Dear Readers, 
 
Many of the UNIT Chapters in my book, KNOW AUTISM, KNOW YOUR CHILD with < My Thoughts > by Sara Luker, have an added APPENDIX with more pertinent information for you. Therefore, the next few BLOGS will introduce you to them.

​UNIT 6 Where To Look For Resources? CHAPTER 3 – LAWS, APPENDIX C Section 504 Plan​ &  APPENDIX D Transition Plan, CHAPTER 4 – FAMILY LAW, APPENDIX E Due Process Hearing.

​​UNIT 6 Where To Look For Resources?

​CHAPTER 3 – LAWS

APPENDIX C   Section 504 Plan

The Individuals with Disabilities Education Act (IDEA), along with Section 504 of the Civil Rights Rehabilitation Act, and the Americans with Disabilities Act (ADA), provide for exceptional needs and/or services.
 
Waterstone, M. (2014) advises us that the purposes of provisions in the Americans with Disabilities Act (ADA) law are to ensure that each person with a disability has every opportunity to become a full member of society.
 
Yen, J. & Mao, A. (2011) say that the Individuals with Disabilities Education Act (IDEA) is the primary law that is invoked when parents are trying to access services of their qualified family members from age 3 to age 21, for educational needs. It includes Family Educational Rights & Privacy Act (FERPA) and Least Restrictive Environment (LRE). There are procedural safeguards in place, and families of children and adults with autism may need legal help to navigate the system when attempting to gain access to these and other necessary programs.
 
< My Thoughts >                 “…procedural safeguards…”
 
All U. S. schools receiving Federal funds have preprinted Procedural Safeguards Booklets available, for the asking. Understand that a Section 504 Plan does not provide extra services, nor change the curriculum. Only an Individualized Education Program (IEP) provides accommodations, plus specialized curriculum, instruction, and services.

Sometimes, the Special Education Department handles the 504 Plan. But, if the parents do not want the student somehow identified as having Special Education services, then the school Principal; or designee can be appointed to develop the 504 Plan, and necessary follow-up. Parents should always request a special meeting, if they feel that their child is not receiving the attention s/he needs. They may be eligible for a 504 Plan.
 
Note: More about all ‘disability’ laws regarding disability services and public education on your local, state, and government websites.
 
Staff Writer (2018) states that – your child needs a well written plan to be developed within the first weeks of school. For your part – provide all the data you have regarding your child. It would help to have a cover letter to request a meeting so that you can better understand how your child will be received.
 
Briefly, for children with disabilities, an Individualized Education Program (IEP) provides specialized instruction and accommodations. The Section 504 Plan provides accommodations, but not specialized instruction. The Individualized Health Care Plan (IHCP) would provide the student with access to the nurse’s office for medication, or other health care services.
 
From the U. S. Department of Education website, here are some of the ‘Frequently Asked Questions About Section 504 and the Education of Children with Disabilities’. An important responsibility of the Office for Civil Rights (OCR) is to eliminate discrimination based on disability, against students with disabilities. OCR receives numerous complaints and inquiries in elementary and secondary education involving Section 504 of the Rehabilitation Act of 1973, as amended, 29 U.S.C. § 794 (Section 504). Most of these concerns are with the identification of students who are protected by Section 504 and the means to obtain an appropriate education for such students.

< My Thoughts >         “…identification of students…”

Parents often have questions about whether the Section 504 Plan will be enough to protect their child in a general education classroom setting. Identification of a Section 504 Plan ‘disability’ is necessary, so the student has the appropriate learning support. Recently, parents have been known to seek a Section 504 Plan for their child who is having ‘gender identity’ issues, or undergoing gender transition and/or therapy. Also, U. S. students receiving Supplemental Security Income (SSI), may also qualify for a Section 504 Plan.

