollar market, the rights for which are packaged separately from -- and are far more valuable than -- e-book rights.
That said, our support for access by all disabled readers is steadfast, and we know how to make it happen. The Federation rightly heralded the settlement in Authors Guild v. Google. That class-action settlement represents a quantum leap in accessibility to books for the disabled. It will, if approved, make far more books than ever before, potentially tens of millions of out-of-print books, accessible to not only the blind, but to people with any type of print disability.
Through the Google settlement, we have a solution for out-of-print book accessibility. We're confident we can arrive at a solution for in-print books as well.
Today's protest is unfortunate and unnecessary. We stand by our offer, first made to the Federation's lawyer a month ago and repeated several times since, to negotiate in good faith to reach a solution for making in-print e-books accessible to everyone. We extend that same offer to any group representing the disabled.
http://authorsguild.org/advocacy/articles/kindle-accessibility.html
Inspiration
Here's some inspiring clips to watch for a little tug at the heart and a reminder of keeping important things/people in perspective.
http://www.simpletruths.com/movies.asp
My favorite are:
Love is spelling T-I-M-E
and
Every Monday Matters
http://www.simpletruths.com/movies.asp
My favorite are:
Love is spelling T-I-M-E
and
Every Monday Matters
Friday, December 5, 2008
Virginia School Tops the best high school list:
U.S. News looked at more than 21,000 public high schools in 48 states to find out which are the best 
Posted December 4, 2008
For the second consecutive year, Thomas Jefferson High School for Science and Technology in Alexandria, Va., tops U.S.News & World Report's list of America's Best High Schools. The school, which focuses heavily on math and science education, bested more than 21,000 other public high schools in 48 states for the honor.
Of the 21,069 public high schools examined by U.S. News and its partner in the project, School Evaluation Services, 1,925 were recognized for considerably outperforming their state's standards. In that group, there were 604 schools that also were found to be doing an excellent job of preparing students for college-level coursework. California leads the nation this year with 209 high schools that earned recognition, followed by Texas (151 schools), New York (105 schools), Ohio (87 schools), Michigan (74 schools), and Illinois (71 schools). Nebraska, Oklahoma, and the District of Columbia did not have sufficient information for their high schools to participate fully in the analysis, which involves a three-step process that examines how well a school serves its entire student body (average students, disadvantaged students, and collegebound students). This is the second year U.S. News has ranked high schools.
Known as "TJ" to its students and faculty, Thomas Jefferson is a magnet high school that draws its students from among the best that suburban Washington, D.C., has to offer. The competitive academic environment at the school both challenges and rewards its student body. The students "feed off of each other and create a kind of synergy for thinking," says Thomas Jefferson Principal Evan Glazer.
TJ students are also able to take advantage of such high-tech course offerings as DNA Science II and Advanced Optics with Research Applications. This emphasis on math and science education is shared by many of the schools that made the U.S. News list this year—ranging from suburban Los Angeles's California Academy of Mathematics and Science (No. 26) to Lincroft, N.J.'s High Technology High School (No. 4).
Improving students' performance in math and the sciences is one of the key challenges the nation's high schools face as they prepare students to compete in the global workforce. Once a leader in teaching these disciplines, the United States now is far behind other countries. Out of 30 industrialized nations, America ranks 25th in math and 21st in science. Economists estimate that the nation's economy would grow by 4.5 percentage points over 20 years if America caught up to the leaders. "In a global economy, the best jobs are not going to go to the best in your class but to the best in the world," says Gary Phillips, a chief scientist for the American Institutes for Research in Washington.
For the first time, U.S. News also used International Baccalaureate program data as part of its analysis. Like the College Board's Advanced Placement program, which also provides test data used in the U.S. News high school rankings, the IB program offers courses and exams that prep students for college-level work. The IB program is offered in 131 nations around the world.
U.S. News Ranks top 100 High Schools
Wednesday, November 19, 2008
Audible.com
Have children that hate to read out loud, or that are required to read out loud, yet they struggle with too many words (if they miss more than 5 words on a page, the book is too difficult)? Here's a solution for you all:
http://www.audible.com/adbl/site/offers/howItWorks.jsp?BV_UseBVCookie=Yes
Check out Audible.com
This website allows you to download books monthly that you can listen to via I Pod.
It's a great solution and you're crazy not to check it out!
http://www.audible.com/adbl/site/offers/howItWorks.jsp?BV_UseBVCookie=Yes
Check out Audible.com
This website allows you to download books monthly that you can listen to via I Pod.
It's a great solution and you're crazy not to check it out!
Tuesday, November 4, 2008
Response to Intervention
What is RTI?
Information taken directly off the following website:
http://www.rtinetwork.org/LearnI can see the good of this program. It's having teachers and principals actually implement it that I worry about. I believe it can be done right.
So here's information about it in a nutshell along with what you should ask your school:
1. Intervention Hierarchy- this is where screening and assessment takes place to move a child from Tier 1 to a level 2 or 3 Tier. A parent should find out what type of screening is going to be done and how long the screening will take place. A parent needs to be aggressive with time.
