KNOW AUTISM, KNOW YOUR CHILD with < My Thoughts > by Sara Luker

UNIT 5 What to do While You Wait? (Cont.)

          CHAPTER 3 – Working on Daily Living Skills aka Getting Started with Concerns

          CHAPTER 4 – Understanding a Child’s Thinking

              PART 1 Learning Strengths
              PART 2 Learning Weaknesses
               
     REFERENCES

               APPENDIX C  8 Types of Visual Processing Disorders
  
               APPENDIX D  Some Hidden Facts About Special Students
 
PLEASE READ DISCLAIMER –

CHAPTER 3 – UNDERSTANDING A CHILD’S THINKING

In the study that Just, M., Cherkassky, V., et al. (2014) considered, the claims about brain images showing brain activation patterns were stated. The study found that the brain anatomy in autism can be distinguished through neuroimaging. Brain imaging may show a direct causal path to autistic thought and behavior. Apparently, brain imaging shows that the representation of ‘self’ or ‘self-involvement’ is lacking and/or missing in the autistic brain. The ‘self’ is altered or removed to the point that the person with autism thinks about themselves as being ‘outside’ of the social interaction, much as one would when watching a play or reading a book.

Alexander, B. (2018) asks, in a correspondence with his brain – What the heck happened to you? Can you explain to me why you behave in the manner that you do? Why are your endless wiring networks preventing me from speaking? When did I become autistic? People assume that because I can’t talk, that I can’t understand. But because my parents brought knowledge to my fingertips, I have a remarkable vocabulary. My neurons in the limbic area have been firing on overdrive. But nobody should have to accept the assaulting seizures that I have endured. Still, keep sending those transmissions to my fingers so I can talk to you on my devices.

< My Thoughts >          “…I have a remarkable vocabulary.”

Retrieving and using a remarkable vocabulary takes an amazingly complex thinking process. While some people with autism have difficulty with learning, retrieving and using knowledge and vocabulary, others may be exceptionally talented.

Note: For further information on ‘Exceptional Perception’ go to MENU – Know Autism, Know Your Child with < My Thoughts > by Sara Luker. Find under UNIT 4 When Is It Sensory? Chapter 2, PART 4 Enhanced Perception.

Bodfish, J. (2004) believes that within each child there are ’islands’ of ability surrounded by a ‘sea’ of disability. Sometimes those ‘islands’ of ability are occasionally glimpsed, but NOT fully revealed. Autism affects many domains. Therefore, he warns, when a proposed ‘treatment’ claims to ‘cure’ the ‘core’ features of autism, that particular ‘treatment’ most likely has ‘largely escaped’ scientific validation and empirical evidence to that end.

< My Thoughts >       “…Autism affects many domains.”

Because autism affects many domains, understanding the strengths and weaknesses of the person with autism becomes a formidable challenge. Due to unwanted, dangerous behaviors, understanding thinking and learning, may seem second-place. Yet, we hope to motivate and guide successful those behaviors which will aid in improving thinking and learning outcomes.

PART 1  LEARNING STRENGTHS

Xin, J., Sheppard, M., et al. (2017) believe that to be successful in any ‘one’ domain, say ‘behavior’, intervention must ‘deeply impact’ that domain area. These authors remind us, the whole family must be involved in the process of change, in order for it to be effective and lasting. They claim that the most successful motivational procedures focus on following the child’s lead. That includes working within his or her interests, giving the child an opportunity to use expressive language throughout the day and in the child’s natural environment.

Pointing out that self-monitoring has been shown to increase on-task behavior and improve motivation. This study also found students became more responsible when using the iPad to ‘self-model’ and ‘self-monitor’ their behaviors. Such handheld devices can prepare them for the increased behavioral demands of the school environment, thus creating more independence and better learning experiences.

< My Thoughts >       “…working within his or her interests…”

It is so important to know your child and how to attract them to learning, as with the iPad. Knowing also that a child’s behavior may constantly be influenced by his/her autistic developmental trajectory. Everything ‘autism’ is subject to change. What works once, may not work again; at least for a little while. Sometimes, even the most curious child has to ‘warm-up’ to the idea of something new, or revisited.

​We have a saying in our home that “Sonny has to make the idea, first.” If it seems as if he’s doing it ‘his’ way, and at his pace, then he may become more interested in trying something new. Also, it is difficult to determine his current ‘learning modality’. One day he may seem more in need of approaching this ‘visually’; while other days, he needs both visual and auditory learning cues.

Staff Writer (2019) states that there are thought to be seven basic learning styles which guide educators with lesson planning. They are – Visual, Aural, Verbal, Physical, Logical, Social, and Solitary Styles. Touching upon and/or including some of all seven styles is known to be the ‘Best Practice’ to keep students engaged in curricular learning.

The following gives the preferred learning modalities of these Seven Learning Styles –

• Visual (spatial): Best learned through pictures, images, and spatial understanding.
• Aural (Auditor-musical): Best learned by hearing information, through sound and music.
• Verbal (linguistic): Best learned by using and hearing words, speech, and writing.
• Physical (kinesthetic): Best learned by using their body, hands, and sense of touch.
• Logical (mathematical): Best learned by using logic, reasoning, and objective systems.
• Social (interpersonal): Best learned in groups, and/or with other people.
• Solitary (intrapersonal): Best learned when working alone, using self-study.

 
< My Thoughts >       “…preferred learning modalities of…”

When introducing new thoughts, ideas, and/or skills, educators use lessons based on ‘Best Practices’ and addressing learning styles. Keeping students engaged in learning involves knowing your students and how to present new material to them. When parents take on the task of teaching, it’s even more important that they know their child’s interests and how their child learns.

“But my child has autism,” you may exclaim. Yes, however, basic teaching practices still apply. The child needs to be interested, engaged and motivated to learn. Even low-functioning Sonny could be ‘heard' thinking, What’s in it for me?

Sometimes, a combination of learning patterns and needs, or styles will help impart knowledge, to the ‘resistant’ learner. The need to have the presentation of information come in the following combinations may be best, for instance – Abstract, Concrete, Sequential, and Random.

Examples of learning tasks which make sense to these types of ‘learners’ –

Concrete/Sequential learners like step-by-step instruction, or following a schedule, in a structured environment.
​
Concrete/Random learners want to have concrete examples to try out, using a trial-and-error approach. They like problem solving in the physical world.

Abstract/Sequential learners need well researched information and ideas to thoroughly work through and analyze; preferably alone, using their intuition to guide them.

Abstract/Random learners want a personal example or perspective from the heart not the head. They like listening to others in a group, but only like dealing with one thing at a time.
​
An efficient educational and behavioral management program will first require a thorough understanding of your child. For instance, how is the child relatively? How are they unique, where are they cognitively, how do they process information (seeing & looking, hearing & listening, and/or touching & doing)? 
 
< My Thoughts >       “…how do they process information?”

​In other words, how do they learn? With or without autism, a child has a learning style, or a combination of learning preferences. How to discover this may take some investigative work.
​
An efficient educational and behavioral management program will first require a thorough understanding of your child. For instance, how is the child relatively? How are they unique, where are they cognitively, how do they process information (seeing & looking, hearing & listening, and/or touching & doing)? 
 
< My Thoughts >       “…how do they process information?”

​In other words, how do they learn? With or without autism, a child has a learning style, or a combination of learning preferences. How to discover this may take some investigative work.

 PART 2  LEARNING WEAKNESSES –
 
What are the types of learning disabilities?
 
