SPED 5665:

Language Learning Disabilities

Investigations Categorical Matrix

Fall 2016
 Dyslexia: Decoding Deficits

Characteristics to Be Conscious of Special Considerations Test Accommodations

Difficulties Students with dyslexia Extended Time
Accurate word recognition may have anxiety and Tests Read
Decoding and reading nonsense words become frustrated and Directions Simplified
Spelling discouraged easily- Separate Location
Fluent reading constantly remind them Breaks
Understanding spoken words can be broken up into sounds and that although decoding Scribe
those sounds can be put back together to create words is difficult, they are still Repeated Readings
intelligent! Spelling Exempt
Strengths
Visual skills
Thinking kills
Understanding broad concepts and ideas
Reasoning and analytical thinking

Assistive Technologies/Apps Related Services and Program Effective Instructional Delivery Practices and Classroom
Supports Supports
Decoding and Phonics Multi-Sensory Approach Extended time for assignments
Instructional Software Reading Intervention Incorporate technology and the arts
Books on Tape (provided by reading Minimize distractions and use preferential seating
Reading Pen/Smart Pen specialist or special education Repeat directions
Word Processors teacher) Provide a tape recorder so students can replay directions
as needed
Step by step instruction
Use graphic organizers
Provide structured notes
 Dyslexia: Comprehension Deficits

Characteristics to Be Conscious of Special Considerations Test Accommodations

Difficulties Students with Tests Read (Automatic
Slow information processing skills comprehension dyslexia Separate Location)
Understanding mathematical concepts enjoy art, music, and Extra Time
Short term memory sports Separate Location
Sequencing of steps and vocabulary in math Rely on context while Directions Simplified
Organizing thoughts on paper reading Passage Re-Read
Neat handwriting Comprehend more Breaks
from oral language Scribe
than print
Strengths
Have the ability to read
Creative
text, but struggle to
Talented in areas that require visual, spatial, and motor
comprehend
integration
Interact well with others,
but still need self-
esteem reassurance

Assistive Technologies/Apps Related Services and Program Effective Instructional Delivery Practices and Classroom
Supports Supports
Books on Tape Reading Intervention Explicit, direct instruction that is systematic and sequential
Computer Reading (provided by reading specialist Multi-sensory instruction
Programs or special education teacher) Self-management checklist
Word Processors Small group or 1-1 instruction Modeling
iPad Apps Speech Language Therapy Repetition
Online Books with Consultant Teaching Break texts into smaller chunks
Questions Extra time to re-read material
Mind Mapping Software Increase vocabulary knowledge
Kurzweil Program Practice visualizing, inferring, questioning/evaluating,
making connections, determining importance, synthesizing
 Memory Processing Disorders

Characteristics to Be Conscious of Special Considerations Test Accommodations

Difficulties: Students with memory Extended Time
Decoding processing disorders Separate/Flexible
Fluency have average or above Location
Comprehension average intelligence, Directions
Spelling BUT there is a gap Read/Simplified
Vocabulary between potential and Tests Read
Staying focused achievement Frequent Breaks
Remembering information Can have deficits in Scribe (if
working memory, short comprehension is
Executive functioning
term memory or long affected during writing)
Self-management
term memory
Transitioning
Students with this
disability can have
Strengths:
anxiety/depression,
Average to above average intelligence and/or ADHD, OCD
Can be labeled as gifted
Kind, compassionate, understanding
Visual learning
Kinesthetic/tactile learning
Motivation

Assistive Related Services and Program Effective Instructional Delivery Practices and Classroom
Technologies/Apps Supports Supports
Kurzweil Program Counseling with psychologist Explicit, direction instruction that is systematic and
Word Prediction Sessions with behavior sequential
Software specialist Multi-sensory instruction
Text-Speech Software Speech/Language Therapy Emphasizing comprehension during reading through
Mind Mapping Software Occupational Therapy modeling, repetition, checks for understanding, chunking
 Colored Reading Strips Reading Intervention of text, re-reading
Access to computer Use of graphic organizers
Incorporate technology
Minimize distractions through preferential seating
Provide short, simple directions
Break tasks into short, manageable steps
Provide additional wait time
Opportunity for movement breaks
Train students in activities that demand attention
Have the same set of materials at home and at school
 Dysgraphia