2. Screening, assessment, and progress monitoring- this is where curriculum based assessments are given to see if a child is making progress with new methods tried and implemented for a change in success for the child. It is to decide if a child is making adequate progress. As a parent is important to note the time this is taking and if progress is being made.
3. Research based curriculum-The ideal is to have a "toolkit" for teachers to use to have material on hand to use that has been researched based. As a parent some of your concerns would be if a program is a supplement more than concept. How much time is a child getting of this program and is the program nationally researched based?
4. Collaborative problem solving process for decision making-is basically to refer to to see if progress is being made with whatever is being implemented. Parents need to ask how much progress is being made for my child? Is there a noticeable amount of progress. Watch out, and don't play the game of let's wait and see if progress comes later. True, effective programs should help a child make progress with in a months time for sure.
Thursday, October 23, 2008
Learning Disability Association
Last night was our annual meeting for membership and Deanne Shields was the keynote speaker and compared 504's to IEP's. Her Power Point Presentation via papers was really good and informative. She informed us of a link to know more about different information available. Here's the link for you to check out:
http://ldpodcast.com/
http://ldpodcast.com/
Thursday, October 9, 2008
Take Time to Read
Take Time to Read (3TR), a partnership between TSRHC and the Grand Lodge of Texas, is a public awareness program that educates adults about the importance of reading to young children. The program began in 1999 and has helped Masons spread the word throughout Texas about the benefits of reading to children.
TTTR and Texas Masons
Take Time to Read gives Masons the opportunity to demonstrate their care for the future of Texas children. Since the program’s inception, the hospital and the Grand Lodge have worked together to develop and distribute 3TR materials to lodges at no charge. Masons use the materials, such as posters, brochures, bookmarks and a handbook about how to implement 3TR activities, to educate their communities about the hospital.
Reading to Children
Reading experts agree that reading aloud to children may be one of the most important activities adults can do to prepare children for success in school. Reading aloud for as little as 10-20 minutes each day can provide tremendous benefits in helping children develop a better understanding and appreciation of language.
Benefits of Reading to Children Include:
Tips for Reading to Children:
To order 3TR materials, such as posters, brochures and bookmarks, please download the order form. For more information, please contact the Luke Waites Center for Dyslexia at (214) 559-7800 or (800) 421-1121, ext. 7800, or e-mail taketimetoread@tsrh.org.
TTTR and Texas Masons
Take Time to Read gives Masons the opportunity to demonstrate their care for the future of Texas children. Since the program’s inception, the hospital and the Grand Lodge have worked together to develop and distribute 3TR materials to lodges at no charge. Masons use the materials, such as posters, brochures, bookmarks and a handbook about how to implement 3TR activities, to educate their communities about the hospital.
Reading to Children
Reading experts agree that reading aloud to children may be one of the most important activities adults can do to prepare children for success in school. Reading aloud for as little as 10-20 minutes each day can provide tremendous benefits in helping children develop a better understanding and appreciation of language.
Benefits of Reading to Children Include:
- Encouraging children’s imagination and inspiring creativity
- Helping children develop good listening skills and expand their attention span
- Preparing children for success in school
- Helping children develop critical thinking skills
- Creating a bond between adult and child
Tips for Reading to Children:
- Take time to read to your child every day for at least 10 minutes.
- Establish a regular reading time.
- Make sure your special reading time isn’t interrupted. Your undivided attention is important to your child.
- Guide your child’s reading selection by choosing a variety of books you find appropriate. Allow your child to choose from this group.
- Talk about what you’re reading. Discuss the story to make sure your child understands the story and the words in the book.
To order 3TR materials, such as posters, brochures and bookmarks, please download the order form. For more information, please contact the Luke Waites Center for Dyslexia at (214) 559-7800 or (800) 421-1121, ext. 7800, or e-mail taketimetoread@tsrh.org.
Saturday, October 4, 2008
Wednesday, August 27, 2008
FEATURED ARTICLES FOR PARENTS
Featured articles for Parents and Teachers are from the LD Newsletter...ENJOY
+ Documenting Communication with the School About Special Services
If your child needs special services, start a notebook so you can be documenting communication with the school about special services. Before the school year begins, learn to keep the records that will help you get the services your child needs.
http://weta.convio.net/site/R?i=55EwsERwXRz3tQft1Zz-PQ..
+ Documenting Communication with the School About Special Services
If your child needs special services, start a notebook so you can be documenting communication with the school about special services. Before the school year begins, learn to keep the records that will help you get the services your child needs.
http://weta.convio.net/site/R?i=55EwsERwXRz3tQft1Zz-PQ..
FEATURED ARTICLE FOR TEACHERS
+Organizational Skills for Students with Learning Disabilities: The Master Filing System for Paper
Teach your students to manage their materials. Use the Master Filing System for Paper developed by Landmark School. The system will help your students spend more time on task and keep track of their papers and assignments.
http://weta.convio.net/site/R?i=PxlUAksT2fXJitiRoW0Ksg..
Teach your students to manage their materials. Use the Master Filing System for Paper developed by Landmark School. The system will help your students spend more time on task and keep track of their papers and assignments.
http://weta.convio.net/site/R?i=PxlUAksT2fXJitiRoW0Ksg..
