Table of Content

oAutism spectrum disorder .

oAttention Deficit Hyperactive.
oDyslexia.

Description:
Autism spectrum disorder is a complex
developmental disability that typically appears
during the first three years of life and affects a
persons ability to communicate and interact
with others. Autism is defined by a certain set
of behaviors and is a spectrum disorder that
affects individuals differently and to varying
degrees. There is no known single cause of
autism, but increased awareness and funding
can help families today.
Back to table of content

1. Learn All You Can About

Autism.

8. Use Caution With Unproven

Therapies for Autism.

2. Get a Strong Social Network 9. Work with professionals in

* Emotional: A close friend or early intervention or in your
childs school
family member.

* Social: A friend or colleague

you enjoy being with.

* Informational: Your child's

doctor, teachers, or therapists.

* Practical: A neighbor or close

friend who will help you out in a
pinch.
3. Teach Your Family About
Autism.

Back to table of content

4. Review the Recommended

Autism Treatment Options.

10. Be mindful, patient and stay

optimistic.

 Learn more about the autism spectrum.

Make sure directions are given step-by- step.
Find out what the students strengths and interests
are.

Build opportunities for the student to have social and

collaborative interactions throughout the regular school
day.

Have consistent routines and schedules.

Work together with the students parents and other
school personnel to create and implement an
Back
to table plan
of content
educational
tailored to meet the students needs.

* Many people with autism are visual thinkers. SO think in pictures.

* Many children with autism are good at drawing, art and computer

programming. These talent areas should be encouraged. Many

autistic children get fixated on one subject such as trains or maps.

* Some autistic children will learn reading more easily with phonics,
and others will learn best by memorizing whole words .

* Children with autism need to be protected from sounds that hurt

their ears.

* Some children and adults can sing better than they can speak. -

Back to table of content

ohttp://www.autism-society.org/about-autism/
ohttp://www.webmd.com/brain/autism/parentingchild-with-autism-special-challenges

ohttp://www.parentcenterhub.org/repository/autis
m/#parents

ohttp://www.iidc.indiana.edu/?pageId=601#sthash.
mOx9gmlT.dpuf
Back to table of content

Attention Deficit Hyperactive

Characteristics.

Tips for parents on Attention Deficit

Hyperactive.

Tips for educators on Attention Deficit

Hyperactive.

Tips for the student with Attention Deficit

Hyperactive.

Resources on Attention Deficit

Hyperactive.

Description:

* Attention-Deficit/Hyperactivity Disorder (AD/HD) is a condition that

can make it hard for a person to sit still, control behavior, and pay
attention. These difficulties usually begin before the person is 7
years old. However, these behaviors may not be noticed until the
child is older.
Doctors believe that some people with AD/HD do not have enough of
certain chemicals (called neurotransmitters) in their brain. These
chemicals help the brain control behavior.
There are three main signs, or symptoms, of AD/HD. These are:

* problems with paying attention,

* being very active (called hyperactivity), and
* acting
(called impulsivity).
Back
tobefore
tablethinking
of content

Learn about AD/HD.

Praise your child when he or she does well. Build your childs abilities. Talk about
and encourage his or her strengths and talents.

Be clear, be consistent, be positive. Set clear rules for your child. Tell your child
what he or she should do, not just what he shouldnt do. Be clear about what will
happen if your child does not follow the rules. Have a reward program for good
behavior. Praise your child when he or she shows the behaviors you like.

Learn about strategies for managing your childs behavior.

Talk with your doctor about whether medication will help your child.
Pay attention to your childs mental health (and your own!). Be open to counseling.
Talk to other parents whose children have AD/HD.
Meet with the school and develop an educational plan to address your childs
needs.

Keep in touch with your childs teacher. Tell the teacher how your child is doing at
home. Ask how your child is doing in school. Offer support.

Back to table of content

Learn more about AD/HD. The resources and organizations listed under Additional Information (at the
end of this fact sheet) can help you identify specific techniques and strategies to support the student
educationally. Weve listed some strategies below.

Figure out what specific things are hard for the student. For example, one student with AD/HD may
have trouble starting a task, while another may have trouble ending one task and starting the next.
Each student needs different help.

Post rules, schedules, and assignments. Clear rules and routines will help a student with AD/HD. Have
set times for specific tasks. Call attention to changes in the schedule.

Show the student how to use an assignment book and a daily schedule. Also teach study skills and
learning strategies, and reinforce these regularly.

Help the student channel his or her physical activity (e.g., let the student do some work standing up or
at the board). Provide regularly scheduled breaks.

Make sure directions are given step by step, and that the student is following the directions. Give
directions both verbally and in writing. Many students with AD/HD also benefit from doing the steps as
separate tasks.

*
*

Let the student do work on a computer.

Have high expectations for the student, but be willing to try new ways of doing things. Be patient.
Maximize the students chances for success.

Work together with the students parents to create and implement an educational plan tailored to meet
the students needs. Regularly share information about how the student is doing at home and at school.

Back to table of content

*
*
*

Landmark College has identified five areas that appear to influence academic success in college.

*
*

Self-advocacy: The ability to ask for -- and fight for -- services and support.

*
*

Executive function: The ability to keep track of assignments, organize books and materials, and manage time.

Executive function is the cognitive process that organizes thoughts and activities, prioritizes tasks, manages time efficiently, and makes decisions.
An ADD/ADHD coach can help students establish structures and strategies for managing projects and determine the actions required to move each
project forward.

*
*

Self-Understanding: Awareness of learning strengths and challenges.

*
*

Motivation and confidence: The ability to develop clear goals and believe that they can be accomplished.