Learning Disabilities (LD) is a broad term. There are many different kinds of learning disabilities. Most often they fall into three broad categories:

• Reading disabilities (often referred to as dyslexia)
• Written language disabilities (often referred to as dysgraphia)
• Math disabilities (often called dyscalculia)

 
Other related categories include disabilities that affect memory, social skills, and executive functions such as deciding to begin a task.
 
Here is information on the more common forms of LD –
 
Dyslexia (difficulty reading)
 
Dyslexia is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. Reading disabilities affect 2 to 8 percent of elementary school children. To read successfully, one must:

• Focus attention on the printed symbols
• Recognize the sounds associated with letters
• Understand words and grammar
• Build ideas and images
• Compare new ideas to what you already know
• Store ideas in memory

 
A person with dyslexia can have problems in any of the tasks involved in reading. However, scientists found that a significant number of people with dyslexia share an inability to distinguish or separate the sounds in spoken words. Some children have problems sounding out words, while others have trouble with rhyming games, such as rhyming "cat" with "bat." Yet, scientists have found these skills fundamental to learning to read.
 
Fortunately, remedial reading specialists have developed techniques that can help many children with dyslexia acquire these skills. However, there is more to reading than recognizing words. If the brain is unable to form images or relate new ideas to those already stored in their memory, then the reader cannot understand or remember the new concepts. Other types of reading disabilities can appear in the upper grades when the focus of reading shifts from word identification to comprehension.
 
< My Thoughts >       “…from word identification to comprehension.”
 
When studying to become a Reading Specialist, my feeling was one of amazement that we can become accomplished readers, at all. And then, to be able to write so that others may read our thoughts and ideas is truly inspirational.
 
We joke that Sonny can read! He can read? How can that be? Well, when he sees McDonald’s Golden Arches, he gets very excited. That ‘M’ symbol represents McDonald’s. Just that ‘one’ symbol, which is what a ‘letter’ is, is comprehended as a place where he can get his favorite fries.
 
 Dysgraphia (difficulty writing)
 
Writing too, involves several brain areas and functions. The brain networks for vocabulary, grammar, hand movement, and memory must all be in good working order. A developmental writing disorder may result from problems in any of these areas. For example, a child with a writing disability, particularly an expressive language disorder, might be unable to compose complete and grammatically correct sentences.
 
< My Thoughts >       “…developmental writing and/or expressive language disorder…”
 
When dealing with, or trying to discover your child’s ‘difficulties’, keep a positive approach. Help your child feel cherished and worthy of all the fuss. Remember too, that throughout childhood, kiddos hear and understand, receptive language, so much more than we think that they do. They ‘pick up’ on your attitude and feelings. There are studies showing that sensitive children actually see people’s attitudes in auras. When your child tells you – “The teacher doesn’t like me.” What s/he may not tell you is that when the teacher approaches, her aura turns brown. Believing brown is a ‘yucky’ color, like dirt and some unmentionable things.

While a young child’s expressive language is often limited, because to get the thoughts created in their mind to successfully be expressed as spoken language, is an extremely complex, highly developmental function. So, give your child a way to express themselves. And, to get your attention and send you into action other than resorting to a tantrum. Also, teach family members and caregivers how to interpret the ways in which your child communicates their wants and needs. 
 
Dyscalculia (difficulty with mathematics) 
 
Arithmetic involves recognizing numbers and symbols, memorizing facts, aligning numbers, and understanding abstract concepts like place value and fractions. Any of these may be difficult for children with developmental arithmetic disorders, also called ‘dyscalculia’. Limiting skills, such as problems with numbers or basic concepts are likely to show up early. Disabilities that appear in the later grades are more often tied to problems in reasoning, and/or poor reading comprehension skills.
Retrieved online from – http://www.ldonline.org/article/5613/
 
< My Thoughts >       “…limiting skills…”
 
Throughout a child’s academic career, math skill deficits, such as seeing numbers in reversed order, or even upside-down make math success impossible. In addition, the student may have limited information processing skills while reading and writing. This can determine their success or failure in all subjects, not just with math. Without understanding directions, instructions, and expectations, failure is sure to follow. Word problems in mathematics can start with lessons and homework assignments in First grade.
 
Parents, and some educators are often surprised to find that promising students suddenly stop understanding math. Homework assignment involve so many things –
​

• Reading & comprehending all the steps required in the assignment.
• Following all of the assignment’s directions, step by step.
• The ability to focus on what exactly you are supposed to do, then presenting your answer in a legible manner. (some math teachers ask students to use and hand-in ‘scratch’ paper showing their work, to help see where the misunderstandings are)
• TIME factor – a way for the child to plan for the time needed to complete each step of the assignment. Also, when the assignment is due.

These are just a few of the reasons. It may be that the child is having serious learning problems, including difficulties with reading and writing. Many times, all three learning disorders are present, with one being the more difficult. If students can make it into a Geometry class, or if early-grade teachers can include ‘beginning’ geometry, then math will suddenly make sense. Possibly because students are drawing shapes, lines, and angles following models, and constructing forms that they see in the real world, using ‘ordinary’ number values. Geometry requires more ‘literal’ thinking and more hands-on applications, while ‘algebra’ requires more abstract. Some school districts allow a student to have Geometry as their math credit, without having to attempt Algebra.
 
Exley, S. (2003) tells us that learning difficulties such as dyslexia, dysgraphia, and dyscalculia restrict information processing; thus, limiting the skills of speech, reading, spelling, writing, essay writing, numeracy, and behavior. Parents, educators, and the child too can discover strengths which can improve motivation and learning, thus achieving greater success. Exley continues by advising teachers to embrace a range of strategies to give students ownership of their learning and improving their school experience.
 
< My Thoughts >       “…give students ownership of their learning…”

Once any student has an improved school day and feels empowered in their learning, teachers find that most students begin moving towards success and away from anxiety and withdrawal.

Mayes, S., Frye, S., et al. (2018) help us see that students with ADHD, autism, and fine motor problems should be evaluated for the disability of ‘dysgraphia’. This handwriting and transcribing complication can be compensated for by allowing students the accommodations of using a word processor, or speech recognition software. Mayes, et al. say the study suggests that if the student does not learn the way you teach them, then you must teach them the way they learn.

< My Thoughts >                   “…allowing students the accommodations…”

When combining dyslexia, dysgraphia, ADHD, and autism, it is almost impossible for this student to succeed in the traditional academic setting. But, a combination of learning problems, or even one of these problems can be helped by an Individualized Education Program’s (IEP) learning goal ‘accommodation’ or ‘modification’, or both. And of course, when problems are NOT addressed, unwanted ‘behaviors’ will most surely follow.

Logsdon, A. (2020) lets us know that learning disorders are found in 1 out of 5 students. The brain structure is the cause, not IQ, behavior, or focus. She says that added to the main disorders – dyslexia, dysgraphia, and dyscalculia; there are auditory & visual processing disorders, as well as nonverbal learning disabilities caused by neurological disorders as suffered by some people with autism. There is Dyspraxia, which typically causes issues with coordination, athletics, writing, and adolescent development.

< My Thoughts >       “…learning disorders…”
 
The autistic brain takes in and processes environmental information (stimulus) differently; or, sometimes not at all. When a person has a learning disorder, they can still read, write, do the math, and perform athletically; but not without difficulty.

• Dyslexia: May cause difficulty reading and understanding speech sounds
• Dysgraphia: Makes writing difficult and may cause issues with learning to spell 
• Dyscalculia: Can cause difficulty learning math and deciphering numbers and equations
• Dyspraxia: Typically causes issues with coordination, athletics, writing, and adolescent development

 
Parents and educators may think that it is the ‘autism’ they are seeing when a child is struggling with skills; but autism brain functioning and learning disorder brain functioning are not the same. Neither, is one part of the other. Attention Deficit Hyperactivity Disorder (ADHD) is also considered a Learning Disorder, due to the student's inability to focus until 'learning task' completion. Many persons with autism, also have one or more learning disorders. However, children diagnosed with learning disorders are not automatically consider to have, or tested for, autism. 