STUDENTS PROTECTED UNDER SECTION 504

Section 504 Plan covers qualified students with disabilities who attend schools receiving Federal financial assistance. To be protected under Section 504 Plan, a student must be determined to:

(1) have a physical or mental impairment that substantially limits one or more major life activities.
(2) have a record of such an impairment.
(3) be regarded as having such an impairment.

Section 504 requires that school districts provide a free appropriate public education (FAPE) to qualified students in their jurisdictions who have a physical or mental impairment that substantially limits one or more major life activities.

Here are some asked & answered questions from the U. S. Department of Education website, which may help you –

Note:  The numbers below are as stated on the website, and do not reflect anything other than that.

22. Are there any impairments which automatically mean that a student has a disability under Section 504? 
No. An impairment in and of itself is not a disability. The impairment must substantially limit one or more major life activities in order to be considered a disability under Section 504.
24. Does a medical diagnosis of an illness automatically mean a student can receive services under Section 504?
No. A medical diagnosis of an illness does not automatically mean a student can receive services under Section 504. The illness must cause a substantial limitation on the student's ability to learn or another major life activity. 
26. What should a recipient school district do if a parent refuses to consent to an initial evaluation under the Individuals with Disabilities Education Act (IDEA), but demands a Section 504 plan for a student without further evaluation?
A school district must evaluate a student prior to providing services under Section 504. Section 504 requires informed parental permission for initial evaluations. If a parent refuses consent for an initial evaluation and a recipient school district suspects a student has a disability, the IDEA and Section 504 provide that school districts may use due process hearing procedures to seek to override the parents' denial of consent.
27. Who in the evaluation process makes the ultimate decision regarding a student's eligibility for services under Section 504?
The Section 504 regulatory provision at 34 C.F.R.104.35 (c) (3) requires that school districts ensure that the determination that a student is eligible for special education and/or related aids and services be made by a group of persons, including persons knowledgeable about the meaning of the evaluation data and knowledgeable about the placement options. If a parent disagrees with the determination, he or she may request a due process hearing.
29. Is a Section 504 re-evaluation similar to an IDEA re-evaluation? How often should it be done?
Yes. Section 504 specifies that re-evaluations in accordance with the IDEA is one means of compliance with Section 504. The Section 504 regulations require that re-evaluations be conducted periodically. Section 504 also requires a school district to conduct a re-evaluation prior to a significant change of placement.
30. What is reasonable justification for referring a student for evaluation for services under Section 504?
School districts may always use regular education intervention strategies to assist students with difficulties in school. Section 504 requires recipient school districts to refer a student for an evaluation for possible special education or related aids and services or modification to regular education if the student, because of disability, needs or is believed to need such services.
32. A student has a disability referenced in the IDEA, but does not require special education services. Is such a student eligible for services under Section 504? 
The student may be eligible for services under Section 504. The school district must determine whether the student has an impairment which substantially limits his or her ability to learn or another major life activity and, if so, make an individualized determination of the child's educational needs for regular or special education or related aids or services. For example, such a student may receive adjustments in the regular classroom.
33. How should a recipient school district view a temporary impairment? 
A temporary impairment does not constitute a disability for purposes of Section 504 unless its severity is such that it results in a substantial limitation of one or more major life activities for an extended period of time. 
36. Must a school district develop a Section 504 plan for a student who either "has a record of disability" or is "regarded as disabled"?
No. In public elementary and secondary schools, unless a student actually has an impairment that substantially limits a major life activity, the mere fact that a student has a "record of" or is "regarded as" disabled is insufficient, in itself, to trigger those Section 504 protections that require the provision of a free appropriate public education (FAPE). 
41. What is the difference between a regular education intervention plan and a Section 504 plan?
A regular education intervention plan is appropriate for a student who does not have a disability or is not suspected of having a disability but may be facing challenges in school. School districts vary in how they address performance problems of regular education students. End of excerpt from the U. S. Department of Education website.
​
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

< My Thoughts >       "Students with learning disabilities..."