Characteristics to Be Conscious of Special Considerations Test Accommodations

3 Types Bad handwriting does Extended Time
1. Dyslexic Dysgraphia- illegible handwriting, poor spelling, drawing, NOT automatically Separate Location
finger tapping, and copying mean a child has Use of a Scribe
2. Motor Dysgraphia- writing and copying are illegible, spelling is dysgraphia Breaks
normal, drawing is difficult Students with dysgraphia
3. Spatial Dysgraphia- illegible writing in copying and text, spelling will often read what
and finger tapping are normal, drawing is problematic they are writing aloud
(so they can keep track
of where they are)
Difficulties:
Students with dysgraphia
Spelling
typically struggle with
Poor handwriting
other fine motor
Forming letters
activities
Putting thoughts on paper
May have trouble
Holding and gripping a pencil
paying attention
Spacing words and letters while writing
because of fatigue in
Writing neatly
writing
Putting thoughts down on paper
Copying text (often slow and laborious)

Strengths:
Social relationships
Innovative thinking
Creative problem solvers
Good comprehension skills
Assistive Technologies/Apps Related Services and Program Effective Instructional Delivery Practices and Classroom
Supports Supports
Word Processors Occupational Therapy Give students raised paper or paper with headline,
Voice to Speak Speech and Language midline, baseline to help with formation of letters and
Software Therapy legibility
Allowing students to use word processors to type
assignments
Give students a copy of class notes so they dont have to
labor over writing them (or create an exemplar of notes
with fill in the blanks for key words)
Provide pencil grips
Close proximity to board and teacher
Allow students extended time for writing assignments
Introduce cursive writing to minimize moving pencil off and
on the paper
Giving students graphing paper to separate letters so
there is adequate spacing
 Expressive Language Disorder (ELD)

Characteristics to Be Conscious of Special Considerations Test Accommodations

Difficulties Can be acquired or Extended Time
Limited speech developmental Opportunity for Breaks
Limited or non-specific vocabulary May be reluctant to Special Electronic
Slower rate of language development talk because of self- Devices as needed
Shortened sentences consciousness Scribe
Word order errors May need additional Separate Location
Omission of important sentence parts time to complete oral
Struggle to participate in imaginative play and use language in a activities because they
social manner- leads to difficulty forming peer relationships express themselves at a
Remembering directions- leads to difficulty in following slower rate
directions

Strengths
Understanding verbal and written communication
Strong thinking/analytical skills
Strong visual and auditory abilities

Assistive Technologies/Apps Related Services and Program Effective Instructional Delivery Practices and Classroom
Supports Supports
Word Prediction Speech and Language Support in reading groups specifically with vocabulary,
Software Therapy syntax, and comprehension development
Scribes Counseling Give opportunities to develop oral language skills in class
Video Modeling Reading Intervention (i.e. reading aloud, group work, academic/social
iPad Apps (i.e. (provided by reading specialist conversations)
Proloque2Go, My Talk or special education teacher) Support development of social skills and guide peer
Tools Mobile, Language interactions
Builder) Teach strategies to help students self-monitor their own
 formulation of speech
Incorporate student interest into lesson to increase
motivation
Focus instruction in morphology, utterance expansion,
syntax, narrative development, and vocabulary
(specifically for IEP goals)
Give clear directions and have students repeat those
directions back to you
Teach new words and concepts using concrete objects
(i.e. pictures) and then move to more abstract ideas
Sentence Starters (provide sentence starters so students
can get the main point across without worrying how to
start)
Provide instruction in transitional words
 Receptive Language Disorder (RLD)