IEP Intentions Staff Writer (2019) insists that the words ‘accommodation’ and ‘modification’ are used interchangeably, but it is important to differentiate between them when considering an Individualized Education

Program’s (IEP) learning goals. ‘Accommodations’ are classroom supports which do not change the curriculum content or length. These supports, such as –

• Making applications available which read the text and/or textbook to students with dyslexia.
• Speech to text computer application for students with dysgraphia.
• Manipulative use during math for students with dyscalculia.

If this type of accommodation, plus special seating, lighting, and other physical specializations do not improve the student’s learning opportunities, then ‘modifications’ may be added to his or her IEP.

‘Modifications’ are changes in the curriculum content and length. Modifications such as altering lessons to the student’s ability level, instead of their grade level –
​

• Have a student dictate a summary response, instead of writing an essay-type answer, students with dysgraphia.
• Presenting less information and in a simplified way, for students with dyscalculia. Read written instructions to them. Break down assignments & tests into sections.
• Reducing assignments, including the amount of text to be read, and the number and type of test questions to be asked and answered, for students with dyslexia.

Therefore, the use of ‘accommodations’ in the IEP will not alter the learning outcome, only levels the playing field, because the curriculum does not change. While the use of ‘modifications’ in the IEP will change the learning outcome, because the playing field has changed, as students are not receiving grade-level curriculum.

< My Thoughts >       “…use of ‘accommodations’ & ‘modifications’ in the IEP…”

The IEP is a legal document. Use of services which are stated as either ‘accommodations’ or ‘modifications’ must be made with the legality of the document and the expectations of the services in mind. Your child is eligible for these services and you can expect to see proof that your child’s learning goals are being met.
​
Sometimes, students need longer to fulfill goals and asking for an time extension is acceptable. But, if your child is still not meeting his or her goals by the next IEP meeting, then ask an explanation, or, for the goal accommodations and/or modifications to be rewritten.

If you feel there are serious problems, you may request a meeting of the IEP team, at any time. Also, a ‘Functional Behavioral Analysis’ (FBA) and/or a ‘Behavior Improvement Plan’ (BIP) can be added if the IEP team, which includes you, feels that it is necessary.

Note: For further information on  ‘IEP’s’ go to MENU – Know Autism, Know Your Child with < My Thoughts > by Sara Luker. Read on this website under UNIT 6 Laws – Federal, State, & Local, CHAPTER 3 a. Individualized Education Plan (IEP).

Burnette, J. (2013) believes that small group learning requires organizing groups, planning, adapting instruction, and providing extra materials. But she says it’s well worth it to see students with learning disabilities become successful, working and learning in a group.

< My Thoughts >            “…working and learning in a group.”

These examples, as given here, are a format for incorporating a students’ learning style to become more successful in small group learning. When teaching, a teacher or parent can stive for creativity and flexibility in presentation.

Students may find learning strengths by learning in groups where teachers begin a lesson by assigning cooperative learning tasks. But before individual tasks are determined, these general reminders are prominently displayed for all to see.
 
Individual Tasks (Focused on Visual, Auditory, & Kinesthetic learning) –

• The Data Collector ~ collects & records data/notes for the group activity. Keeps a checklist or activity guide.
• The Clarifier ~ keeps track of the group’s progress & focused towards its goals. Makes sure the action is appropriate.
• The Encourager ~ praises, affirms, promotes positive comments & actions. Keeping group focused on finishing goals.
• The Materials Manager ~ gets & returns supplies & materials. Organizes ‘clean-up’ tasks, after each activity.
• The Timekeeper ~ monitors time & helps to keep the group on task. Works with the Clarifier & Encourager to keep focus.

 
Once individual tasks have been determined, (best way is to draw tent cards from a container) each group member now has a tent card. One side of the tent card displays the student's job title, while the other side lists the responsibilities for that job. 
 
Students can also draw symbols on their card to represent their job. The teacher provides the actual representations. For instance, the Data Collector has a voice activated iPad for notes; the Clarifier a magnifying glass; the Encourager has cheerleader’s megaphone; the Materials Manager a small shopping cart; and the Timekeeper a stopwatch.
 
Task members can be given individual nicknames. Data for the Data Collector, Claire/Clarus for the Clarifier, Cheerio for the cheerleader, and Matt/Matilda for the Materials Manager, and so on. Whatever it takes to have student engagement. Children learn more easily when they are having fun, feel involved, and are seeing some benefits to themselves. The ‘what’s in it for me’ motivation. Spending too much time getting set-up can become a problem, so the teacher may want to make a Visual Schedule or a Graphic Organizer to keep everyone focused on their goal.
 
REFERENCES: UNIT 5 CHAPTER 3 UNDERSTANDING A CHILD’S THINKING, PART  1 LEARNING STRENGTHS, PART  2 LEARNING WEAKNESSES
 
Alexander, B. (2018). Correspondence With My Brain: Life With Nonverbal Autism; Retrieved online from – https://mindfray.com/
 
Behrmann, M., Thomas, C., et al. (2006). Seeing It Differently: Visual Processing in Autism; Retrieved online from – www.ncbi.nlm.nih.gov/pubmed/16713326/
 
Bodfish, J. (2004). Treating the Core Features of Autism: Are We There Yet?; Mental Retardation & Developmental Disabilities Research Reviews; V10, p316-326.

Burnette, J. (2013). Groupings that Work for Students with Disabilities. Retrieved online from  – https://www.readingrockets.org/article/groupings-work-students-disabilities/
 
Exley, S. (2003). The Effectiveness of Teaching Strategies for Students with Dyslexia Based on Their Preferred Learning Styles; British Journal of Special Education; V30:4, p213-220.
 
Intentional IEP Staff writer (2019). IEP Accommodations vs. IEP Modifications; The Intentional IEP, Retrieved online from – https://www.theintentionaliep.com/iep-accommodations-vs-iep-modifications/
 
Just, M., Cherkassky, V., et al. (2014). Identifying Autism from Neural Representation of Social Interactions: Neurocognitive Markers of Autism; PloS ONE; V9:12.
 
Logsdon, A, (2020). How to Teach a Child With Learning Disabilities; Retrieved online from – https://www.verywellfamily.com/teaching-strategies/

Mayes, S., Frye, S., et al. (2018). Diagnostic, Demographic, & Neurocognitive Correlates of Dysgraphia in Students with ADHD, Autism, Learning Disabilities & Neurotypical Development; Journal of Developmental & Physical Disabilities; V20, p489-507.
 
Mesibov, G. (2004). Learning Styles of Students with Autism; Retrieved online from  – ASA, Univ. of N.C.; http://www.bridges4kids.org/ 
 
Neufeld, J., Hagstrom, A., et al. (2019). Global & local Visual Processing in Autism – a Co-twin Control Study; V61:4.
 
O’Hara, S. (2016). Learning Styles: Activist, Pragmatist, Theorist, Reflector – Which One Is Your Child?; Retrieved online from – www.futureschool.com/

Staff Writer (2019). Overview of Learning Styles; Retrieved online from – learning-styles-online.com/overview/
 
Xin, J., Sheppard, M., et al. (2017). Brief Report: Using iPads for Self-Monitoring of Students with Autism; Journal of Autism Developmental Disorders; V47, p1559-1557. 
 