DEVELOP A STRONG RELATIONSHIP WITH YOUR CHILD'S TEACHER
More out LD online Newsletter
The best way to support your child is to develop a partnership with the teacher, administrators, and other staff who educate your child. The National Center for Learning Disabilities offers some tips on "Building and Maintaining a Strong Relationship with Your Child's Teacher." For example:
+ Before the school year starts, tell the teachers and staff members how much you are looking forward to working with them.
+ Let the administration know how much you appreciate the child's teacher. Speak to the principal or vice principal or send a letter to one of the administrators (with a copy to the teacher).
+ Send cards for special events in the teacher's life such as birthdays or the birth of a child or grandchild.
The best way to support your child is to develop a partnership with the teacher, administrators, and other staff who educate your child. The National Center for Learning Disabilities offers some tips on "Building and Maintaining a Strong Relationship with Your Child's Teacher." For example:
+ Before the school year starts, tell the teachers and staff members how much you are looking forward to working with them.
+ Let the administration know how much you appreciate the child's teacher. Speak to the principal or vice principal or send a letter to one of the administrators (with a copy to the teacher).
+ Send cards for special events in the teacher's life such as birthdays or the birth of a child or grandchild.
Reflections on a New School Year
This is straight out of the
LD OnLine Newsletter, hope you enjoy!
AUGUST 2008
SEPTEMBER THOUGHTS: REFLECTIONS ON A NEW SCHOOL YEAR
As the summer winds down and the days get shorter, people in the LD OnLine community think about the new school year. Rick Lavoie wrote September Thoughts: Reflections on a New School Year exclusively for LD OnLine. He tells teachers timeless truths about the importance of their work with troubled children -- the "Saturday kids" -- kids who are confident and competent on Saturdays, summers, and school vacations, but are frightened and frustrated when they enter the classroom.
This article will inspire and inform parents, and help professionals and people with learning disabilities themselves. Lavoie uses the acronym SEPTEMBER. Here are some key points:
S -- Squeaky wheel: The squeaky wheel gets the grease, because the squeaky wheel needs the grease.
E -- Every child is motivated in a different way: So teachers must use a variety of approaches.
P -- Performance inconsistency: Learning problems come and go. The child can do the task one day, but can't do it the next. Don't blame the child if he can't do something you painstakingly taught him the day before. The inconsistency is beyond his control.
T -- Troubled kids: The pain that a troubled child causes is never greater than the pain that she feels. Kids need love the most when they deserve it the least.
E -- Entrusted, so act in loco parentis: Rick Lavoie reminds teachers to give their students the dignity and respect they would want for their own children.
M -- Multidisciplinary education doesn't work: Instead, Rick Lavoie suggests trans-disciplinary meetings in which professionals and parents discuss the child with a spirit of cooperation and collegiality.
B -- Bad vs. dumb: Children, particularly adolescents, prefer to be viewed as a bad kid rather than a dumb kid. So, Rick Lavoie says, "If a child is acting consistently 'bad,' reflect for a moment: Are your approaches and activities making him look 'dumb'?"
E -- Each year is a new year: Give each child a clean slate and let him or her start afresh in your classroom.
R -- Reward direction, not perfection: Progress may be plodding, but you must recognize and reinforce each step toward the target behavior.
LD OnLine Newsletter, hope you enjoy!
AUGUST 2008
SEPTEMBER THOUGHTS: REFLECTIONS ON A NEW SCHOOL YEAR
As the summer winds down and the days get shorter, people in the LD OnLine community think about the new school year. Rick Lavoie wrote September Thoughts: Reflections on a New School Year exclusively for LD OnLine. He tells teachers timeless truths about the importance of their work with troubled children -- the "Saturday kids" -- kids who are confident and competent on Saturdays, summers, and school vacations, but are frightened and frustrated when they enter the classroom.
This article will inspire and inform parents, and help professionals and people with learning disabilities themselves. Lavoie uses the acronym SEPTEMBER. Here are some key points:
S -- Squeaky wheel: The squeaky wheel gets the grease, because the squeaky wheel needs the grease.
E -- Every child is motivated in a different way: So teachers must use a variety of approaches.
P -- Performance inconsistency: Learning problems come and go. The child can do the task one day, but can't do it the next. Don't blame the child if he can't do something you painstakingly taught him the day before. The inconsistency is beyond his control.
T -- Troubled kids: The pain that a troubled child causes is never greater than the pain that she feels. Kids need love the most when they deserve it the least.
E -- Entrusted, so act in loco parentis: Rick Lavoie reminds teachers to give their students the dignity and respect they would want for their own children.
M -- Multidisciplinary education doesn't work: Instead, Rick Lavoie suggests trans-disciplinary meetings in which professionals and parents discuss the child with a spirit of cooperation and collegiality.
B -- Bad vs. dumb: Children, particularly adolescents, prefer to be viewed as a bad kid rather than a dumb kid. So, Rick Lavoie says, "If a child is acting consistently 'bad,' reflect for a moment: Are your approaches and activities making him look 'dumb'?"
E -- Each year is a new year: Give each child a clean slate and let him or her start afresh in your classroom.
R -- Reward direction, not perfection: Progress may be plodding, but you must recognize and reinforce each step toward the target behavior.
