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All Learning Disabilities articles

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Universal Design for Learning (UDL) provides the opportunity for all students to access, participate in, and progress in the general-education curriculum by reducing barriers to instruction. Learn more about how UDL offers options for how information is presented, how students respond or demonstrate their knowledge and skills, and how students are engaged in learning.

Dysgraphia is a learning disability that affects a child's handwriting. Children with dysgraphia usually have other problems such as difficulty with written expression. Learn more about causes, the importance of early assessment, dysgraphia and spelling, and effective instructional strategies that strengthen written language skills.

Learn the answers to 10 commonly asked questions that families and educators of students with disabilities have about charter schools. You'll also find links to state-specific resources that can help you better understand how charter schools work in your individual state.

Learn about the common signs of dyslexia, how parents can support their child and celebrate their strengths, the role of assistive technology, how the latest brain research can help kids with dyslexia, and more.

If your child has ADHD, paying attention for long periods of time can be a challenge. So, meet the challenge head-on — make reading time fun time for you and your child.

You'll find sharing books together is a great way to bond with your son or daughter. Reading also helps your child's language development and listening skills when you talk about the story and ask questions. Large print books can help a child with mild to moderate vision loss discover the world of books and make tracking the words easier.

Cerebral palsy can cause difficulty with muscle tone and control. Your child may have delays speaking or have speech that is hard to understand. Reading with your child and having your child name objects in the book or read aloud to you can strengthen his speech skills. You'll find sharing books together is a great way to bond with your son or daughter and help your child's development at the same time.

Whether your child has mild or severe Autism Spectrum Disorder, making reading a fun activity can help your child's learning and social skills. You'll find sharing books together can be a good way to connect with your son or daughter. Reading also helps your child's language development and listening skills.

Classrooms can be perilous in a number of ways for students with learning disabilities. Here are some tips to remember when working with students with LD.

Speech recognition, also referred to as speech-to-text or voice recognition, is technology that recognizes speech, allowing voice to serve as the "main interface between the human and the computer." This Info Brief discusses how current speech recognition technology facilitates student learning, as well as how the technology can develop to advance learning in the future.

Reading comprehension is often a concern for the teachers of students with autism. The comprehension strategies described in this article may help some students gain comprehension skills and improve their ability to read and communicate about written material.

Some students identified with autism can participate successfully in whole-class rich literacy experiences, with the right kind of support. Learn about strategies for designing lessons that are appropriate, engaging, and challenging for every learner in the inclusive classroom.

Captioned or subtitled media is a great tool for teachers looking to differentiate classroom instruction — research has shown that ELLs, students with learning disabilities, and students who struggle academically may all benefit from following along with captions while watching a classroom video. Learn more about the benefits of captioned media and additional resources for captioned material in this article.

Assistive technology is any kind of technology that can be used to enhance the functional independence of a person with a disability. Learn more about Assistive Technology and ways your students might benefit from it.

It is important for parents to understand the "language" of assistive technology so they can be informed advocates for their child's technology needs. The following glossary of terms can help parents learn about the kinds of assistive technologies that are currently available and how they can be used.

Thanks to advances in imaging techniques and scientific inquiry, we now know much more about learning disabilities (LD), dyslexia, and the role of vision problems. The American Academy of Pediatrics, the Council on Children with Disabilities, and the American Academy of Ophthalmology published a joint statement that summarizes what is currently known about visual problems and dyslexia. The statement also covers what treatments are and are not recommended when diagnosing and treating vision problems, learning disabilities, and dyslexia.

If your child has a learning disability, he or she may benefit from assistive technology tools that play to their strengths and work around their challenges.

Research-based information and advice for sizing up reading programs and finding the right one for your child with a learning disability.

Learn about assistive technology tools — from abbreviation expanders to word-recognition software programs — that address your child's specific writing difficulties.

Learn about assistive technology tools — from audiobooks to variable-speed tape recorders — that help students with reading.

For almost 40 percent of kids, learning to read is a challenge. So in addition to talking, reading, and writing with your child, families play another important role — being on the lookout for early signs of possible trouble.

A psychologist specializing in language-based learning disabilities explains how to talk to children about their LD: All the parts you need to be smart are in your brain. Nothing is missing or broken. The difference between your brain and one that doesn't have an LD is that your brain gets "traffic jams" on certain highways.

Heading off to kindergarten is a big event for all kids and parents. For young children who have struggled socially or academically during preschool, it is a transition that needs careful planning and attention. Below are four suggestions for parents of children who may need extra help making a successful move to kindergarten.