​UNIT 5 CHAPTER 3 ​

APPENDIX C – Eight Types of Visual Processing Disorder

Retrieved online from – https://www.churchillstl.org/learning-disability-resources/visual-processing-disorder/

​Visual processing disorder can cause issues with the way the brain processes visual information. There are many different types of processing disorder and many different symptoms, which can include trouble drawing or copying, inability to detect differences in shapes or letters, and letter reversals. There are eight different types of visual processing difficulties, each with its own symptoms. An individual can have more than one type of visual processing difficulty.
 
EIGHT TYPES OF VISUAL PROCESSING DISORDERS –

1. VISUAL DISCRIMINATION ISSUES:
Trouble seeing the difference between similar letters, shapes, or objects
2. VISUAL FIGURE-GROUND DISCRIMINATION ISSUES:
Struggle to distinguish a shape or letter from its background
3. VISUAL SEQUENCING ISSUES:
Find it difficult to see shapes, letters, or words in the correct order; may skip lines or read the same line over and over
4. VISUAL-MOTOR PROCESSING ISSUES:
Trouble using what they see to coordinate with the way they move; may struggle to write within lines or bump into objects while walking
5. LONG- OR SHORT-TERM VISUAL MEMORY ISSUES:
Struggle to remember shapes, symbols, or objects they’ve seen, causing issues with reading and spelling
6. VISUAL-SPATIAL ISSUES:
Trouble understanding where objects are in space; unsure how close objects are to one another
7. VISUAL CLOSURE ISSUES:
Difficulty identifying an object when only parts of it are showing
8. LETTER AND SYMBOL REVERSAL ISSUES:
Switch numbers/letters when writing, mistaking “b” for “d” or “w” for “m”

End of APPENDIX C – Eight Types of Visual Processing Disorder

UNIT 5 CHAPTER 4 – WORKING ON DAILY INDEPENDENT LIVING SKILLS
 
WORKING ON DAILY INDEPENDENT LIVING SKILLS 

​Working on your child’s daily independent living skills takes patience and creativity. If your child responds to ‘print’ on posters or in books, you might try creating a Visual Daily Schedule to teach ‘Daily Independent Living Skills’. Of course, social stories and verbal prompting or other visual and auditory cueing is usually necessary. Your child may never spontaneously or independently use these visuals to dress or bathe, but that is the ultimate goal. If your child likes music and songs, that may be a way to reach and teach them.
 
Duff, C. & Flattery Jr., J. (2014) decided that developing ‘daily independent living skills’ and developing ‘self-awareness’ go together hand-in-hand. This becomes one of the trickier tasks to teach any child. So, understand that before teaching ‘daily independent living skills’ one must have developed ‘self-awareness’.
 
< My Thoughts >       “…developed ‘self-awareness’...”
 
This is a tricky task, because before teaching ‘daily independent living skills’ one must establish that the child already has ‘self-awareness’. Because the autistic child seems to live outside themselves, awareness of what is going on is directed to them, often escapes them. Getting and keeping your child’s attention, plus finding your ‘teachable moments’ becomes a huge challenge.
 
Note: For further information on ‘self-awareness’ go to MENU for Know Autism, Know Your Child with < My Thoughts > by Sara Luker. Read under UNIT 5 – What to Do While You Wait? Chapter 2 – Determining Social & Personal Awareness.    

Rudy, L.J. (2018) asks, “Will your autistic child grow up to lead a normal life?” Not only does this question plague parents, but it can also become a mantra for grandparents, friends, and extended family. "When will he stop acting that way?" "Will he ever be able to live on his own?"
 
What do you mean by ‘normal’ life? Strangely, many people still think of "normal" adulthood as involving a full-time job with a pension, heterosexual marriage, 2.5 kids, and a mortgaged house in the suburbs. A fast-shrinking number of people actually live this way.
 
So, which form of ‘normal’ might be right for your grownup autistic child? What do you mean by ‘grownup’ child? Some say that becoming an adult begins at age 13, or, when job opportunities open up to teens at age 16. Young adults can join the military at age 18; drinking is legal at 21. The 1990 Federal IDEA Law provides services to young adults with autism until their 22nd birthday. So, which is it?
 
People with autism are, by definition, developmentally delayed. In many cases, they will never "catch up." In other cases, however, time does make a real difference in functional ability. For most people with autism, it can take longer to gain the social communication skills required for self-reliance; for true independence.
 
What do you mean by ‘independence’? This means working full time, creating and maintaining a vibrant social and recreational life, renting or buying and maintaining and cleaning a home. Independently shopping, cooking, paying bills and taxes, handling health and financial concerns; as well as having insurance coverage of all sorts, the list goes on and on. 
 
Staff Writer (2018) starts by saying that his autistic daughter is extremely intelligent, an academic high achiever. So much so that she is in the gifted and talented program at her elementary school. Intelligence is not one of her weaknesses, ‘executive functioning’ is. How can an autistic adult live independently when independence is such an issue for so many of them?
 
An autistic adult should be able to live independently with the right tools. But, simple occurrences in most people’s homes become very complicated situations for people living with autism. One great example would be fire alarms. When a fire alarm goes off, my daughter covers her ears and starts screaming; stays frozen in place.
 
My daughter is an amazing communicator, unless something unexpected happens. The shattering of a glass on the kitchen floor sent me running into the kitchen. She was fine. She stood perfectly still in the circle of glass, unable to even verbalize what had just happened. Then my amazing communicator goes into shutdown mode at the first sign of trouble. When this happens, my directions have to be few and deliberate. “Don’t walk!” and “Let me sweep up the glass.”
 
For living outside of the family home, here are some possibilities –
 
·        Group homes
·        In-house supports
·        In-law apartments
·        Community housing
·        Compassionate roommates
 
Alarmingly, only 1 in 4 family caregivers is even saving for financial provision so that their autistic adult can live independently in the future.
 
Note: For further information on ‘Theory of Mind (ToM)’ go to MENU for – Know Autism, Know Your Child with < My Thoughts > by Sara Luker. Read under UNIT 3 – What Is Most Concerning? Chapter 3 – Cognition, Theory of Mind, APPENDIX B Theory of Mind (ToM).
Also, for further information on 'Future Living Arrangements' and the Autistic Adult, read under UNIT 6 – Where to Look for Resources? Chapter 5 Future Challenges. 
 
Senator, S. (2016) asks, “When did I start facing the truth that Nat would someday have to live without me?” I always knew that I wanted Nat to be as independent as possible, but until that fateful Individualized Education Plan (IEP) meeting, I had not needed to face Nat’s adulthood. I began to feel certain that he did not need Social Studies or Literature.
 
< My Thoughts >       “…until that fateful IEP meeting…”
 
The Transition Plan is part of the student’s IEP and is federally mandated. Beginning in the child’s 14th year, this additional meeting takes place. The exact placement age can vary by state and/or school district. Transition Planning is about more than just college, it covers jobs and daily life skills too. Sometimes, at this point, a parent may request a State or County Social Worker. This helps with planning possible living arrangements, outside the family home. Some say Transition Planning is just a hopeful exercise, because by the time your child ages out of the Public School System, many ‘planned for’ things have changed. But parents should keep up with the legal services and programs afforded their ‘disabled’ child.
   
Along with the ‘teacher of record’, Transition Specialists usually deliver the appropriate services to schools, teachers, administrators, students, parents, and community agencies intended to address student’s post-secondary outcomes; such as –
​

• Career preparation.
• Transition planning and post-secondary opportunities.
• Linkage with community agencies opportunities.
• Pre & post transition activities and professional development.
• Quarterly parent informational meetings regarding transition.