Students with learning disabilities are struggling. When your child is struggling in school, but an Individualized Education Program (IEP) is not the right ‘fit’, consider requesting a Section 504 Plan. In some cases, a student may have both. Generally, the Section 504 Plan is sought for the insecure, or marginalized learner who needs a ‘least restrictive environment’ classroom setting where they have more equal learning opportunities for.

​For example, the student may have special technology with which to take notes, and/or receive / assignments; or, take quizzes / tests. A student with autism may be successful in some general education classes with only the addition of accommodations stated in a Section 504 Plan. Also, if the student requires medication, during the school day, an Individualized Health Care Plan (IHCP) would provide the student with access to the nurse’s office for medication, or other health care services.

Parents and teachers often weigh the pros and cons of requesting Section 504 Plan help for students, at all levels in the educational system. This requires a thoughtful process of determining – first, qualification / identification of needs of the child; and second, the options / accommodations available to him/her.
 
REFFERENCES: APPENDIX D   Section 504 Plan
 
Staff Writer (2018). Developing Your Child’s IEP; Retrieved online from – https://www.parentcenterhub.org/pa12

U.S. Department of Education (.gov) (2023). Frequently Asked Questions About Section 504 & the education of Children with Disabilities. Retrieved online from – https://www2.ed.gov › about › offices › list › ocr › 504faq
 
Waterstone, M. (2014). Disability Constitutional Law; Emory Law Journal; V63:3, p527-580.
 
Yen, J. & Mao, A. (2011). Laws that Affect Parents Raising a Child with Autism; Brown University Child & Adolescent Behavior Letter; V27:1, p1-6. 
 
End of APPENDIX C   Section 504 Plan

​​UNIT 6 Where To Look For Resources?

​CHAPTER 3 – LAWS

APPENDIX D  Transition Plan
 
Transition Plan

According Lee, A. M. I. (2025), to Transition planning is a process to help students with an Individualized Education Program (IEP) decide what they want to do after high school. It also helps them figure out how to get there. The purpose is to help teens prepare to be independent young adults.
 
< My Thoughts >         “…Individualized Educational Plan (IEP)...”

Depending on the Special Education student’s age, and the state law, the student should have a ‘Transition Plan’ written into their IEP (Individualized Education Program) by the age of 16. Some schools begin to develop a Transition Plan in Elementary School. This widely varies from state to state and school district to school district. The Transition Plan is connected to the Individuals with Disabilities Education Act (IDEA) which connects to IDEA’s foundational principle of LRE (Least Restrictive Environment) and FAPE (Free Appropriate Public Education). If your child is not offered these, there is another law in place – Due Process.
 
IEP transition planning is more than just a hopeful exercise or brainstorming session. During planning, students work on specific goals. They get services and do activities to help achieve these goals.
Once transition goals are set, the IEP team will decide what services a student needs to meet goals. The range of possible services is broad:

• Instruction (including special education)
• Related services
• Community experiences, like volunteer work
• Career and college counseling
• Help with independent daily living skills, if needed

 
These services must be reviewed and updated each year to support a student’s transition goals. Just like goals, services may change over time to reflect a student’s interests. The IEP team might list accommodations, too.
 
< My Thoughts >         “…updated each year…”
 
As a part of the IEP team, parents can bring their child’s new interests to the attention of the team. As the special education’s Teacher of Record (TOR), my part was to include the student’s new interests and accomplishments. When beginning the IEP, it was helpful to ‘paint a picture’ of him or her, in words. Part of this was to inform the team of new interests or preferences. And, when the student was excelling in math, art, or video games. Then there was a possibility that these could provide future career paths. The older student might be offered an opportunity to have more advanced, or ‘gifted’ classes in these areas. Also, there may be community occasions to investigate available colleges and careers.
 
The team can also use IEP goals to support the transition plan. During transition planning, the IEP team may invite people from the community, such as counselors and job specialists, to help.
 