Characteristics to Be Conscious of Special Considerations Test Accommodations

Difficulties Extended Time
Processing and retaining auditory and written information Directions
Understanding question forms Read/Simplified
Verbal reasoning Separate/Flexible
Remembering and understanding strings of words specifically in Location
sentences Test Read
Discriminating sounds Opportunity for Breaks
Understanding verbs and plurals
Using language to achieve goals
Lack of interest in story books
Having and using age appropriate vocabulary
Taking turns in conversations
Understanding and using appropriate tone, facial expressions,
eye contact, and gestures
Establishing and maintaining healthy relationships
Staying on topic in discussion
Filtering out background noise
Focusing on reading, writing, and listening

Strengths
Visual Learning
Art, Music, Sports
Science, Mathematics, Technology
Perseverance
Empathy and Kindness
Motivation
Awareness of Disability
 Assistive Related Services and Program Effective Instructional Delivery Practices and Classroom
Technologies/Apps Supports Supports
Tape Recorders Speech/Language Therapy Reduce auditory and visual distractions (i.e. preferential
Language Builder Reading Intervention seating)
Aesops Quest Counseling Pair short, simple directions with visual cues
Rainbow Sentences Special Education/Consultant Speak clearly and slowly
Text-Speech Software Teaching Prepare students to listen by cueing them
Give additional think/wait time
Use of Visuals Consistent and frequent checks for understanding
Use of Manipulatives Teach how to use language in social situations
Extra Time Break tasks and assignments in short, manageable parts
Quiet Space Use a buddy system for lunch/recess
Tape Recorder Intensive instruction in phonemic/phonological awareness
Modified Assignments (i.e. segmenting, rhymes, blends, letter/sound)
Provide opportunities for multi-sensory learning
Teach visualizing
Teach the meaning of different question forms (i.e. who
refers to a person, what refers to a place)
Break down/chunk parts of a text and have them retell or
give main idea
Ask students to predict outcomes or why characters acted
in certain ways in stories
Teach new vocabulary with visuals
Provide reading that matches student interests!
 Central Auditory Processing Disorder (CAPD)

Characteristics to Be Conscious of Special Considerations Test Accommodations

Difficulties: In order to be classified Extended Time
Ability to hear multiple sounds being made at the same time with CAPD, students Separate/Flexible
Verbal math problems must have an accurate Location
Organization diagnosis from an Test Formatting
Memory audiologist
Processing directions or information
Remembering or paying attention to details
Musical ability

Strengths:
Performance in a quiet location
Completion of tasks individually after processing directions
Visual learning
Kinesthetic learning

Assistive Technologies/Apps Related Services and Program Effective Instructional Delivery Practices and Classroom
Supports Supports
FM System Speech Therapy Reduce background noise (i.e. put rubber tips/tennis balls
Audiology on chairs, desks, keep doors closed, keep rugs on the
floor)
Preferential seating
Use of visuals and manipulatives
Speak simple, expressive sentences
Speak at a slow rate, especially when giving key
information or directions
Have students repeat directions back to you
Pre-teach vocabulary
 Show rather than tell
Use signals, visual cues to help students
Allow extended wait time
 Nonverbal Learning Disability (NLD)

Characteristics to Be Conscious of Special Considerations Test Accommodations

Difficulties: Neurological disorder in Extended Time
Lack of ability in comprehending non-verbal communication which non-verbal and Scribe
Balance, coordination (gross and fine motor skills) visual-spatial Word Processor
Pattern recognition information is impaired Alternative Test Format
Mathematical ability Developmental Answer Sheet in a
Visual memory disability- students are Different Format
Social skills born with NLD
Internal and external organizational skills NLD does not
Adapting necessarily mean
students cannot talk!
Acquiring self-help skills
Deficit in the right
Physical adeptness
hemisphere of the
Anxiety in public and at home
brain- where visual or
Prone to OCD or depression
non-verbal information
Reading comprehension (close reading)
is processed
Mathematical word problems and abstract mathematical
representations
Generalizing
Multi-step directions
Lack street smarts- nave
Interprets information very concretely
Body language, facial expressions, tone of voice
May be withdrawn and agoraphobic