This is one of the 13 federally mandated IEP Laws and is NOT a separate entity, but it is a part of the student’s IEP. As with the other IEP Goals, this part of the document is ‘student-centered’, providing for their needs, interests, and preferences.
 
Federal law requires “appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills”
 
Note: For further information on ‘IEP’s’ go to MENU – Know Autism, Know Your Child with < My Thoughts > by Sara Luker. Read under UNIT 6 – Laws ~ Federal, State, & Local, Chapter 3 a. Individualized Education Plan (IEP). 

Hoover, R. (1988) has said that counselors use tests for placement, and guidance to increase self-knowledge, improve decision making, and acquire data to be used in choosing a variety of therapies. 
 
Tests which may be relied upon for guidance counselors –

• Adaptive Behavior Tests
• Course or Career Aptitude Test
• Interest & Work Value Test
• Intelligence Test
• Grade level achievement Test
• Personality & Preference Tests
• Maturity & Employability Tests
• Self-Determination Test
• Work-related Temperament Test

The above are usually either general survey batteries of tests covering several subject areas or single-subjects. Tests can be criterion-referenced, norm-referenced, or both. Achievement tests are usually identified by grade level.
 
Senator, S. (2016) says, I awoke fully to the understanding that the best thing I could do as his mother was to help him fly, as unfettered by his disability as possible. And so, we crossed over. I am being to be asked to bear a greater sorrow than had I imagined possible. Perhaps worse than the day I first learned of his autism diagnosis. I am to accept that this very narrow future, this nearly closed door, is the only remaining place for my firstborn son. I guess the only thing I can do is take his hand and we will cross over, together.

School hadn’t told me anything about whom to call or to see. He’ll need somewhere to live. Who helps with those agencies, vendors? How do you get the money?

I found some phone numbers to call. But their response was – “He’s only 17?” she said, “You have time.”

< My Thoughts >           “You have time.”

Our state appointed a wonderful social worker for us. She kept us updated with the changing laws, new programs, and services for which we might be eligible. Also, she looked for ways we might qualify for federal, state, and county monies, vouchers, or other opportunities. We stay informed about new pilot programs which may become available to us. The latest one is called a ‘Host Home Program’, sponsored by Family Services. The Host Family takes in a disabled person who is similar in age and interests as the kids in their family.

Senator, S. says that you may need 2 or 3 different programs. Ex. Work, after work, and evening/morning care disability-based programs may be necessary. Nat will need transportation, feeding & toileting assistance. He’ll need health care med delivery & monitoring. Helplessness mixed with dread started trickling in.
Nat’s autism was severe. His behavior was unpredictable. He was given to biting his arm in frustration, which came quite easily.

People say, “We’re here for you!” They may feel that way today, but their programs may not even be in existence when you’re ready. Or, they will now require private pay because they have lost funding.

< My Thoughts >       “…may not even be in existence when you’re ready.

With autism, changes are constantly occurring. Changes in services and changes in the child’s autism. Sonny’s loss of skills caused by medication or seizures changed his ability to perform as needed for his Day Program, so he was no longer welcome there.

Laws and lives change. People who promise to help and/or support you may move on, get new jobs, go on vacation, on family leave, or go into retirement. When the time comes and families look for needed help, Federal, State and County Agencies tend to ask family members to step-up. A common response is, “Can’t your other son, or his brother, take over his care?” “No, they don’t have the skills, resources, or ability to become their ‘Brother’s Keeper’.”

Senator’s final words in her book for aging parents, or parents of autistic children aging out, are – “Do the legwork, be vigilant, make lists, and never stop asking questions.”

< My Thoughts >      “…never stop…”

Good advice, never stop networking in the community, and on the government social networks online, research and research some more. Keep up with what’s available, should you need it. Make contacts and a list of contact persons updated. Find updates on this amazing family through Social Media.

Damon, L. (2011) decided to take a keen notice of things that her daughter Carrie showed a particular interest or ability in. She is an incredible little artist, but only with the computer. She hates to use a pen or pencil because the little hand grasp is difficult for her. But she can create these really amazing drawings using the computer.
 
So, I’m already looking into graphic design for her. The really important thing for me to remember is that this could all change. She might lose all interest in computers by next year. I have to remain flexible and resist the urge to decide. It may not work out that way. I will admit, it looks really good from here, but the future isn’t set.
 
< My Thoughts >            “…the future isn’t set.”
 
Again, a reminder that the future isn’t set, but future planning is possible. Transition Planning is required as part of the IEP process, according to the Individuals with Disabilities Education Act (IDEA 2004). Educational institutions are bound by law to provide students with Transition Planning concerning future work training and leisure time activities. They also suggest ‘direct observation’ and data collection to support the direction of that plan.
 
The Division on Career Development & Transition (DCDT) of the Council for Exceptional Children provide a lot of information on this subject. The DCDT department gives information on providing career preparation, providing planning opportunities, linking with community agencies, and conducting parent meetings to discuss this subject.
 
DCDT suggests that parents begin observing their child for possible preferences, interests, and abilities. The article says to notice how the person interacts with others, completes tasks, and initiates new directions. Also, give examples of interests. Child attends and enjoys karate classes at the YMCA. Or, they like performing repetitive tasks in an organized work space.
 
Think about noting possible situation, or environmental barriers, or difficulties which may arise due to the person’s needs. For example, the person does not like large, noisy spaces. Or, may never be able to learn to drive a car or independently take public transportation. Keep copies of any assessments and aptitude tests which have been made and know that there are many tests out there to request to evaluate your child. Also, keep examples of any work you think may show special talents, or creative interests and/or hobbies enjoyed. Retrieved online from – http://community.cec.sped.org/dcdt/home/.
 
< My Thoughts >       “…observing their child…”
 
While getting to know your child, spend enjoyable moments with them. Make memories to look back upon, on those days when you need to feel good about how things are going. We devised a collection of photos for Sonny. Available to him on his bookshelf, he often looks through them. We never know exactly why, but they served some pleasurable purpose for him. He laughs, grunts, or makes some noises, especially for his favorites like the photo of the beautiful kitchen we visited in Death Valley Scottie’s Castle.
 
Whiffin, L. (2009) strives for enjoyable moments with her son. She creates activities of anticipation, surprises, and unpredictability, saying – They all help Clay reference our faces and our body language so he can figure out what to do next, how to react.
 
Leeann describes a time when her boys were engrossed in a card game, she called them to dinner in a silly, high, squeaky voice. Clay’s response was that he looked shocked until he realized it was her. “Aw Mom, you scared me.”
 
One night she set the table with the glasses upside down and the forks turned the wrong way. Clay’s response, when he noticed he asked, “What happen here?”
 
One day she put on a pair of huge crazy green, glitter glasses. Clay’s response, “Mom, why do you have those?” he says. “Let me see.”  He pulled them off her face and put them on. Sometimes she says how she puts a sticker on her face and talks to him until he notices. He stares at it and pulls it off.
 
< My Thoughts >      “He pulled them off…”
 
Sometimes, Sonny walks by me, looking through me, until he sees a hat on my head. As he grabs it off my head, I imagine him saying, “That hat belongs on the shelf NOT on your head!” Because much of the day he goes from room to room doing what we call, ‘taking inventory’. Seemingly, inspecting to see if all things are straightened the way he likes. Or, he will go around looking for pop-up tissues to push back into the box, out of his line of sight. And, with each action, grunting with satisfaction.
 
Note: For further information on ‘Career’, go to MENU – Know Autism, Know Your Child with < My Thoughts > by Sara Luker. Read under UNIT 6 Where to Look for Resources? CHAPTER 5 Future Challenges CAREER. 
 