Friday, August 8, 2008
DYSLEXIA BASICS
Directly taken from the IDA Facts Sheet!
What is dyslexia?
Dyslexia is a language-based learning disability. Dyslexia refers to a cluster of symptoms, which result in people having difficulties with specific language skills, particularly reading. Students with dyslexia usually experience difficulties with other language skills such as spelling, writing, and pronouncing words. Dyslexia affects individuals throughout their lives; however, its impact can change at different stages in a person’s life. It is referred to as a learning disability because dyslexia can make it very difficult for a student to succeed academically in the typical instructional environment, and in its more severe forms, will qualify a student for special education, special accommodations, or extra support services.
What causes dyslexia?
The exact causes of dyslexia are still not completely clear, but anatomical and brain imagery studies show differences in the way the brain of a dyslexic person develops and functions. Moreover, most people with dyslexia have been found to have problems with identifying the separate speech sounds within a word and/or learning how letters represent those sounds, a key factor in their reading difficulties. Dyslexia is not due to either lack of intelligence or desire to learn; with appropriate teaching methods, dyslexics can learn successfully.
How widespread is dyslexia?
About 13–14% of the school population nationwide has a handicapping condition that qualifies them for special education. Current studies indicate that one-half of all the students who qualify for special education are classified as having a learning disability (LD) (6–7%). About 85% of those LD students have a primary learning disability in reading and language processing. Nevertheless, many more people—perhaps as many as 15–20% of the population as a whole—have some of the symptoms of dyslexia, including slow or inaccurate reading, poor spelling, poor writing, or mixing up similar words. Not all of these will qualify for special education, but they are likely to struggle with many aspects of academic learning and are likely to benefit from systematic, explicit, instruction in reading, writing, and language.
Dyslexia occurs in people of all backgrounds and intellectual levels. People who are very bright can be dyslexic. They are often capable or even gifted in areas that do not require strong language skills, such as art, computer science, design, drama, electronics, math, mechanics, music, physics, sales, and sports.
In addition, dyslexia runs in families; dyslexic parents are very likely to have children who are dyslexic. Some people are identified as dyslexic early in their lives, but for others, their dyslexia goes unidentified until they get older.
What are the effects of dyslexia?
The impact that dyslexia has is different for each person and depends on the severity of the condition and the effectiveness of instruction or remediation. The core difficulty is with word recognition and reading fluency, spelling, and writing. Some dyslexics manage to learn early reading and spelling tasks, especially with excellent instruction, but later experience their most debilitating problems when more complex language skills are required, such as grammar, understanding textbook material, and writing essays.
People with dyslexia can also have problems with spoken language, even after they have been
exposed to good language models in their homes and good language instruction in school. They may find it difficult to express themselves clearly, or to fully comprehend what others mean when they speak. Such language problems are often difficult to recognize, but they can lead to major problems in school, in the workplace, and in relating to other people. The effects of dyslexia reach well beyond the classroom.
Dyslexia can also affect a person’s self-image. Students with dyslexia often end up feeling “dumb” and less capable than they actually are. After experiencing a great deal of stress due to academic problems, a student may become discouraged about continuing in school.
How is dyslexia diagnosed?
Schools may use a new process called Response to Intervention (RTI) to identify children with learning disabilities. Under an RTI model, schools provide those children not readily progressing with the acquisition of critical early literacy skills with intensive and individualized supplemental reading instruction. If a student’s learning does not accelerate enough with supplemental instruction to reach the established grade-level benchmarks, and other kinds of developmental disorders are ruled out, he or she may be identified as learning disabled in reading. The majority of students thus identified are likely dyslexic and they will probably qualify for special education services. Schools are encouraged to begin screening children in kindergarten to identify any child who exhibits the early signs of potential reading difficulties.
For children and adults who do not go through this RTI process, an evaluation to formally diagnose dyslexia is needed. Such an evaluation traditionally has included intellectual and academic achievement testing, as well as an assessment of the critical underlying language skills that are closely linked to dyslexia. These include receptive (listening) and expressive language skills, phonological skills including to phonemic awareness, and also a student’s ability rapidly name letters and names. A student’s ability to read lists of words in isolation, as well as words in context, should also be assessed. If a profile emerges that is characteristic of dyslexic readers, an individualized intervention plan should be developed, which should include appropriate accommodations, such as extended time. The testing can be conducted by trained school or outside specialists. (See the Testing for Dyslexia Fact Sheet for more information.)
What are the signs of dyslexia?
The problems displayed by individuals with dyslexia involve difficulties in acquiring and using written language. It is a myth that dyslexic individuals “read backwards,” although spelling can look quite jumbled at times because students have trouble remembering letter symbols for sounds and forming memories for words. Other problems experienced by dyslexics include the following:
Learning to speak
Learning letters and their sounds
Organizing written and spoken language
Memorizing number facts
Reading quickly enough to comprehend
Persisting with and comprehending longer reading assignments
Spelling
Learning a foreign language
Correctly doing math operations
Not all students who have difficulties with these skills are dyslexic. Formal testing of reading, language, and writing skills is the only way to confirm a diagnosis of suspected dyslexia.