According to Bateman, B. D. (2025), “Parents should be aware that when it comes to looking at a continuum of placements, the law requires IEP teams to have a preference for LRE (Least Restrictive Environment).”
 
IEP teams are also obligated by law to find ways for students in placements on the continuum to have some access classrooms and activities with nondisabled peers. Whether a child’s placement will be in the general education classroom with peers without disabilities, is centered on whether the team agrees that the child can be provided FAPE (Free Appropriate Public Education) in the LRE (Least Restrictive Environment).
 
LRE (Least Restrictive Environment) refers to the educational setting where a student with a disability receives their education, ensuring they are placed with their non-disabled peers as much as possible. FAPE (Free Appropriate Public Education) is a right guaranteed by federal law, meaning students with disabilities receive a public education at no cost to the parents, tailored to their individual needs, and in the LRE. IEP (Individualized Education Program) is a document that outlines the specific educational goals, services, and supports a student with a disability needs to achieve their FAPE in the LRE. 
 
< My Thoughts >         “…as much as possible.”
 
This will vary by each school’s special education program provisions, available teachers, and capabilities of the IEP team members. Also, the child’s age as the team develops the Transition Plan. An IEP is a legal document, with yearly program revisions required. But parents and teachers may request revisions at any time, when they feel that there are necessary changes needed for goals, interests, services, and/or placement. These revisions should be documented and explained, fully.
 
Transition planning is a process mandated by the Individuals with Disabilities Education Act (IDEA 2004) for all students who have an Individualized Education Program (IEP) in K-12 education. The purpose is to facilitate the student’s move from school to post-school activities.

The transition planning must:

• start before the student turns 16.
• be individualized.
• be based on the student’s strengths, preferences, and interests.
• include opportunities to develop functional skills for work and community life.

 
Bateman, B. D. (2025) states that a Transition Plan applies to all institutions to which Individuals with Disabilities Education Act (IDEA).  And connects to IDEA’s foundational principle of LRE (Least Restrictive Environment). LRE can offer numerous benefits, including improved social interaction, learning opportunities, and communication skills for students with disabilities. The goal of the IEP team should always be deciding on a placement that is the most appropriate for your child, based on their unique situation, where they will thrive.
 
Clifton, Y., Pavonetti, L., et al. (2017) claims that coordinated efforts between educators and rehabilitation counselors, in an Individualized Educational Plan (IEP) meeting, should foster collaborative goals for literacy success, integration into the community, and quality employment outcomes.
 
< My Thoughts >       “…foster collaborative goals…”
 
For the older student, it is important that the college and career paths include the educational subject necessary to prepare him or her for future success. Also, there is mention of ‘rehabilitation’ counselors. These may be involved if the student needs someone to guide or manage their personal, social aspects of their employment or independent living. For instance, they may not be able to live at home if going to a certain college or vocational school. A ‘rehabilitation’ counselors would have the necessary resources to arrange for community living and support nearby.
 
REFERENCES: Transition Plan
 
Bateman, B. D. (2025). Legal Requirements for Transition Components of the IEP. Retrieved online from –https://www.wrightslaw.com/info/trans.legal.bateman.htm
 
Clifton, Y., Pavonetti, L., et al. (2017). Perceptions of Literacy Instruction & Implications for Transition & Employment Outcomes for Students with Autism Spectrum Disorders: A Qualitative Study; Journal of Rehabilitation; V83:1, p41-49.
 
Lee, A. M. I. (2025). Transition Plan. Retrieved online from –
https://www.understood.org/en/search-results?query=transition%20plan

End of APPENDIX D Transition Plan

​UNIT 6 Where To Look For Resources?

​CHAPTER 4 – FAMILY LAW

APPENDIX E    Due Process Hearing
 
From: Artificial Intelligence Overview Due Process Hearing definition (2024) Retrieved online –
 
Due process is a legal process that protects the rights of children with disabilities and their families in special education. It can be used to resolve disputes with a school about a child's education, including issues with the implementation of an Individualized Education Program (IEP). 