REFERENCES: UNIT 5 CHAPTER 4 WORKING ON DAILY INDEPENDENT LIVING SKILLS 
 
Arky, B. (2019). Aging Out: When Kids with Autism Grow Up; Child Mind Institute; childmind.org/article/
 
Damon, L. (2012). Knowing Autism; eBook Edition.
 
Duff, C. & Flattery Jr., J. (2014). Developing Mirror Self Awareness in Students with Autism Spectrum Disorder; Journal of Autism Developmental Disorders; V44, p1027-1038.
 
Hoover, R. (1988). Counselors’ Use of Tests: Process & Issues; ERIC Clearinghouse on Counseling & Personnel Services; Ann Arbor, MI.
 
Rudy, L. (2018). Get Out, Explore & Have Fun: How Families of Children with Autism or Asperger Syndrome Can Get the Most Out of Community Activities; eBook Edition.
 
Senator, S. (2016). Adult Autism: Insights & Creative Strategies for a Fulfilling Life: 2nd edition; eBook Edition.
 
Staff Writer (2018). Are There Ways An Autistic Adult Can Live Independently?; Retrieved online from – https://blog.ecarevault.com/2018/01/autistic-adults-can-live-independently/
​                               
Whiffen, L. (2009). A Child’s Journey Out of Autism: One Family’s Story of Living in Hope and Finding a Cure; eBook Edition.

UNIT 5 CHAPTER 4

APPENDIX D – Hidden Facts About ‘Special’ Students

Logsdon, A. (2020) lets us know that learning disorders are found in 1 out of 5 students. The brain structure is the cause, not IQ, behavior, or focus. She says that added to the main disorders – dyslexia, dysgraphia, and dyscalculia; there are auditory & visual processing disorders, as well as nonverbal learning disabilities caused by neurological disorders as suffered by some people with autism.

< My Thoughts >       “…learning disorders…”
 
The autistic brain takes in and processes environmental information (stimulus) differently; or, sometimes not at all. When a person has a learning disorder, they can still read, write, do the math, and perform athletically; but not without difficulty.

• Dyslexia: May cause difficulty reading and understanding speech sounds
• Dysgraphia: Makes writing difficult and may cause issues with learning to spell 
• Dyscalculia: Can cause difficulty learning math and deciphering numbers and equations
• Dyspraxia: Typically causes issues with coordination, athletics, writing, and adolescent development

 
Parents and educators may think that it is the ‘autism’ they are seeing when a child is struggling with skills; but autism brain functioning and learning disorder brain functioning are not the same. Neither, is one part of the other. Many persons with autism, also have one or more learning disorders. However, children diagnosed with learning disorders are not automatically consider to have, or tested for, autism.

Staff Writer (2024) has this to say about ‘learning disabilities’ –

Communication

There is a big difference in how children with autism and children with learning disabilities communicate.

As children with a learning disability are learning more slowly than their peers, their communication skills develop more slowly. Their communication skills will develop following a typical pattern, just more gradually.

They also may:

• need extra time to process incoming information
• not understand the meaning of the words or phrases
• miss nonverbal language cues, such as facial expressions and body language
• find it hard to express their own needs

 
Children with autism will have communication skills that develop in a different way from their peers. This is part of the autism thinking style. They can have a very literal understanding of language and can find it hard to understand phrases like “it’s raining cats and dogs”, where we do not say what we mean.

Sometimes children with autism can communicate in unusual ways, such as copying phrases, making up words or speaking using accents. They may find it hard to read others’ body language and facial expressions and to use these themselves.

Both children with autism and children with a learning disability will need others to adapt their communication at times, to support their understanding.

< My Thoughts >       “…adapt… support…”

Once you identify the learning problem(s), then find the best ways to help your child / student ‘adapt’. Then ‘support’ them with whichever methods and / or technology best fits their strengths. Engaging and motivating him or her may also have a lot to do with how you include their individuality, temperament, and personality into the process.

Note: For further information on ‘Temperament/Personality’ go to MENU – Know Autism, Know Your Child with < My Thoughts > by Sara Luker. Read under UNIT 3 What Is Most Concerning? CHAPTER 3 Cognition & Temperament/Personality.
 
The following about ‘behaviors’ is from, Some Hidden Facts About ‘Special’ Students (2016). Retrieved online from – https://www.verywell.com/
 
Internalizing Behaviors –
 
Students with internalizing behaviors are generally quiet and may be withdrawn. They are embarrassed by attention and worry about the possibility of their academic weaknesses being seen by others. These students may show a range of behaviors including:

• Boredom and carelessness
• Disinterest in school or reluctance to participate
• Withdrawn in class
• Disorganization, inattention
• Work that appears sloppy or poorly done
• Slow to respond to questions
• Physical symptoms of stress such as headaches or stomach aches

 
Sometimes students show these types of behaviors at school, while at home they show ‘Externalizing Behaviors’.

Externalizing Behaviors –Students with symptoms who externalize are hard to miss. These students are often loud and disruptive. They seem to want attention, even if/especially if/ it is negative attention. They may enjoy joking about their poor work. They may take pleasure in annoying others because they feel it shifts the focus away from their weak academic skills. Inside, however, they may feel powerless and embarrassed.

There are many ways that these students show problems. Some of these behaviors include:

• Impulsive blurting out answers
• Breaking school rules and being referred for discipline because of behavior problems
• Behavior problems at home
• Aggression toward peers or adults
• Clowning around and inappropriate joking
• Attraction toward other underachievers
• Delinquent behavior at home or in the community

 
Most students with learning disabilities and attention deficit hyperactivity disorders (ADHD) are typically ‘externalizers’. All Kids are Different - Learning Disabilities are Just Learning Differences Kids with learning disabilities simply process certain types of information differently than others do. Most have normal or higher than normal IQ.  Some students need additional time, and experience with ideas, in order to understand them. Students with learning disabilities need instruction that provides:

• Time to listen to ideas presented in a pace natural to them
• Time to think about and practice ideas
• Opportunities to work in groups, and additional time to work alone if needed
• Time to review frequently before moving on to other material

 
Learning disabilities
 
Learning disabilities are more common than you think.  Teens find that they have difficulty concentrating in school or in understanding their homework assignments. Teen learning disabilities can be sources of frustration, and can lead to poor performance in school or lead to dropping out of school altogether.  Here are some of the more common teen learning disabilities…
 
Dyslexia – Dyslexia is a learning disability that affects many teens. This is a learning disability in which a teenager has trouble processing language. This includes trouble spelling, reading and writing. Often, the words and letters may appear reversed. This makes comprehension quite difficult.
 
Dyscalculia – This teen learning disability is characterized by difficulty with math. Dyscalculia is more than the regular challenges with math. It moves into problems with understanding concepts like time and money. Additionally, memorizing math facts and numbers may be difficult. An example of dyscalculia is difficulty with the concept of counting by fives (5, 10, 15, 20 and so on).
 
Dysgraphia – Teens who struggle with dysgraphia experience trouble organizing their ideas. This can make composition very challenging. Organizing papers and essays, as well as understanding how sentences and paragraphs should go together logically is difficult.  Dysgraphia can sometimes be characterized by poor handwriting.  May find composing on the computer keyboard much easier.
        
Dyspraxia – Dyspraxia can cause problems in the teenage years. This shows as trouble with motor skills and dexterity.   Teens may experience frustration due to dyspraxia when it comes to completing special science projects at school or doing complex things on the computer.
 