How is dyslexia treated?
Dyslexia is a life-long condition. With proper help, many people with dyslexia can learn to read and write well. Early identification and treatment is the key to helping dyslexics achieve in school and in life. Most people with dyslexia need help from a teacher, tutor, or therapist specially trained in using a multisensory, structured language approach. It is important for these individuals to be taught by a systematic and explicit method that involves several senses (hearing, seeing, touching) at the same time. Many individuals with dyslexia need one-on-one help so that they can move forward at their own pace. In addition, students with dyslexia often need a great deal of structured practice and immediate, corrective feedback to develop automatic word recognition skills. When students with dyslexia receive academic therapy outside of school, the therapist should work closely with classroom teachers, special education providers, and other school personnel.
Schools can implement academic accommodations and modifications to help dyslexic students succeed. For example, a student with dyslexia can be given extra time to complete tasks, help with taking notes, and work assignments that are modified appropriately. Teachers can give taped tests or allow dyslexic students to use alternative means of assessment. Students can benefit from listening to books on tape and using the computer for text reading programs and for writing.
Students may also need help with emotional issues that sometimes arise as a consequence of difficulties in school. Mental health specialists can help students cope with their struggles.
What are the rights of a dyslexic person?
The Individuals with Disabilities Education Act 2004 (IDEA), Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act (ADA) define the rights of students with dyslexia and other specific learning disabilities. These individuals are legally entitled to special services to help them overcome and accommodate their learning problems. Such services include education programs designed to meet the needs of these students. The Acts also protect people with dyslexia against unfair and illegal discrimination.
What is dyslexia?
Dyslexia is a language-based learning disability. Dyslexia refers to a cluster of symptoms, which result in people having difficulties with specific language skills, particularly reading. Students with dyslexia usually experience difficulties with other language skills such as spelling, writing, and pronouncing words. Dyslexia affects individuals throughout their lives; however, its impact can change at different stages in a person’s life. It is referred to as a learning disability because dyslexia can make it very difficult for a student to succeed academically in the typical instructional environment, and in its more severe forms, will qualify a student for special education, special accommodations, or extra support services.
What causes dyslexia?
The exact causes of dyslexia are still not completely clear, but anatomical and brain imagery studies show differences in the way the brain of a dyslexic person develops and functions. Moreover, most people with dyslexia have been found to have problems with identifying the separate speech sounds within a word and/or learning how letters represent those sounds, a key factor in their reading difficulties. Dyslexia is not due to either lack of intelligence or desire to learn; with appropriate teaching methods, dyslexics can learn successfully.
How widespread is dyslexia?
About 13–14% of the school population nationwide has a handicapping condition that qualifies them for special education. Current studies indicate that one-half of all the students who qualify for special education are classified as having a learning disability (LD) (6–7%). About 85% of those LD students have a primary learning disability in reading and language processing. Nevertheless, many more people—perhaps as many as 15–20% of the population as a whole—have some of the symptoms of dyslexia, including slow or inaccurate reading, poor spelling, poor writing, or mixing up similar words. Not all of these will qualify for special education, but they are likely to struggle with many aspects of academic learning and are likely to benefit from systematic, explicit, instruction in reading, writing, and language.
Dyslexia occurs in people of all backgrounds and intellectual levels. People who are very bright can be dyslexic. They are often capable or even gifted in areas that do not require strong language skills, such as art, computer science, design, drama, electronics, math, mechanics, music, physics, sales, and sports.
In addition, dyslexia runs in families; dyslexic parents are very likely to have children who are dyslexic. Some people are identified as dyslexic early in their lives, but for others, their dyslexia goes unidentified until they get older.
What are the effects of dyslexia?
The impact that dyslexia has is different for each person and depends on the severity of the condition and the effectiveness of instruction or remediation. The core difficulty is with word recognition and reading fluency, spelling, and writing. Some dyslexics manage to learn early reading and spelling tasks, especially with excellent instruction, but later experience their most debilitating problems when more complex language skills are required, such as grammar, understanding textbook material, and writing essays.
People with dyslexia can also have problems with spoken language, even after they have been
exposed to good language models in their homes and good language instruction in school. They may find it difficult to express themselves clearly, or to fully comprehend what others mean when they speak. Such language problems are often difficult to recognize, but they can lead to major problems in school, in the workplace, and in relating to other people. The effects of dyslexia reach well beyond the classroom.
Dyslexia can also affect a person’s self-image. Students with dyslexia often end up feeling “dumb” and less capable than they actually are. After experiencing a great deal of stress due to academic problems, a student may become discouraged about continuing in school.
How is dyslexia diagnosed?
Schools may use a new process called Response to Intervention (RTI) to identify children with learning disabilities. Under an RTI model, schools provide those children not readily progressing with the acquisition of critical early literacy skills with intensive and individualized supplemental reading instruction. If a student’s learning does not accelerate enough with supplemental instruction to reach the established grade-level benchmarks, and other kinds of developmental disorders are ruled out, he or she may be identified as learning disabled in reading. The majority of students thus identified are likely dyslexic and they will probably qualify for special education services. Schools are encouraged to begin screening children in kindergarten to identify any child who exhibits the early signs of potential reading difficulties.
