This document discusses several learning disorders: Auditory Processing Disorder (APD), also known as Central Auditory Processing Disorder, which affects how the brain processes and understands auditory information; Dyscalculia, which involves difficulties with mathematical concepts and operations; Dysgraphia, which impacts written expression; Dyslexia, characterized by problems with reading; and Dyspraxia, a disorder involving motor control and coordination. For each, it outlines common signs and symptoms and provides strategies to help students who have these disorders.

2. Auditory Processing
Disorder
(APD)

4. Auditory Processing Disorder
(APD)
 Also known as Central Auditory
Processing Disorder

5. SIGNS and SYMPTOMS

6. SIGNS and SYMPTOMS
 Has difficulty processing and remembering or
recalling non-verbal environmental sounds.
 May process thoughts and ideas slowly and
have difficulty explaining them.
 Misspells and mispronounces similar-sounding
words or omit syllables

7.  Maybe confused with figurative language
 Often distracted by background
sounds/noises
 Finds it difficult to stay focused on or
remember a verbal presentation or lecture

8.  No sense of direction
 Has difficulty comprehending complex
sentence structure or rapid speech
 “ Ignores” people
 Says “ WHAT?” a lot

9. STRATEGIES

10.  Show rather than explain
 Supplement with more intact senses
 Reword or help decipher confusing oral
and/or written directions
 Teach abstract vocabulary, word roots,
synonyms/antonyms

11.  Vary pitch and tone of voice, alter pace, stress
key words
 Ask specific questions
 Allow them 5-6 seconds to respond (“think
time”)
 Have the student constantly verbalize
concepts, vocabulary words, rules, etc.

12. DYSCALCULIA

13. DYSCALCULIA
A term referring to a wide range of life-long
learning disabilities involving math.

14. SIGNS and SYMPTOMS

15. SIGNS and SYMPTOMS
 Shows difficulty understanding concepts of
math
 Has difficulty understanding and doing word
problems
 Has difficulty sequencing information or
events

16.  Exhibits difficulty using steps involved in math
operations
 Shows difficulty understanding fractions
 Is challenged making change and handling
money
 Displays difficulty recognizing patterns when
adding, subtracting, multiplying, or dividing

17.  Has difficulty putting language to math
processes
 Has difficulty understanding concepts related
to time
 Exhibits difficulty organizing problems

18. STRATEGIES

19. STRATEGIES
 Allow use of fingers and scratch paper
 Use diagrams and draw math concepts
 Provide peer assistance
 Suggest use of graph paper
 Suggest use of colored pencils to differentiate
problems
 Work with manipulatives

20.  Draw pictures of word problems
 Use nemonic devices to learn steps of a math
concept
 Use rhythm and music to teach math facts
and to set steps to a beat
 Schedule computer time for the student for
drill and practice

21. DYSGRAPHIA

22. DYSGRAPHIA
Dysgraphia is a specific learning disability that
affects written expression.

23. SIGNS and SYMPTOMS

24. SIGNS and SYMPTOMS
 May have illegible printing and cursive
writing
 Shows inconsistencies:
 Has unfinished words or letters, omitted
words

25.  Inconsistent spacing between words and letters
 Exhibits strange wrist, body or paper position
 Has difficulty pre-visualizing letter formation
 Copying or writing is slow or labored
 Shows poor spatial planning on paper
 Has cramped or unusual grip/may complain of
sore hand
 Has great difficulty thinking and writing at the
same time

26. STRATEGIES

27. STRATEGIES
 Suggest use of word processor
 Avoid chastising student for sloppy, careless
work
 Use oral exams
 Allow use of tape recorder for lectures
 Allow the use of a note taker
 Provide notes or outlines to reduce the
amount of writing required

28.  Reduce copying aspects of work
 Allow use of wide rule paper and graph
paper
 Suggest use of pencil grips and /or specially
designed writing aids
 Provide alternatives to written assignments
(video-taped reports, audio-taped reports)

29. DYSLEXIA

31. DYSLEXIA
Dyslexia is a learning disorder characterized by
difficulty reading

32. SIGNS and SYMPTOMS

33. SIGNS and SYMPTOMS
Before school
 Late talking
 Learning new words slowly
 Difficulty learning nursery rhymes
 Difficulty playing rhyming games

34. School age
 Reading well below the expected level for
your child's age
 Problems processing and understanding what
he or she hears
 Difficulty comprehending rapid instructions
 Problems remembering the sequence of
things

35.  Difficulty seeing (and occasionally hearing)
similarities and differences in letters and
words
 Inability to sound out the pronunciation of an
unfamiliar word
 Difficulty spelling
 Trouble learning a foreign language

36. Teens and adults
 Difficulty reading, including reading aloud
 Trouble understanding jokes or expressions
that have a meaning not easily understood
from the specific words (idioms), such as
"piece of cake" meaning "easy“
 Difficulty with time management

37.  Difficulty summarizing a story
 Trouble learning a foreign language
 Difficulty memorizing
 Difficulty doing math problems

38. STRATEGIES

39. STRATEGIES
 Expose the child to early oral reading, writing,
drawing, and practice to encourage
development of print knowledge, basic letter
formation, recognition skills and linguistic
awareness (the relationship between sound
and meaning).

40.  Have your child practice reading different
kinds of texts. This includes books, magazines,
ads and comics.
 Include multi-sensory, structured language
instruction. Practice using sight, sound and
touch when introducing new ideas.

41.  Seek modifications in the classroom.
 Use books on tape and assistive technology.
 Get help with the emotional issues that arise
from struggling to overcome academic
difficulties.

42. DYSPRAXIA

43. DYSPRAXIA
A disorder that is characterized by difficulty in
muscle control.

44. SIGNS and SYMPTOMS

45. SIGNS and SYMPTOMS
 Exhibit poor balance; may appear clumsy;
may frequently stumble
 Shows difficulty with motor planning
 Demonstrates inability to coordinate both
sides of the body
 Has poor hand-eye coordination
 Exhibits weakness in the ability to organize
self and belongings

46.  Shows possible sensitivity to touch
 May be distressed by loud noises or constant
noises like the ticking of a clock or someone
tapping a pencil
 May break things or choose toys that do not
require skilled manipulation

47.  Has difficulty with fine motor tasks such as
coloring between the lines, putting puzzles
together; cutting accurately or pasting neatly
 Irritated by scratchy, rough, tight or heavy
clothing

48. STRATEGIES

49. STRATEGIES
 Pre-set students for touch with verbal
prompts, “I’m going to touch your right hand.”
 Avoid touching from behind or getting too
close and make sure peers are aware of this
 Provide a quiet place

50.  Warn the student when bells will ring or if a
fire drill is scheduled
 Whisper when working one to one with the
child
 Allow parents to provide earplugs or sterile
waxes for noisy events such as assemblies
 Make sure the parent knows about what is
observed about the student in the classroom

51.  Refer student for occupational therapy or
sensory integration training
 Be cognizant of light and light sources that
may be irritating to child
 Use manipulatives, but make sure they are in
students field of vision and don’t force
student to touch them