Attention Deficit Hyperactivity Disorder (ADHD) – ADHD is classified as a learning disorder. Teens with this learning disability find it hard to focus and concentrate on the task at hand, or on their assignments. Additionally, distractedness also makes it hard for them to pay attention in class and process information. Lack of focus can contribute to forgetfulness.
 
Note: More about ‘Section 504 Plan’ go to MENU for – Know Autism, Know Your Child with < My Thoughts > by Sara Luker. Read on this website under – UNIT 6 Laws ~ Federal, State, & Local, CH 4 – Where to Look for Resources? APPENDIX B Section 504 Plan​.
 
In addition to the teen learning disabilities listed above, there are also other learning problems that teenagers may experience. These have to do with specific categories of information processing. They are:
 
Auditory processing – Teens with auditory information learning disabilities have trouble processing what they hear, which makes it difficult for teen to learn from listening. It is not the same as hearing impairment. They may have an inability to distinguish the differences in sounds, or may hear sounds at the wrong speed, which makes it difficult to understand basic concepts of what is being said, read, and/or written.
 
Visual processing – A visual processing disorder can be the root cause of several other disorders, such as dyslexia, dyscalculia, dysgraphia, or dyspraxia. This is a teen learning disability that refers to processing information that a teenager sees. In such cases, it may be difficult to distinguish letters (an ‘n’ from an ‘r’), or from each other.
 
< My Thoughts >       “…In addition to…”
 
When students, especially teens and tweens, have learning differences, in addition to autism then identifying the best ‘support’ may be difficult. There are so many variables which also may come into play. Many (most) assessments, whether for learning disabilities or autism, are based on the ‘male’ gender. So, my inclusion of the following possibly pertinent information.
 
Autism Spectrum Disorder – Autism, already a mysterious and complex neurodevelopment disorder, is made even more puzzling when it comes to gender differences. For every girl diagnosed with autism, four boys are diagnosed, a disparity that researchers do not yet fully understand. One thing that researchers from the UC Davis MIND Institute found was that the organization of brain fibers was different in boys compared to girls, especially in the frontal lobes which play a role in executive functions. The brain’s frontal lobe is involved with the kind of higher-order cognitive, language and socio-emotional functions that are impaired in autism. Right now, diagnosing disorders like autism relies heavily on subjective interviews and behavioral observations of parents, teachers, and caregivers.
 
< My Thoughts >    “….functions that are impaired in autism.”
​
Sometimes, at the end of the day, our kids just do not have much left. Try to focus what is left by teaching them HOW to learn. Address their strengths and support their ‘other’ness. Remember that everyone learns better when they are relaxed and having FUN.

REFERENCES: APPENDIX D – Hidden Facts About ‘Special’ Students
 
Logsdon, A, (2020). How to Teach a Child With Learning Disabilities; Retrieved online from – https://www.verywellfamily.com/teaching-strategies
 
Staff Writer (2024). What is the difference between a learning disability and autism? Sheffield Children’s NHS Foundation Trust. Retrieved online from –https://library.sheffieldchildrens.nhs.uk ›

​Note: If you wish to look for more resources for information regarding children / students with autism, who have also been diagnosed with Learning Disorders, then here are some suggestions:
 
Autism & Learning Disabilities by Jason Crosby (2023); Thriveworks – https://thriveworks.com › is-autism-a-learning-disability
 
What is the Difference Between A Learning Disability & Autism; Sheffield Children's NHS Foundation Trust –
https://library.sheffieldchildrens.nhs.uk/what-is-the-difference-between-a-learning-disability-and-autism/...UC Davis MIND Institute; https://health.ucdavis.edu/mind-institute/.

End of APPENDIX D – Hidden Facts About ‘Special’ Students

​
UNIT 5 CHAPTER 4

​APPENDIX E – Common Types of Learning Disabilities
​
According to WETA’s website, www.ldonline.org/, dyslexia, dyscalculia, dysgraphia, auditory and visual processing disorders, and non-verbal learning disabilities are a few common learning disabilities:

Dyslexia is a common type of reading disorder.

• Current definition: neurobiological in origin and conceptualizing the reading disability as a specific type of disability rather than one of several general disabilities. Difficulties with accurate and fluent word recognition and by poor spelling and decoding abilities a result of phonological awareness deficit. Associated features include problems in reading comprehension and poor vocabulary development resulting in a lack of actual reading. In other words, people who exhibit dyslexia tend to spend more time working on the mechanincs of the letters and words than on the comprehension of the material.
• Dyslexia is considered a learning disability because it can make learning extremely difficult for individuals who are diagnosed with it. The severity of the learning disability also has an effect on the individual. If it is severe enough, special education may be recommended for the individual (International Dyslexia Association, 2007).
• Neurological basis of the disorder has been confirmed through functional magnetic resonance brain imaging (also known as (MRI) and magnetoencephalography. The images indicate that the left hemisphere posterior brain system does not respond properly to reading.
• Many schools may use a model called the Response to Intervention (RTI) to identify children with learning disabilites. This model takes children who show a reading level below what they should be and given these children individual supplemental reading instruction. If the children’s reading level does not improve as it should, a learning disability in reading may be identified as positive. Schools are encouraged to start screening the children as early as possible to catch any signs of a learning disability so the child can receive the help they need to continue on with their education (International Dyslexia Association, 2007).
• If the individual does not go through the RTI evaluation, a formal evaluation is required. In a formal evaluation, assessments will be provided to the individual who is suspected of having the disability. If there is any indication that an individual has a learning disabilty, an individualized intervention plan would be put in place to accommodate the individual’s unique learning needs. These assessments could be provided either in a school setting like the RTI or in a formal, professional setting with specialists on the matter.
• When many people hear the term dyslexia, they think that means people with this disability ‘read backwards.’ This is not necessarily true. It is true that the letters may become jumbled to a dyslexic individual, because they may have difficulty remembering the sounds the letters make or forming memories of the words (International Dyslexia Association, 2007).
• The following link from NPR’s All Things Considered discusses the possibility of a genetic link for dyslexia.
• Many people have been diagnosed with Dyslexia, including celebrities such as Orlando Bloom, Jay Leno, Kiera Knightley, Robin Williams, and Albert Einstein
• Dyslexia is a life-long disorder. Treatment for individuals with dyslexia may help individuals learn to read and write as they normally should. It is important for teachers and tutors to introduce a multi-sensory learning method for individuals with dyslexia. It also helps if the student receives immediate feedback so they can develop word recognition skills. Individualized help for individuals with dyslexia is good because it allows the individual to continue the learning process at his or her own pace (International Dyslexia Association, 2007).

 According to WETA (2010), Dyscalculia is a mathematics disorder.

• Current definition: Dyscalculia is a broad term for severe difficulties in math. It includes all types of math problems ranging from the inability to understand the meaning of numbers to the inability to apply math principles to solve problems.
• According to National Center for Learning Disabilities, this is a lifelong disorder as well. Since math disorders can be so different, the effects they have vary from individual to individual. For example, an individual who presents difficulties in processing language will have different issues than a person who has difficulties in regards to spatial relationships (National Center for Learning Disabilities, [NCLD] 2006).
• In early childhood, children with dyscalculia may show issues in regards to making sense of the numbers, sorting objects by their physical appearances such as size, shape and color, or recognizing patterns. These children may also show some difficulties in learning to count and matching numbers as well (National Center for Learning Disabilities [NCLD], 2006).
• School-aged children with dyscalculia may show difficulties when trying to solve basic math problems involving simple addition and subtraction. It may also be difficult for these children to remember certain math facts and be able to apply them to solve a math problem. A weakness in the visual-spatial skills may also arise at this point. In this case, the child may know the math facts but experience difficulties in putting them down on paper and work them out (NCLD, 2006).
• For adolescents and adults who have not mastered the basic math skills, moving on to more difficult math problems can prove to be difficult for them. Language processing disorders can make learning math difficult as well because the individual may not understand the math vocabulary presented to them (NCLD, 2006).
• Some symptoms of Dyscalculia may include but are not limited to:
  • Frequent difficulties with arithmetic, confusing the signs: +, −, ÷, x
  • Difficulty with everyday tasks like checking change and reading analog clocks
  • Often unable to grasp and remember mathematical concepts, rules, formulas, and sequences.
  • An inability to read a sequence of numbers, or transposing them when repeated, such as turning 56 into 65.
  • Difficulty keeping score during games
• According to the National Center for Learning Disabilities, students who are evaluated for math disorders are usually interviewed about their range of math abilities. Tests may be given to the student to determine whether the student’s abilities are at the level in which they should be at while also noting specific strengths and weaknesses (2006).