Strengths:
High level verbal skills
Mature vocabulary
Rote memory skills
 Apparent reading ability
Hardworking, persistent
Goal oriented
Spelling
Attention to detail
Individual sports

Assistive Technologies/Apps Related Services and Program Effective Instructional Delivery Practices and Classroom
Supports Supports
Jungle Time Push-In Program with Special Teach organizational skills
Word Processors Education Teacher Help them understand spatial language
Facial Expression Self-Contained Classrooms Keep routines predictable
Recognition Training (higher grades) Teach relaxation skills
Shape Builder 1-1 Aides Use verbal rhymes and memory aids
Kidspiration or Counseling Practice appropriate social interactions
Inspiration Software Therapy Animals Provide teacher made notes
Live Scribe Smart Pen Occupational Therapy Avoid grouping desks in pods
Do 2 Learn Speech/Language Therapy Cooperative learning situations
(Early) Extra time before and after transitioning
Orientation Mobility Therapist Post outlines of the days schedule
Pre-teach and re-teach material
Provide a verbal rope to students who have trouble
getting around- or assign a peer buddy
Provide a predictable and safe environment
Generalize previously learned information
Teach mneumonic devices
Minimize environmental stimuli
Point out similarities
Adapt presentations that require visual/spatial
organization and/or non-verbal problem solving skills
 Social Communication Disorder (SCD)

Characteristics to Be Conscious of Special Considerations Test Accommodations

Difficulties: Extended Time
Verbal and non-verbal communication Separate/Flexible
Self-regulation Location
Language development Opportunity for Breaks
Responding to others appropriately Visual Prompts
Adjusting to social situations Preferential Timing
Staying on topic (give tests at times that
Making friends are best for the
Comprehending concepts when reading student)
Making inferences
Understanding idioms or words with multiple meanings
Struggles to understand humor and sarcasm

Strengths:
Developing phonemic awareness
Visual learning

Assistive Technologies/Apps Related Services and Program Effective Instructional Delivery Practices and Classroom
Supports Supports
Computer based Speech Language Therapy Instruction that focuses on social awareness (i.e.
instruction (programs Group/Individual Counseling modeling/role-play, social groups, practice interpreting
that help teach social conversation, social games, self-management checklists,
skills) theory of mind, social cognition)
Video based instruction Consistent expectations in the classroom
(ideal behaviors are Provide visuals with directions
watched and then Allow use of checklists
practiced) One-one support
 Peer mentoring/interaction
Social stories/scripts
Preferential seating to reduce distractions
Allow use of graphic organizers
Explicit instruction in word meaning, inferencing, and
making connections
 Hyperlexia and Autism

Characteristics to Be Conscious of Special Considerations Test Accommodations

Autism Fascinated with letters, Separate Location
1. Social Challenges numbers, and symbols at Individual Administration
2. Regulating Emotions an early age Extended Time
3. Communication Challenges Hyperlexia is often Frequent Breaks
4. Take things literally, repetitive behaviors, uses toys for misdiagnosed as autism Passage Repetition
organization rather than play Students with hyperlexia Alternate Test Format-
may have anxiety, be Simplify Text (less text
3 Types of Hyperlexia picky eaters, have on one page)
1. Bright, strong early reader (1st/2nd grade level at preschool), unusual/specific fears,
typical behavior repetitive speech,
2. Splinter skills, early reader, social/emotional characteristics display tantrum like
3. Autistic behaviors, early reading, high memorization, enjoy behaviors, listen
routine, bright/inquisitive selectively, and have
difficulty with change
Students with autism
Difficulties: tend to take things
Comprehension literally, have repetitive
Critical Thinking/Inferential Thinking behaviors (stimming),
Rules of Language and use toys for
Breaking down words organization rather than
Processing and Comprehending Verbal Language play
Difficulty with wh questions

Strengths:
Decoding
Understanding Written Language
Large Vocabulary
Spelling
 Auditory/Visual Memory
Patterns