Here are some things to know about due process and IEPs:

• When to request a due process hearing

You can request a due process hearing if you disagree with the IEP, such as if you disagree with the assessment results, placement, or services. You can also request a hearing if the school refuses to change the IEP, or if you disagree about the availability of an appropriate program.

• Due process hearing procedures

The procedures for due process hearings vary by state, and can be "one-tier" or "two-tier". In a one-tier system, the state department of education conducts the hearing, while in a two-tier system, the school district conducts the hearing.
​

• Resolution meetings

Before a due process hearing, the school district must convene a resolution meeting with you and relevant members of the IEP committee. The purpose of the meeting is to discuss the complaint and resolve the dispute.
 
< My Thoughts >             “…meeting with you…”
 
Because a ’due process hearing’ is a type of legal proceeding, involving the student's Individual Education Program (IEP), and Individuals with Disabilities Act (IDEA). You may wish to consult a legal representative to explain, advise; or, even accompany you to discussion and/or resolution meetings.

​End of AI Overview.

Staff Writer (2025) answers the question "What is an IEP Due Process Hearing?" – 

If you cannot reach a decision through mediation, or if you prefer not to mediate you can request a due process hearing. Here, you and the school district present written evidence about the disputed issue and witnesses testify before a hearing officer. If you do not agree with the outcome of the hearing, you can appeal the decision all the way to state or federal court.

Usually, disputed issues revolve around parts of the IEP that that could not be agreed upon. If the school district has violated a legal rule, such as failing to hold an IEP meeting, conduct an evaluation, meet a time limit or implement the IEP, this is addressed through the complaint process, not due process.  IEP due process disputes are usually centered around disagreements over the following:

• A child's evaluation
• A child's eligibility (one party thinks a child qualifies for services, while another does not).
• A child's placement (each side disagrees on the child's programs and placement).
• The methodology used to assess a child (many parents want outside evaluations to determine eligibility, but the school must conduct the evaluation).
• Related services like aides and specialists (disagreements with aides, services, specialists and what is deemed necessary by the IEP team).
• Changes to a child's IEP program
• Suspension or expulsion of a child

IDEA requires you to formally file for IEP due process within two years after you know of the dispute. If you do not file within two years, you lose your rights. During the hearing process, your child is entitled to remain in their current placement until you reach an agreement with the school, settle the matter through mediation or get a court decision.

< My Thoughts >   "If you do not file within two years, you lose your rights."  

During a 'two-year' period, many things can happen to change the 'disputed issues'. For example: new school personnel, new or differing 'student evaluations', updated yearly IEP, and/or changes in 'special education laws'.

End of "What is an IEP Due Process Hearing?".

REFERENCES: UNIT 6 Where to Look for Resources?

Staff Writer (2025). Understanding IEP Due Process; Understanding Special Education. Retrieved online from  – https://www.understandingspecialeducation.com/IEP-due-process.html/
​End of APPENDIX C    Due Process Hearing 

Thank you so much for sharing, commenting, and 'liking' on Facebook!

Regards,

​Sara Luker
​

DISCLAIMER Know Autism – Know Your Child: with < My Thoughts > by Sara Luker
 
Just to let you know that I, Sara Hayden Luker, have put forth my best efforts in presenting what I have learned about autism, by sharing the stories and studies of those who have gone before us.  Any author’s mention of products, services, treatments, and interventions or actions are not to be considered an endorsement, thereof. Know that to some, autism is an ‘unregulated business’. The content of this website material, digital or in any other form does not represent medical advice; nor does it constitute medical suggestions in any way. The material, including any downloadable parts, is for informational and/or educational purposes only. Your download and/or use of any of this material indicates your acceptance of this disclaimer.
 