Jill Lauren's That's Like Me! is a book about 15 students with disabilities who face challenges in school but express their creativity and talents through hobbies. In the foreword, excerpted here, children's book illustrator Jerry Pinkney describes growing up with two personas: Jerry the gifted artist and Jerry the struggling reader.

Researchers have identified three kinds of developmental reading disabilities that often overlap but that can be separate and distinct: (1) phonological deficit, (2) processing speed/orthographic processing deficit, and (3) comprehension deficit.

This article lists some milestones to look for as your child's handwriting skills begin to develop. The article also describes some signs and symptoms of dysgraphia, a learning disability that affects a child's handwriting and ability to hold a pen, pencil, or crayon.

Learning disabilities (LD) come in several forms. Learn more about them, how they're identified, and what types of instruction support students with LD.

Response to Intervention (RTI) is a complex subject and states and districts have a lot of discretion with the implementation of this three-step, research-based approach to intervention and placement. Learn about some of the common misconceptions of the RTI process and read about additional RTI web sources.

How do parents know if their child's reading delay is a real problem or simply a "developmental lag?" How long should parents wait before seeking help if their child is struggling with reading? Susan Hall answers these questions.

Spelling is a challenge for people with dyslexia. The International Dyslexia Association provides a fact sheet explaining why people with dyslexia have trouble spelling, how to find out the reasons a particular child has this difficulty, and how to help children with dyslexia spell better.

Children who struggle with reading often need extra help. This help usually comes from the school, but some parents choose to look outside the school for professionals who can assess, diagnose, tutor, or provide other education services. The following article provides information on how to find the right person for your child.

Dyscalculia is a learning disability that affects the brain's ability to process and understand the meaning of numbers. Learn about the symptoms and what can be done to help.

Teachers and parents should suspect dysgraphia if a child's handwriting is unusually difficult to read. Find out more about this neurological problem that can cause physical pain as some children struggle to write.

If you think your child might have a learning disability, this article will help. Dr. Larry Silver tells parents the clues to look for in pre-school and elementary school children. Then the article talks about how to get a "psychoeducational evaluation" to find out for sure.

Eli, a young boy, tells us what it is like to have dysgraphia. Regina Richards, a well-known expert on dysgraphia (and Eli's mom), explains how to help children who struggle with the challenges Eli describes. Practical techniques discussed include POWER: Prepare, Organize, Write, Edit, Revise.

Peer tutoring links high achieving students with lower achieving students or those with comparable achievement for structured learning. It's an effective educational strategy for classrooms of diverse learners, including students with disabilities, because it promotes academic gains as well as social enhancement. This brief discusses three research-supported peer tutoring strategies: Cross-Age Tutoring; Peer-Assisted Learning Strategies (PALS); and Reciprocal Peer Tutoring (RPT).

This brief provides an overview of computer-assisted instruction and looks at how writing software can help students with developing ideas, organizing, outlining, brainstorming, and minimizing the physical effort spent on writing so that students can pay attention to organization and content.

Writing is a highly complex language skill. Without skilled, systematic instruction, many students — particularly those with disabilities — may not become proficient writers. At stake is access to the general education curriculum. This brief discusses developmental stages, why writing may pose particular challenges for students with disabilities, and what areas should be the focus for remediation.

Concrete suggestions for teachers who want to communicate well with all of their students, especially English language learners and students with learning disabilities.

Do you think your child or student might have dyslexia? "Dyslexia Basics," a factsheet by International Dyslexia Association," tells you the definition, symptoms, causes and effects. Find out how to help.

Learn what questions to ask about Response to Intervention (RTI), an approach to helping struggling learners that is gaining momentum in schools across the country. This article from the National Association of School Psychologists tells you the most important features of the process, key terms, and RTI's relationship to special education evaluation.

Can teachers and parents of preschoolers identify learning problems early enough to prevent problems later in school? The Recognition & Response model helps adults know what to look for and how to help, so that later remediation and special education may not be necessary.

The identification of a child with dyslexia is a difficult process, but there are ways that parents and teachers can learn more about the reading difficulty and support the child's learning.

Learning to read is a challenge for many kids, but most can become good readers if they get the right help. Parents have an important job in recognizing when a child is struggling and knowing how to find help. Here are some signs to look for and things to do if you suspect your child is having trouble reading.