For children and adults who do not go through this RTI process, an evaluation to formally diagnose dyslexia is needed. Such an evaluation traditionally has included intellectual and academic achievement testing, as well as an assessment of the critical underlying language skills that are closely linked to dyslexia. These include receptive (listening) and expressive language skills, phonological skills including to phonemic awareness, and also a student’s ability rapidly name letters and names. A student’s ability to read lists of words in isolation, as well as words in context, should also be assessed. If a profile emerges that is characteristic of dyslexic readers, an individualized intervention plan should be developed, which should include appropriate accommodations, such as extended time. The testing can be conducted by trained school or outside specialists. (See the Testing for Dyslexia Fact Sheet for more information.)
What are the signs of dyslexia?
The problems displayed by individuals with dyslexia involve difficulties in acquiring and using written language. It is a myth that dyslexic individuals “read backwards,” although spelling can look quite jumbled at times because students have trouble remembering letter symbols for sounds and forming memories for words. Other problems experienced by dyslexics include the following:
Learning to speak
Learning letters and their sounds
Organizing written and spoken language
Memorizing number facts
Reading quickly enough to comprehend
Persisting with and comprehending longer reading assignments
Spelling
Learning a foreign language
Correctly doing math operations
Not all students who have difficulties with these skills are dyslexic. Formal testing of reading, language, and writing skills is the only way to confirm a diagnosis of suspected dyslexia.
How is dyslexia treated?
Dyslexia is a life-long condition. With proper help, many people with dyslexia can learn to read and write well. Early identification and treatment is the key to helping dyslexics achieve in school and in life. Most people with dyslexia need help from a teacher, tutor, or therapist specially trained in using a multisensory, structured language approach. It is important for these individuals to be taught by a systematic and explicit method that involves several senses (hearing, seeing, touching) at the same time. Many individuals with dyslexia need one-on-one help so that they can move forward at their own pace. In addition, students with dyslexia often need a great deal of structured practice and immediate, corrective feedback to develop automatic word recognition skills. When students with dyslexia receive academic therapy outside of school, the therapist should work closely with classroom teachers, special education providers, and other school personnel.
Schools can implement academic accommodations and modifications to help dyslexic students succeed. For example, a student with dyslexia can be given extra time to complete tasks, help with taking notes, and work assignments that are modified appropriately. Teachers can give taped tests or allow dyslexic students to use alternative means of assessment. Students can benefit from listening to books on tape and using the computer for text reading programs and for writing.
Students may also need help with emotional issues that sometimes arise as a consequence of difficulties in school. Mental health specialists can help students cope with their struggles.
What are the rights of a dyslexic person?
The Individuals with Disabilities Education Act 2004 (IDEA), Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act (ADA) define the rights of students with dyslexia and other specific learning disabilities. These individuals are legally entitled to special services to help them overcome and accommodate their learning problems. Such services include education programs designed to meet the needs of these students. The Acts also protect people with dyslexia against unfair and illegal discrimination.
Non Profit Clip
I think since we are trying to set up a NP organization for dyslexia, this is appropriate:
http://www.msnbc.msn.com/id/13229488/
Check it out!
http://www.msnbc.msn.com/id/13229488/
Check it out!
Tuesday, August 5, 2008
First 25 Sight Words
| the | of | and | a | to |
| in | is | you | that | it |
| he | was | for | on | are |
| as | with | his | they | I |
| at | be | this | have | from |
School Approaching
This is often the time of year that parents start thinking about their children's needs once school starts. Here's some advice to help your child to be prepared for the classroom:
1. Pull out the sight word cards and do some reviewing of what they are and what sight words means. They are words that don't follow phonics rules and we just need to memorize them. Sometimes it's helpful to have them write them down. They should write them 10 times each but say their name before writing them.
Example: If they are writing the word at, they would say "at" before each time they wrote at.
2. Review the alphabet letters with out singing it, just having them say the names of each letter.
3. Play word games or review math counting, adding, subtracting, or multiplication or division (depending on your child's school level).
Some school advice:
1. If you think your child needs accomodations or help-schedule testing before school starts
2. Once testing is done, sit down with the teacher and or spe. ed team (if your child qualifies) and decide as a team what is going to be done for your child. Don't just agree to anything. Do your homework, you shouldn't sign anything unless you know what you are committing your child to.
3. Do your homework! If they have a reading or a math program they want to use with your child, go home and look up info on it, what's it about? What's the research behind it? Does that National Reading Research team approve it? What does the International Dyslexic Association think of it? What do other schools that are dyslexic use for their math programs?
Yes, this absolutely requires homework on your child, but if you do it, the payout will be tremendous to your child!
4. What if school doesn't have what your child needs? Find out if they will get it, or why they won't and what can you do to help them get it. Schools have free appropriate education. If they can't or won't, then get your child help by looking outside the box. Talk to parents, educators. Look on websites, investigate, study your options. Just a reminder to check out: ubida.org (Utah Branch of the International Dyslexic Association).
1. Pull out the sight word cards and do some reviewing of what they are and what sight words means. They are words that don't follow phonics rules and we just need to memorize them. Sometimes it's helpful to have them write them down. They should write them 10 times each but say their name before writing them.