Assistive Technologies/Apps Related Services and Program Effective Instructional Delivery Practices and Classroom
Supports Supports
Weighted Vest Speech Therapy/Speech Give think/wait time
PECs Program Language Pathology Allow students to preview lesson before it is taught
Augmentative Occupational Therapy Provide anchor charts for answering questions
Communication Social Stories Set up a common language for students to express
Headphones Counseling feelings when they become overwhelmed
iPad Apps: WH Autism Specialist Scaffolding/gradual release for social/emotional scenarios
Questions, Brainy Skills Consultation? (i.e. create social stories)
WH Game, Access to Aide Teach predictability AND flexibility
ProLoQuo2Go FBA Incorporate visuals and labels
Sensory Seats Specifically teach wh questions
Offer choices and model answers
Incorporate interests of students in instruction
 Dyscalculia

Characteristics to Be Conscious of Special Considerations Test Accommodations

Difficulties May be depressed and Extended Time
Average or above average intelligence but struggle to process have low self-esteem
the information May avoid board or
Number sense/sorting/groups and patterns card games that require
Counting and recognizing numbers and matching them with keeping score (difficult
results for them)
Comparing and contrasting Keep directions
Solving basic problems with addition and subtraction consistent every time
Remembering and retaining facts
Recalling math formulas
Understanding and using vocabulary
Understanding concepts of time
Reading graphs/clocks/picture representations
Using standard instruments of measurements such as rulers or
measuring cups
Sense of direction/differentiating between left to right/reading
maps
Applying math skills to real life situations
Concepts of time

Strengths
Visual Learning
Language Skills (case by case scenario)
Assistive Technologies/Apps Related Services and Program Effective Instructional Delivery Practices and Classroom
Supports Supports
Smart Pen Counseling/Psychology to help Acknowledge fears and provide support
Voice Recorder with feelings of depression or Break tasks into smaller steps (both written and verbal
Electronic Math low self-esteem steps)
Worksheets Math Intervention Teach organizational skills, study skills, and learning
Watch Minder Special Education/Consultant strategies
(wristwatch that Teaching Repeated reinforcement and specific practice with
privately cues the straightforward ideas
individual throughout Preferential seating to reduce distractions
the day) Give manageable amounts of work
ModMath Provide visuals and manipulatives
Toca Nature Explain how skills are related to each other
Stop, Breath, Think Chunking (give new ideas with previous ideas that
Microsoft One Note connect)
Play math games to motivate them
Record lessons and lectures for them to replay
Start with concrete ideas and then move to abstract ideas
Use visual organizers
Give separate worksheets for different math skills
Frequent checks for understanding
 ELLs with LD

Characteristics to Be Conscious of Special Considerations Test Accommodations

Difficulties: Signs to Look For: Extended Time
Understanding vocabulary Makes little to no Tests Read
Information processing skills progress even in Tier 3 Separate/Flexible
Delays in oral language instruction Location
Mathematics- specifically sequencing of steps and Low Scores in Directions
mathematical vocabulary Standardized Tests Simplified/Explained
Limited vocabulary base Formal and informal Passages Re-Read
Expressive and receptive language assessments show Opportunity for Breaks
Delayed English skills little/no growth Scribe (as needed)
History of delayed language skills in native language No response to
Specific language weakness (i.e. poor phonemic awareness) progress monitoring
Interaction with peers

Strengths:
Visual/Spatial Learning
Hardworking
Eager to please

Assistive Technologies/Apps Related Services and Program Effective Instructional Delivery Practices and Classroom
Supports Supports
Phonemic awareness Bilingual Programs Explicit, structured, specific phonics instruction
apps Reading Intervention Explicit instruction in reading comprehension strategies
Vocabulary apps Speech/Language Therapy Peer assisted learning/small groups
Use of visual aids like graphic organizers, maps, graphs,
props, pictures, etc.
Use of gestures and facial expressions to help students
understand
 Modified vocabulary instruction
Modified homework
Use of manipulatives
Print rich environment
Link instruction to students personal, cultural, and world
experiences
Create a warm, safe, and welcoming classroom
environment