The literacy-rich environment emphasizes the importance of speaking, reading, and writing in the learning of all students. This involves the selection of materials that will facilitate language and literacy opportunities; reflection and thought regarding classroom design; and intentional instruction and facilitation by teachers and staff.

Three research based practices help students with learning disabilities improve their writing. Read this interview with Steve Graham, author of Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High School who explains how you can help your students succeed in communicating through the written word.

If you're thinking of hiring a private specialist to test your child for a learning disability, here are some key questions to ask yourself and the prospective evaluator.

School psychologists working in districts that use Response to Intervention (RTI) can offer expertise at many levels, from system-wide program design to specific assessment and intervention efforts with individual students.

The National Joint Committee on Learning Disabilities developed an overview on screening, diagnosing and serving children age four or younger. The document was developed for researchers, administrators, and people who need an academic overview.

Professional school counselors can be more effective in their work with parents of students with disabilities — as well as with the students themselves, the students’ teachers, and other students — if they understand parental perspectives. Parents' areas of concern are described, and implications for school counselors are discussed.

The school experiences of students with disabilities can be positively or negatively influenced by the attitudes and behaviors of students and staff and by general school policies. School counselors can take the lead in assessing school climate in relation to students with disabilities and initiating interventions or advocating for change when appropriate. This article provides an overview of factors to consider in creating positive school experiences for students with disabilities and suggestions for intervention efforts.

This article describes a six-session group counseling pilot intervention to help students with attention deficit hyperactivity disorder (ADHD) understand its effects on their classroom performance and to learn and practice a repertoire of school success skills. Children are lead on a "journey" in which they learn they are different travelers in the world of education and often take alternate routes to their destinations (academic, personal-social, and career goals).

Studies have indicated that as many as 40-75% of children with specific language impairment will have problems in learning to read. This article offers tips for parents and educators to help learners develop their language skills.

Students must pass a high stakes tests to graduate high school. These tests are a major barrier for students with learning disabilities who often do not test well. Accommodations can help. Learn how to help children with learning disabilities do well on these tests.

Some young children show signs that they may not be learning in an expected manner, even before they begin kindergarten. These children may exhibit problems in areas such as language development, phonological awareness, perceptual-motor abilities, and attention, which have been considered precursors of learning disabilities in older children. However, under current state and federal guidelines, these children are unlikely to meet eligibility criteria for having a learning disability. This is because formal identification of a child's learning disability generally does not occur until there is a measurable discrepancy between the child's aptitude and academic achievement, often not until the second or third grade.

Children with vocabulary weaknesses are especially vulnerable to difficulties with reading comprehension from the middle elementary grades onward. Vocabulary weaknesses may affect school achievement in many areas beyond reading, including written expression, mathematics, and performance in content subjects such as social studies and science.

The National Center for Learning Disabilities presents examples of accommodations that allow students with learning disabilities to show what they know without giving them an unfair advantage. Accommodations are divided into the following categories: how information is presented to the student, how the student can respond, timing of tests and lessons, the learning environment, and test scheduling.

For English language learners, proper identification of learning disabilities can be crucial to success. The author offers practical tips for identifying learning disabilities and developing appropriate accommodations.

Helping struggling readers in the general classroom is a challenge, but The Access Center offers a solution. By using Response-to-Instruction’s tiered approach and Universal Design’s equal access philosophy, you can bridge the gap so that you are truly leaving no child behind.

Dysgraphia is a learning disability that affects writing abilities. Learn the warning signs and strategies that can help. There are techniques for teaching and accommodating early writers, young students, or help yourself if you struggle with dysgraphia.

Technology—and especially the subset of technology tools known as assistive technology—can be an effective element of the writing curriculum for students with disabilities. Assistive technology (AT) can be defined as a technology that allows someone to accomplish a critical educational or life task. Since writing is so integral to school success, AT is often indicated to assist students with disabilities. In this article, CITEd looks at how technology can support students' writing.

RTI is not a particular method or instructional approach, rather it is a process that aims to shift educational resources toward the delivery and evaluation of instruction that works best for students. This article provides a quick overview of RTI as it relates to reading.

Spelling difficulties can be enduring in individuals with reading disabilities, sometimes even after reading has been successfully remediated. Addressing spelling difficulties is important, because poor spelling can hamper writing and can convey a negative impression even when the content of the writing is excellent.

IDEA (Individuals with Disabilities Education Act) is our nation's special education law. Below you'll find important information about IDEA 2004, which went into effect on July 1, 2005.