Example: If they are writing the word at, they would say "at" before each time they wrote at.
2. Review the alphabet letters with out singing it, just having them say the names of each letter.
3. Play word games or review math counting, adding, subtracting, or multiplication or division (depending on your child's school level).
Some school advice:
1. If you think your child needs accomodations or help-schedule testing before school starts
2. Once testing is done, sit down with the teacher and or spe. ed team (if your child qualifies) and decide as a team what is going to be done for your child. Don't just agree to anything. Do your homework, you shouldn't sign anything unless you know what you are committing your child to.
3. Do your homework! If they have a reading or a math program they want to use with your child, go home and look up info on it, what's it about? What's the research behind it? Does that National Reading Research team approve it? What does the International Dyslexic Association think of it? What do other schools that are dyslexic use for their math programs?
Yes, this absolutely requires homework on your child, but if you do it, the payout will be tremendous to your child!
4. What if school doesn't have what your child needs? Find out if they will get it, or why they won't and what can you do to help them get it. Schools have free appropriate education. If they can't or won't, then get your child help by looking outside the box. Talk to parents, educators. Look on websites, investigate, study your options. Just a reminder to check out: ubida.org (Utah Branch of the International Dyslexic Association).
Thursday, April 17, 2008
SAT Preparing
I found this website for those of you stressing about getting your teenagers ready for the ACT or SAT. Yes, this website does say specifically SAT if you want to get technical, but really, you parents of teenagers really should check this out. I've made it easy...here's the website, click on it and it will take you right to it! ENJOY!
http://www.collegeboard.com
http://www.collegeboard.com
Sunday, March 9, 2008
Typing Skills
So typing is suppose to be a great skill for dyslexic people in general. Here's a website where you can practice your typing skills for free and learn how fast you are...AND IMPROVE
http://speedtest.10-fast-fingers.com/
Check it out!
http://speedtest.10-fast-fingers.com/
Check it out!
Sunday, February 24, 2008
Famous Dyslexic People
I screened another child this week that is extremely bright, but dyslexic. Some parents are fine with the results and others have a hard time with it. I feel like maybe I'm not always sympatehetic enough to what a parent may be feeling at that moment of finding out their child has a specific reading dissabitly because I've seen what happens to children that are screened and then go through therapy sessions designed for dyslexic children. I see how a childs self confidence increases as well as their reading, writing, and spelling ability. I see the accomodations principals, schools, and teachers make when a parent goes into a school asking for help with their child. I see these children succeeding and THAT'S what I LOVE about my job. But from a parents perspective that had no idea why their child was struggling I wonder if these are some questions they ponder: Now what do I do? Will our child be successful? Will they be held back by their disability from doing whatever?Will they always feel dumb in school? How will I help him/her to overcome it? Why did I wait so long to have him/her tested? What's this going to cost to do therapy? What about extra curricular activities verses the time devoted to this?
I have a motto that I strongly believe...I didn't make it up, nor did my parents, but they said it to me year after year: HARD WORK PAYS OFF
Get your child help! Get it now! Do what it takes...make a sacrifice in this area...It is WORTH IT! I have seen it over and over.
And now, here's a website to check out with famous dyslexic people to motivate you to do something for your child NOW!!!
http://www.dyslexia-test.com/famous.html
I have a motto that I strongly believe...I didn't make it up, nor did my parents, but they said it to me year after year: HARD WORK PAYS OFF
Get your child help! Get it now! Do what it takes...make a sacrifice in this area...It is WORTH IT! I have seen it over and over.
And now, here's a website to check out with famous dyslexic people to motivate you to do something for your child NOW!!!
http://www.dyslexia-test.com/famous.html
Sunday, February 3, 2008
Asperger's Syndrome
No, there is not a correlation between Apserger's and being dyslexic. But the reality is. I have a lot of parents approach me about different issues. I taught in Special Education for a couple of years and study special education. There are a number of disabilities/behaviors that we are trained on, or that we deal with. I had a very small handful of these but do feel parents should be informed about this as well.
