Get Smart about Specific Learning Disabilities (SLD)

Dyslexia Dysgraphia Dyscalculia Dyslexia (dis-lek-see-uh) is a Dysgraphia (dis-graf-ee-uh) Dyscalculia (dis-kal-kyoo-lee uh) learning difference that is neuro- is a learning difference that is a learning difference that is logical in origin. It is characterized is neurological in origin. It is neurological in origin. It is by difficulties with accurate and/ characterized by difficulties with characterized by difficulties with or fluent word recognition, poor written expression resulting in understanding the mechanics of spelling and decoding. Dyslexia is extremely messy handwriting and doing simple and complex math. not linked to intelligence. disordered content. Dysgraphia is Dyscalculia is not linked to Signs and Symptoms: not linked to intelligence. intelligence. Early Clues • delayed speech Signs and Symptoms: Signs and Symptoms: • difficulty in learning to tie shoes • visual-spatial difficulties that • difficulty with counting, learning • late to establish dominant hand cause inconsistent spacing number facts and working math • trouble learning nursery rhymes; between letters and words problems • seemingly little regard for lines may not “hear” sounds that • struggles with telling time, and margins rhyme measuring, and counting money • distorted letter formation • history of reading problems in • may not recognize patterns parents and/or siblings • directional confusion • inaccurate and/or inventive • directional confusion Primary Grades and Beyond • will show poor sequential • mixes up sounds in multisyllabic spelling memory; memorizing tables words, i.e. “mazagine” • struggle with sentence structure, • difficulty sounding out 1-syllable punctuation and capitalization and facts will present significant words • content shows lack of continuity challenges • left-right/before-after confusion • often a large discrepancy • difficulty with subtraction and • slow, choppy reading between verbal skills and written understanding place value • may skip unknown words or expression • may demonstrate pronounced make unreasonable guesses • difficulty copying from other anxiety toward math and have sources • unrecognizable, inventive attention issues • poor fine-motor skills may cause spelling • often responds well to more an odd, tight pencil grip • cannot retain sight words creative teaching methods • shows discrepancy between • student may frequently erase for verbal skills and written “do-overs” expression • cursive and/or printing are slow, • may have an extremely messy laborious, illegible bedroom, backpack, desk, etc. • often are very bright, “big Dysgraphia often co-exists with Often dyscalculia will co-exist with picture” thinkers, creative, often dyslexia, dyscalculia, ADHD, autism dyslexia, dysgraphia, Turner altruistic or other differences. syndrome, epilepsy, Fragile X Syndrome and ADHD. Approximately 20% of the Dysgraphia and Dyslexia both population has some degree of may affect the student’s ability to Approximately 7% of the population dyslexia, or 1-in-5. Of those, about spell. However, it is possible to have has dyscalculia, although research is 40% will have ADHD, therefore cross- dysgraphia and not have dyslexia. not as rich as research on dyslexia. checking symptoms is crucial. May co-exist with other SLDs. For latest research and best For latest research and remediation For latest research and a full list of practices, visit tools, visit clues, visit www.dyslexia.yale.edu. www.wrightslaw.com. www.dyscalculia.org. Get Smart about Specific Learning Disabilities (SLD)

Dyslexia Dysgraphia Dyscalculia On an IEP, Dyslexia is identified On an IEP, Dysgraphia is On an IEP, Dyscalculia is as an SLD in Reading. The term identified as an SLD in Writing. identified as an SLD in Math. “dyslexia” is used for evaluation and The term “dysgraphia” is used for The term “dyscalculia” is used eligibility determination. evaluation and eligibility for evaluation and eligibility determination. determination. The dyslexia intervention model that is prescribed includes reading instruction that is explicit, Intervention for dysgraphia Intervention for dyscalculia systematic, phonetic, multisensory should include instruction that is should include instruction that is and ongoing. systematic, explicit and ongoing. systematic, explicit, multisensory and ongoing. The difference Dyslexia presents by degrees: Dysgraphia involves two weak between dyscalculia and “doing mild, moderate, severe, or skills coming together: poor visual poorly” in math is in the degree of profound. Symptoms increase memory and directional confusion. difficulties and the lack of response when the student is tired, ill, hot, to remediation. or hungry; timing of instruction and Avoid situations that put the environmental control are important. student’s self-esteem at risk. Do Avoid situations that put the not ask them to exchange papers, student’s self-esteem at risk. Avoid situations that put the write on the board, or copy from the Do not ask them to work math student’s self-esteem at risk. Do board. Poor visual memory makes problems on the board, have not ask them to read out loud, these tasks nearly impossible. Do students exchange papers to grade write on board in front of the class, not chastise students for being or recite facts and tables aloud. exchange papers to grade, or recite “sloppy” or “lazy”. memorized content.

Classroom Supports: Classroom Supports: Classroom Supports:

Use text-to-speech and speech-to- For beginners, try programs such Allow use of a calculator. Do text software and audiobooks. Give as Handwriting Without Tears. not rely on memorization. Use explicit step-by-step instructions. Use speech-to-text software. Clay graph paper to line up numbers. Preview new content. Review play and working mazes will help Allow extra time on tests and previous learning. Shorten develop fine motor control. Allow in-class assignments. Explain assignments. Allow extra time. extra time. Reduce copying by and explain again. Shorten Repeat what is important. Combine providing handouts. Allow assignments. Review previous verbal and visual information. keyboarding and spellcheck. Use learning before moving on. Preview Highlight key points. Reduce alternate means of assessment, new content. Watch and listen copying by providing handouts. such as verbal instead of written. for clues to identify trouble-spots. Allow keyboarding and spellcheck. Show examples of finished Use grade-appropriate, multi- Encourage paired learning. assignments. Allow raised-line sensory manipulatives such as an Allow use of an alphabet strip, paper, an alphabet strip, a number abacus or coins and tiles. Allow number line, or raised-line paper. line and graphic organizers. the use of charts, multiplication Record and share class lectures. Provide a variety of pens, pencils tables, formulas, or examples of Remember SLDs have an emotional and grips. Do not overcorrect. operations. Do not rush students. component. Show respect and Show patience. Model acceptance. Be empathetic and friendly. kindness. Acknowledge difference, not disability. Highlight strengths.