This is a Personal Use Electronic Download. By downloading, you hereby agree and acknowledge that you are not acquiring any right, title or interest in, or to, the material; nor any associated copyrights, other than the right to possess, hold and use for personal, non-commercial purposes. Furthermore, you agree that you will: (i) not scan, copy, duplicate, distribute or otherwise reproduce the material(s) to resell, (ii) not use the material(s) for any commercial purposes. By purchasing/downloading you agree to these terms unconditionally. No ‘rights’ are given or transferred.

Dear Readers, 
 
Many of the UNIT Chapters in my book, KNOW AUTISM, KNOW YOUR CHILD with < My Thoughts > by Sara Luker, have an added APPENDIX with more pertinent information for you. Therefore, the next few BLOGS will introduce you to them.

UNIT 6  – Where to Look for Resources? CHAPTER 1 – NETWORKING & SUPPORT, APPENDIX A – Autism Network (AANE), CHAPTER 2 – INSURANCE & INTERVENTION, APPENDIX B  Request for Services Letter.

UNIT 6  – Where to Look for Resources?

CHAPTER 1 – NETWORKING & SUPPORT

APPENDIX A  –  Autism Network (AANE) ​
 
The Asperger / Autism Network (AANE) provides support, education and training to people with Asperger Syndrome (Asperger's), Autism / ASD, and similar profiles. Retrieved online from – https://www.aane.org
 
​Support Group Details: Groups are facilitated by AANE staff, adjunct facilitators, or volunteers who are Autistic, have Autistic family members, or have worked extensively with the autism community. Please note that AANE support groups are not intended to be therapy.

*All Community Connections and Support Groups are online unless noted and registration is required.*

ASPERGER/AUTISM NETWORK EMPOWERING INDIVIDUALS (AANE)

AANE Stands Firm in Supporting the Autistic and Neurodiverse Community​. For over 25 years, AANE has proudly supported the Autistic community, and we remain unwavering in our commitment to neurodiversity-affirming principles. We are here to continue offering the vital support our community needs, now more than ever.

Note: www.sarasautismsite.com has no affiliation with AANE, just offering 'support resource' information.

REFERENCE: APPENDIX A

Autism Network (AANE) Online at https://aane.org/

End of APPENDIX A –  Autism Network (AANE) 

​UNIT 6  – Where to Look for Resources?

CHAPTER 2 – INSURANCE & INTERVENTION  
​                           
​APPENDIX  B  –  Request for Autism Assessment Sample Letter 

Sample Letter to Request Internal Review of Autism Assessment or Treatment Denial – For Private Insurance . Your Name . Your Address . Date . Name and Address of the Health Plan’s Appeal Department . Re: Name of Child: Plan ID Number: Claim Number: Provider Name: Date(s) of Service: To Whom It May Concern.

Sample letter for “Request for Assessment” from your child's school.

Note: In the body of this letter, include only the things which pertain to your child and his or her circumstances. For instance, list only the areas of your concern – "in the areas of speech, occupational therapy, academics, behavior."
 
Your Name
Your Address
Your City, State, Zip Code
Your Phone number

Date

Name of Special Education Director or Your Child’s Program Specialist 

Name of District

District Address

District City, State, Zip Code

Regarding: (Your Child’s Name)

To Whom It May Concern:

I am writing to request assessment for my child, (your child’s name) to determine if (he/she) is eligible for special education services. (He/she) is (age) years old and attends (name of school).

I am requesting assessments in the areas of (speech, occupational therapy, academics, behavior) for the following reason(s): (Be as specific as possible-such as “(he/she) is not clear when speaking and no one else can understand”; “(his/her) handwriting is very poor for her age”; “(he/she) cannot copy a line that I draw as an example”; “(he/she) becomes angry easily and sometimes lashes out physically”.)

I understand that all areas of difficulty should be assessed for whatever services that might be available to accommodate (your child’s name) disability. (If your child has a diagnosis, include it here, i.e. “My child has been diagnosed by his pediatrician with autism.)