The purpose of this National Joint Committee on Learning Disabilities (NJCLD) report is to examine the concepts, potential benefits, practical issues, and unanswered questions associated with responsiveness to intervention (RTI) and learning disabilities (LD). A brief overview of the approach is provided, including attributes, characteristics, and promising features, as well as issues, concerns, unanswered questions, and research needs.

Reading difficulties likely occur on a continuum, meaning that there is a wide range of students who experience reading difficulties. There are those students who are diagnosed with a learning disability. There is also an even larger group of students who do not have diagnoses but who need targeted reading assistance.

Entering kindergarten can a joyful but also an anxious time, particularly for parents of children with disabilities. These best practices can help make for a smoother transition: using a collaborative team approach to involve families, setting transition goals, and focusing on the needs and strengths of individual children.

The specific signs of dyslexia, both weaknesses and strengths, vary widely. Problems with oral language, decoding, fluency, spelling, and handwriting are addressed, as well as strengths in higher order thinking skills.

The earliest clues involve mostly spoken language. The very first clue to a language (and reading) problem may be delayed language. Once the child begins to speak, look for difficulties with rhyming, phonemic awareness, and the ability to read common one-syllable words.

Recent research on academically talented students with learning disabilities indicates that they have specific counseling needs that often are not addressed in elementary and secondary school. This article looks at what kinds of support students with this profile need, and how school counselors can provide it.

Early intervention works. Because it is also expensive, it's important to be able to identify the kids who are most at risk of reading failure. Thanks to a new generation of screening assessments, we can identify these students as early as kindergarten — and then invest in interventions for them.

This article describes the most common characterists of dyslexia and other learning disorders, and what you can do if you suspect your child has a problem.

Classrooms today have students with many special needs, and teachers are often directed to "modify as necessary." The following article takes the mystery out of modifying your teaching strategies with concrete examples that focus on students' organizational skills.

If your child or student is a "poor" listener, frequently misunderstands speech, and has difficulty following directions, read this article. Learn symptoms of Central Auditory Processing Disorder, how it is diagnosed, and what can be done about it.

This article, from the American Speech-Language-Hearing Association, distinguishes auditory processing disorder from other disorders. Symptoms and treatment are described. An explanation is provided of the role of the multidisciplinary team and the role of the audiologist, which is the only profession that can legitimately diagnose auditory processing disorders.

Children with auditory processing disorder (APD) often do not recognized the subtle differences between sounds in words because a dysfunction makes it difficult for the brain to interpret the information. The National Institute on Deafness and Other Communication Disorders presents basic information on symptoms, diagnosis, and current research of APD.

Motivation is key to school success. Just as the actor asks a director, "What is my motivation, for this scene?," the child turns to teachers, parents, and peers to discover the "why" of learning. Motivation is often defined as a need or drive that energizes behavior toward a goal.

Many professionals are involved in the diagnosis of LD: psychologists, educational specialists, and other professionals who work in specialized fields such as speech and language. This article identifies licensure requirements and who can diagnose LD and/or ADHD.

Many students with learning or reading disabilities find homework challenging. Here are five research-based strategies that teachers can use to help students.

There are many children who are eligible for both special education and English as a Second Language instruction, but few models for how to serve these children well. Learn about a program in Clark County, Nevada in which dually trained teachers provide overlapping instruction to meet both these needs.

Children with dyslexia are often referred to the audiologist to be evaluated for auditory processing disorder (APD). The relationship between dyslexia and APD is can be confusing, and this article helps professionals untangle the symptoms of the different difficulties.

Some children can master decoding and still be poor comprehenders. Learn what interventions have been found to help these children read narrative and expository texts more strategically.

Inclusion means ensuring that children with disabilities go to school with their non-disabled peers, while providing them with the individual instruction and support they need. In this article, read about inclusion and how it differs from mainstreaming.

Parents are often the best educational advocates for their children, especially children with a learning disability. The Coordinated Campaign for Learning Disabilities (CCLD) has developed the following tips to help parents champion their child.

Evaluation is used to identify the children who are eligible for special education and the type of help they need. Find out four steps in the evaluation process, from analyzing known information to developing a program.

Many teachers will be using supplemental phonics and word-recognition materials to enhance reading instruction for their students. In this article, the authors provide guidelines for determining the accessibility of these phonics and word recognition programs.

For the person with learning disabilities, the process of learning to read can break down with reading mechanics or comprehension, and at any of the specific skill levels.

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