• Treating dyscalculia requires the student to fully understand their own strengths and weaknesses in regards to the math disorder. Parents and teachers can work together to form strategies to help the student improve their math skills. Tutors are usually a good way to help the student outside of the classroom. Repeated practice of straightforward ideas can make learning the math concepts easier for these children. Some other strategies include using graph paper so the individual can organize their thoughts better on the paper, finding different ways to approach math facts, starting with specific concrete examples before moving on to more abstract principles, and placing the child in a place with little distractions with all the materials needed for the study (NCLD, 2006).

According to WETA (2010), Dysgraphia is a writing disorder:

• Dysgraphia can be defined as a deficiency in the ability to write, regardless of the ability to read, and is not due to intellectual impairment. Dysgraphia is a neurological disorder and usually appears when a child first learns to write (Voice of America, 2008).
• The cause of dysgraphia is unknown. Early recognition of dysgraphia can help the individual by having them perform special exercises when writing to increase muscle strength and memories of what it feels like to write certain letters (Voice of America, 2008)
• Teachers can help children with dysgraphia by allowing the student to take tests by recording their answers into a voice recorder or typing out their answers on a typewriter or computer instead of writing it down on a piece of paper (Voice of America, 2008).
• According to Russell (2007), there are three subtypes of dysgraphia:
  • Dyslexic dysgraphia: when spontaneously written work is usually illegible while copied work is usually okay. Someone who presents dyslexic dysgraphia does not mean they also have dyslexia, although they are often found together.
  • Motor dysgraphia: usually linked to deficient fine motor skills. Most written work is usually illegible, even if it has been copied. Long periods of writing may be painful and the letters will get worse as the person continues to write. Spelling is not affected with motor dysgraphia.
  • Spatial dysgraphia: usually has difficulties understanding the space available on the page. Again, written work, both spontaneous or copied is usually illegible.
• According to Voice of America (2008), some symptoms of Dysgraphia include but are not limited to:
  • a mixture of upper-case and lower-case letters in a written work
  • pain in the hand and arm as well as muscle spasms
  • irregular letter shapes and sizes within a written work

Auditory Processing Disorder (APD)

• According to the National Institute on Deafness and Other Communication Disorders, auditory processing disorder interrupts the way in which the brain recognizes and interprets sounds. Children with APD often do not recognize the subtle differences in sounds, even though they may be loud and clear to another individual. Loud environments may cause these issues to become even worse (2004).
• The causes of APD are presently unknown. It may appear that a child with APD can hear normally, but they may have problems using the sounds they hear for speech and language. APD can be associated with conditions such as dyslexia, attention deficit disorder, autism, autism spectrum disorder, specific language impairment, pervasive developmental disorder, or developmental delay (National Institute on Deafness and Other Communication Disorders [NIDCD], 2004).
• According to the NIDCD, Children with APD may have normal hearing and intelligence but can show any of the following symptoms (2004):
  • issues in regards to paying attention and remembering information that has been presented orally
  • issues in regards to carrying out multi-phase directions
  • appear to have poor listening skills
  • require more time to process information
  • academic performance may be lower than normal
  • some behavior problems may be present
  • language issues may also be present (the child may confuse certain syllables and have difficulties with learning vocabulary)
• Professional observation is necessary to determine whether a child has APD. An audiologic evaluation will be given to the child to determine the softest sounds the child is capable of hearing as well as other tests to show whether the child can recognize sounds and words in sentences (NIDCD, 2004).
• Treatments are still being studied for child who have APD. The NIDCD lists the following as some available treatments for children with APD (2004):
  • Auditory trainers allow the child or adult to focus on the information being presented by taking out any of the background noise that would otherwise be a distracter to the individual. An example of this would be a chile wearing a special headset in the classroom and the teacher using a sort of microphone connected to the headset so the child will hear only what the teacher has to say.
  • Environment modifications may also be suggested to aide those individuals with APD. Here, the acoustics in the room can be modified, or even something as simple and placing the individual in a different spot in the room.
  • Exercises in language building skills can be introduced to the child to help them improve their vocabulary.
  • Auditory memory enhancement helps the child to look at the basic information presented and to put the extra details aside.

Visual Processing DisorderAccording to the National Center for Learning Disabilities (2003), the brain can process visual information in many different ways. There are several different categories in which an individual with this disorder may have difficulties in. The individual is also not limited to having difficulties in just one of these categories.

• These categories include:
  • Visual discrimination is when the individual uses the sense of sight to notice and compare the features of different items to distinguish one item from another. An individual with difficulties in this category may have difficulties in regards to observing a difference between two similar letters, objects or patterns (NCLD, 2003).
  • Visual figure-ground discrimination involves discriminating the difference between a figure and its background. An individual having difficulties in this category may have problems finding a certain piece of information on a page full of words or numbers. They may also have difficulties seeing an image if there is a competing background (NCLD, 2003).
  • Visual sequencing involves the ability to distinguish between symbols, words, and images. Individuals experiencing difficulties in this category may find themselves unable to stay in the correct spot while reading (skipping lines or re-reading the same line over and over again), have difficulties in regards to using a separate answer sheet, reversing or misreading letters and words, and even understanding math equations (NCLD, 2003).
  • Visual motor processing involves using feedback from the eyes to coordinate movement of other body parts. Individuals may show difficulties in regards to staying between the lines while writing (or coloring), copying from a board onto a piece of paper, moving around without bumping into things, and have issues in regards to playing sports that require timed and precise movements in space (NCLD, 2003).
  • There are two types of visual memory in which individuals may have difficulties with. The first one has to do with the ability to recall something that was seen a long time ago. The second one has to do with the ability to recall something that was seen recently. An individual may show difficulties in regards to remembering how to spell familiar words, remember phone numbers, reading comprehension, as well as typing on a keyboard or pad (NCLD, 2003).
  • Visual closure is the ability to know what an object is when only certain parts of that object are visible. An individual might show difficulties recognizing an object in a picture that is not represented as its whole self (for example, showing a picture of a truck with no wheels), identifying a word with a letter missing, and recognizing a face when just one feature (such as the nose) is missing (NCLD, 2003).
  • Spatial relationships is the ability to identify an object in space and relate it to oneself. An understanding of space is required in this category. An individual who may show difficulties in regards to getting from one place to another, spacing of words and letters on a page, judging time, and reading maps National Center for Learning Disabilities, 2003).

REFERENCE:
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Common Types of Learning Disabilities | Abnormal Psychology; Retrieved online from – https://courses.lumenlearning.com/abnormalpsychology/chapter/common-types-of-learning-disabilities/

​End of APPENDIX E – Common Types of Learning Disabilities


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