Academic skills: The ability to read and write with little assistance.
Your child should be able to read a number of pages in a textbook and comprehend what the author is saying. She should be able to write an
organized paper using two or more sources. She should also have a system for taking notes in class and preparing for tests. Children who have been
diagnosed with a learning disability should receive psycho-educational testing in the junior or senior year of high school, in order to know their
academic potential.
College students are adults, and, therefore, they must advocate for themselves and request the support services and accommodations they need.
One study shows that 75 percent of students who qualify never take advantage of the services offered by colleges.
According to a 2007 joint survey, conducted by Landmark College, in association with the Association on Higher Education and Disability, a student
who struggles with executive function is less likely to succeed in college than a student who cannot read.

Neurotypical students will benefit from understanding their learning profile, but this is essential for students with learning disabilities or
ADD/ADHD. You and your teen should meet with the psychologist or neurophysiologist who conducted the testing -- or another qualified provider -to get an explanation of psycho-educational test results, as well as strategies for learning.
Many students who fail or drop out from college are unable to visualize completing a college education. College students who would rather be
somewhere else -- working, attending trade school, or traveling abroad -- are unlikely to take advantage of the resources necessary to attain a
college degree. Students who struggle with self-doubt and insecurity, or do not believe they can do the work, give up.

Back to table of content

* http://www.parentcenterhub.org/repository/a
dhd/#teachers

* How can teachers help students with AD/HD?

* http://www.educationworld.com/a_issues/issu
es148c.shtml

* http://www.additudemag.com/adhd/article/8
194.html

Back to table of content

* Dyslexia Characteristics.
*Tips for parents on Dyslexia
*Tips for educators on Dyslexia
*Tips for the student with Dyslexia
*Resources on Dyslexia .

Back to table of content

Dyslexia is a specific learning

instruction. Secondary

disability that is neurological in

consequences may include

origin.

problems in reading

oIt is characterized by difficulties

comprehension and reduced

with accurate and / or fluent word

reading experience that can

recognition and by poor spelling

impede growth of vocabulary and

and decoding abilities. These

background knowledge.

difficulties typically result from a

deficit in the phonological
component of language that is
often unexpected in relation to
cognitive abilities and the
Backother
to table
of content

provision of effective classroom

Causes
oNeuroanatomical.
oGenetics
oGene-environment interaction.

o Consistency, firmness, and a forgiving attitude are just three of these five solid attributes
required for guiding your dyslexic child down the path of success.

o 1. Be loving and patient. Be loving and patient with your child. Remember having dyslexia
is frustrating. Your child may be getting teased at school. He or she may feel inadequate. All
children need patience and love above all.

o 2. Be consistent. Be consistent with the work that needs to be done. It can get very
exhausting working everyday over and over, for both of you.

o 3. Be firm. Be firm with the consistency. Repetition is your child's friend disguised as the
enemy. But you must also know when it's time to take a break. The hardest part for me was
staying on track. It was easier to keep focused once I started to see Emily make progress.

o 4. Be forgiving. Be forgiving of yourself. I used to beat myself up over the thought that if I
had read to Emily more when she was little, maybe if I had sent her to a structured day care
center, maybe, maybe, maybe. We are not perfect as parents. Forgive yourself. It is the best
thing you can do to help your child.

o 5. Have fun. Don't forget that life should be fun! Some days Emily was tired, frustrated, or
confused. I used that time to try to do something fun. We might go shopping, to the movies,
to the bookstore,
or just
a walk. As a result, we are very close today and spend a great
Back
to table
of for
content
deal of time together.

o Learn as much as you can about the different types of LD. The resources and organizations listed

below can help you identify specific techniques and strategies to support the student educationally.
o Seize the opportunity to make an enormous difference in this students life! Find out and emphasize
what the students strengths and interests are. Give the student positive feedback and lots of
opportunities for practice.
o Provide instruction and accommodations to address the students special needs. Examples:
o breaking tasks into smaller steps, and giving directions verbally and in writing;
o giving the student more time to finish schoolwork or take tests;
o letting the student with reading problems use instructional materials that are accessible to those with
print disabilities;
o letting the student with listening difficulties borrow notes from a classmate or use a tape recorder; and
letting the student with writing difficulties use a computer with specialized software that spell checks,
grammar checks, or recognizes speech.
o Learn about the different testing modifications that can really help a student with LD show what he or
she has learned.
o Teach organizational skills, study skills, and learning strategies. These help all students but are
particularly helpful to those with LD.
o Work with the students parents to create an IEP tailored to meet the students needs.
o Establish a positive working relationship with the students parents. Through regular communication,
exchange information about the students progress at school.

Back to table of content

oNEVER be ashamed of getting psychological counseling.

oTalk: Even if you do not talk with anyone, you have the
opportunity to write down your feelings and even throw them
away before anyone can read your thoughts. This allows your
feelings to be expressed and validated.
oA person with dyslexia will use some extra time to
concentrate on changing the words into pictures, then arriving
at the answer, changing back to words and then to speaking.
It is comparable to a foreign language.
oMake up riddles and songs to describe objects, words, and
spelling of words-Again this allows the person to remember
the item better.
oCover the reading pages with a red or blue transparent sheet.
Thisto
may
cut light
down to one color.
Back
table
of content

*Resources
http://www.parentcenterhub.org/repository/ld/
http://www.interdys.org/FAQWhatIs.htm
http://en.wikipedia.org/wiki/Dyslexia#Causes
http://dyslexiahelp.umich.edu/parents/living-withdyslexia/home/advice-from-parent/five-tips-for-helpingyour-dyslexic-child
http://dyslexiamylife.org/help.html

Back to table of content