Here are some signs and symptons of Asperger's syndrome straight out of the mayoclinic.com website:
*engaging in one-sided, long-winded conversations, without noticiing if the listener is listening or trying to change the subject
*displaying unusual nonverbal communications, such as lack of eye contact, few facial expressions, or awkward body postures and gestures
*showing an intense obsession with one or two specific, narrow subjects, such as baseball statistics, train schedules, or awkward body postures and gestures
*appearing not to understand, empathize with, or be sensitive to others' feelings
*having a hard time "reading" other people or understanding humore
*speaking in a voic that is monotonous, rigid or unusually fast
*moving clumsily, with poor coordination
*having an odd posture or a rigid gait
There are some other symptons listed at the following link. Too many to write and why should I when they've already done the work? Here it is to check out:
http://www.webmd.com/mental-health/tc/aspergers-syndrome-symptoms
Here are some signs and symptons of Asperger's syndrome straight out of the mayoclinic.com website:
*engaging in one-sided, long-winded conversations, without noticiing if the listener is listening or trying to change the subject
*displaying unusual nonverbal communications, such as lack of eye contact, few facial expressions, or awkward body postures and gestures
*showing an intense obsession with one or two specific, narrow subjects, such as baseball statistics, train schedules, or awkward body postures and gestures
*appearing not to understand, empathize with, or be sensitive to others' feelings
*having a hard time "reading" other people or understanding humore
*speaking in a voic that is monotonous, rigid or unusually fast
*moving clumsily, with poor coordination
*having an odd posture or a rigid gait
There are some other symptons listed at the following link. Too many to write and why should I when they've already done the work? Here it is to check out:
http://www.webmd.com/mental-health/tc/aspergers-syndrome-symptoms
Sunday, January 20, 2008
Attention Deficit Disorder
ADD means attention deficit disorder and ADHD means attention deficit hyperactivity disorder. Both are common patterns of children with dyslexia. It's pretty common for children with dyslexia to be misdiagnosed as having ADD because of the commonalities in the symptoms. It's not clear why it's so common for children to have both ADD and reading problems. There is a common set of learning traits to both conditions. Some believe that ADD stems from a predominanttly right-brained learning style, like dyslexia. It's also seen in highly creative individuals like dyslexia. The symptoms of ADD may be the result of an overactive mind and an unharnessed imagination. Since so many of the characteristics between ADD and dyslexia are the same, the appropriate criteria for diagnosis are set out in the Diagnostic and Statistical Manual of Mental Disorders...if your child has six or more of the following symptoms your child may have ADHD (inattention type):
1. Fails to pay close attention to details or makes careless mistakes.
2. Has difficulty holding attention.
3. Does not seem to listen when directly spoken to.
4. Doesn't follow through on instructions and fails to finish obligations.
5. Has difficulty organizing
6. Avoids or dislikes tasks that require sustained mental effort.
7. Loses things necessary for tasks or activities.
8. Is easily distracted by extraneous stimuli
9. Is forgetful in daily activities.
***If your child has dyslexia, they are twice as likely to have ADD as well. A child with ADD is twice as likely to have difficulties with reading. About 36% of children with ADD also have dyslexia.
The second type of ADHD, hyperactivity impulsivity type, is more distinct from dyslexia. It's also diagnosed when the child has six or more of the following symptoms:
1. Fidgets with hands or feet or squirms in seat.
2. Doesn't stay in seat in classroom or in other situations where staying in seat is expected.
3. Runs around or climbs excessively in situations in which it's inappropriate.
4. Has difficulty playing or engaging in leisure activities quietly.
5. Is often "on the go" or often acts as if "driven by a motor".
6. Talks excessively.
7. Blurts out answers before questions have been completed.
8. Has difficulty awaiting turn.
9. Interrupts or intrudes on others.
**Many of these behaviors may also be a result of the learning problems associated with dyslexia. A child who's frustrated or confused will have a hard time as well with some of those behaviors. It's important for you to consider the context surrounding the observed behavior.
In order for ADD to be diagnosed correctly some of the symptoms must have been present before seven years old and symptoms must be present in two or more settings, such as school and home.
** The National Institute of Mental Health cautions that the behaviors associated with ADD may merely reflect a child's response to a defeating classroom situation. A child with true ADD will exhibit difficulty concentrating and compleating tasks even when they want to participate.
(The Everything Parent's Guide to Children with Dyslexia-pg's 48-50)
1. Fails to pay close attention to details or makes careless mistakes.
2. Has difficulty holding attention.
3. Does not seem to listen when directly spoken to.
4. Doesn't follow through on instructions and fails to finish obligations.
5. Has difficulty organizing
6. Avoids or dislikes tasks that require sustained mental effort.
7. Loses things necessary for tasks or activities.
8. Is easily distracted by extraneous stimuli
9. Is forgetful in daily activities.
***If your child has dyslexia, they are twice as likely to have ADD as well. A child with ADD is twice as likely to have difficulties with reading. About 36% of children with ADD also have dyslexia.
The second type of ADHD, hyperactivity impulsivity type, is more distinct from dyslexia. It's also diagnosed when the child has six or more of the following symptoms:
1. Fidgets with hands or feet or squirms in seat.
2. Doesn't stay in seat in classroom or in other situations where staying in seat is expected.
3. Runs around or climbs excessively in situations in which it's inappropriate.
4. Has difficulty playing or engaging in leisure activities quietly.
5. Is often "on the go" or often acts as if "driven by a motor".
6. Talks excessively.
7. Blurts out answers before questions have been completed.
8. Has difficulty awaiting turn.
9. Interrupts or intrudes on others.
**Many of these behaviors may also be a result of the learning problems associated with dyslexia. A child who's frustrated or confused will have a hard time as well with some of those behaviors. It's important for you to consider the context surrounding the observed behavior.
In order for ADD to be diagnosed correctly some of the symptoms must have been present before seven years old and symptoms must be present in two or more settings, such as school and home.
** The National Institute of Mental Health cautions that the behaviors associated with ADD may merely reflect a child's response to a defeating classroom situation. A child with true ADD will exhibit difficulty concentrating and compleating tasks even when they want to participate.
(The Everything Parent's Guide to Children with Dyslexia-pg's 48-50)
Subscribe to:
Posts (Atom)
