This document discusses strategies for assisting students with various learning disabilities and disorders. It begins by describing attention deficit hyperactivity disorder (ADHD), including its core symptoms of inattention, impulsivity and hyperactivity. It notes that while treatment does not cure ADHD, it can help manage symptoms, and that early diagnosis leads to better outcomes. Specific classroom strategies are then suggested for students with ADHD, auditory processing disorder, dyslexia and nonverbal learning disability. Assistive technologies that could help each disorder are also listed. The document concludes by defining nonverbal learning disability as a permanent condition affecting how students process incoming and outgoing information.

1.  Priscilla Gordon-McClain
 ITEC 7530
 June 15, 2014

2.  A disorder that appears in early childhood.
 Includes inattention , impulsivity, and
hyperactivity
 Treatment do not cure it, but helps with the
symptoms
 The earlier it is diagnosed, the better the
outcome is

3.  Have trouble following instructions
 Demand attention by talking out of
turn/moving around the room
 Often lack fine motor control
 Don’t pull their weight during group work

4.  Seat student away from windows and doors
 Put student in front of classroom
 Give instructions one at a time, repeat as
necessary
 Use visuals- charts, pictures, color-coding
 Create outlines for note-taking
 Create worksheets/tests with fewer items
 Give frequent short quizzes instead of long
tests

5.  iPad
 Text to Speech Program

6.  Called Auditory Processing Disorder
 Called Central Auditory Processing Disorder
 Describes a variety of problems with the
brain or brainstem. This can interfere with
processing auditory information. Student
have difficulty in 1)distinguishing one sound
from another 2) blending, isolating, or
separating sounds in words 3) identifying
similarities and differences in sound patterns

7.  Face student when speaking to him/her
 Speak Clearly
 Preferential seating (toward front of class)
 If you have problems with being understood,
rephrase your thoughts
 Write important instructions on the
blackboard
 Provide transcripts of audio information, if
possible

8.  Assistive listening devices (FM assisted
hearing device, Telecommunication device
for the deaf (TDD), Captioning)
 Speech to text software
 Sign Language or Interpreters
 Note-Takers

9.  A permanent disorder affecting how a student
with normal or above-average intelligence
process incoming information, outgoing
information, or both

10.  Provide handouts and visual aids
 Use more than one way to demonstrate or
explain information
 Break information into smaller steps
 Provide study guides or review sheets for
exams
 Allow the student the same anonymity as the
other students ( no pointing student out)

11.  Word Processing Software
 Word Prediction Software
 Computers for communication and
networking activities

12.  How To: Help Your Student with and
Auditory Processing Disorder. Retrieved June
14, 2014 from
http://teaching.monster.com/benefits/articles/
2324-how-to-help-your-student-with-an-
auditory-processing-disorder-
 Helpguide.org. A Trusted Non-Profit
Resource. Retrieved June 14, 2014 from
http://www.helpguide.org/

13.  Hearing Loss and Auditory Processing
Disorders.(2013). Retrieved June 14, 2014
from
http://www.northwestern.edu/disability/facult
y/strategies/hearing-loss.html