So how can you help?
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https://dyslexiaida.org/wp-content/uploads/2015/01/DITC-Handbook.pdf - 0 views
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it is critical that school personnel, parents, and outside professionals working with the child with dyslexia communicate on an on-going basis to provide the support needed,
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A reading guide helps the reader understand the main ideas
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Directions, stories, and specific lessons can be recorded. The student can replay the tape to clarify understanding of directions or concepts.
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Have students turn lined paper vertically for math. Lined paper can be turned vertically to help students keep numbers in appropriate columns while computing math problems.
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peer-mediated learning. The teacher can pair peers of different ability levels to review their notes, study for a test, read aloud to each other, write stories, or conduct laboratory experiments. Also, a partner can read math problems for students with reading problems to solve.
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There are numerous types of screeners; one simple one we recommend is the Colorado Learning Disabilities Questionnaire – Reading Subscale (CLDQ-R) School Age Screener.
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School Age Dyslexia Screener – CLDQ-R Please read each statement and decide how well it describes the child. Mark your answer by circling the appropriate number. Please do not leave any statement unmarked. Scoring Instructions: Add up the circled numbers and record that as the Total Score _______________ The following cutoffs apply: Total Score <16 = Minimal Risk Total Score 16-21 = Moderate Risk Total Score >21 = Significant Risk
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Deaf or Hard of Hearing | DO-IT - 1 views
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interpreters sound amplification systems note takers real-time captioning email for faculty-student meetings and class discussions visual warning systems for lab emergencies changing computer auditory signals to flash changes captioned video presentations
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When speaking, make sure the student can see your face and avoid unnecessary pacing and moving. When speaking, avoid obscuring your lips or face with hands, books, or other materials. Repeat discussion questions and statements made by other students. Write discussion questions/answers on a whiteboard or overhead projector. Speak clearly and at a normal rate. Use visual aids with few words and large images and fonts. Provide written outlines, assignments, instructions, and demonstration summaries and distribute them before the class or other presentation when possible.
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direct your speaking style and adjust the "pace" of instruction to make information more accessible to a student with a hearing impairment.
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Some students who are hard of hearing may hear only specific frequencies or sounds within a certain volume range.
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They may have difficulty following lectures in large halls, particularly if the acoustics cause echoes or if the speaker talks quietly, rapidly, or unclearly. People who have hearing impairments may find it difficult to simultaneously watch demonstrations and follow verbal descriptions, particularly if they are watching a sign language interpreter, a captioning screen, or a speaker's lips. Small group discussions may also be difficult to follow or participate in, particularly if the discussion is fast-paced and unmoderated, since there is often lag time between a speaker's comments and interpretation.