Following the assessment and team review of the results, should my child be found to have a disability but not qualify for special education services under IDEA, Individuals with Disabilities Education Act. I also request that accommodations be made for (him/her) under Section 504 of the Rehabilitation Act of 1973. For this reason, I also request that the Section 504 Coordinator for (your district) be present at the initial IEP meeting to discuss recommendations for accommodations.

I look forward to meeting with the assessment team as soon as the assessments are completed so that we can discuss the results and plan for my child’s education.

Finally, I would like copies of the assessments report(s) at least one week prior to the IEP meeting so that I may review them in order to be better prepared for the meeting.

Sincerely,
​
Your Name

Note: You can use similar letter requests to other institutions, companies, and or corporations denying your child services. This is just an example, there a other request letters that you will find by searching online.
 
REFERENCE: APPENDIX  B  –  Request for Autism Assessment Sample Letter ​

Sample Letter to Request Internal Review of Autism; Retrieved online from –
https://www.insurance.pa.gov/Coverage/Documents...
 
End of APPENDIX  B  –  Request for Autism Assessment Sample Letter 

​​​Thank you so much for sharing, commenting, and 'liking' on Facebook!

Regards,

​Sara Luker
​

DISCLAIMER Know Autism – Know Your Child: with < My Thoughts > by Sara Luker
 
Just to let you know that I, Sara Hayden Luker, have put forth my best efforts in presenting what I have learned about autism, by sharing the stories and studies of those who have gone before us.  Any author’s mention of products, services, treatments, and interventions or actions are not to be considered an endorsement, thereof. Know that to some, autism is an ‘unregulated business’. The content of this website material, digital or in any other form does not represent medical advice; nor does it constitute medical suggestions in any way. The material, including any downloadable parts, is for informational and/or educational purposes only. Your download and/or use of any of this material indicates your acceptance of this disclaimer.
 
This is a Personal Use Electronic Download. By downloading, you hereby agree and acknowledge that you are not acquiring any right, title or interest in, or to, the material; nor any associated copyrights, other than the right to possess, hold and use for personal, non-commercial purposes. Furthermore, you agree that you will: (i) not scan, copy, duplicate, distribute or otherwise reproduce the material(s) to resell, (ii) not use the material(s) for any commercial purposes. By purchasing/downloading you agree to these terms unconditionally. No ‘rights’ are given or transferred.

Dear Readers, 
 
Many of the UNIT Chapters in my book, KNOW AUTISM, KNOW YOUR CHILD with < My Thoughts > by Sara Luker, have an added APPENDIX with more pertinent information for you. Therefore, the next few BLOGS will introduce you to them.

​​UNIT 5   What to Do While You Wait? CHAPTER 4 – Understanding a Child’s Thinking, PART 2 Learning Weaknesses, APPENDIX C  8 Types of Visual Processing Disorders, & APPENDIX D  Some Hidden Facts About Special Students, &  APPENDIX E – Common Types of Learning Disabilities.

​​​UNIT 5   What to Do While You Wait?

  CHAPTER 4 – Understanding a Child’s Thinking

      PART 2 Learning Weaknesses
​
          APPENDIX C  8 Types of Visual Processing Disorders
          APPENDIX D  Some Hidden Facts About Special Students
          APPENDIX E – Common Types of Learning Disabilities

UNIT 5 CHAPTER 4, PART 2 Learning Weaknesses ​

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, PART 2 Learning Weaknesses ​

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 the most important information, 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.

Note: For further information on ‘Learning Disorders’ see APPENDIX E below, or go to MENU – Know Autism, Know Your Child with < My Thoughts > by Sara Luker. UNIT 5, CH. 4, PART 1 Learning Strengths, PART 2 Learning Weaknesses.

Reynolds, W. (2023) regards, “Our brain, for all its brilliance, is also constantly monitoring its energy expenditure. Learning something new requires effort and resources (glucose and oxygen), and sometimes, our brain might resist that change, favoring familiar routines that are less energy-intensive.
​
Basically, the brain goes, “They already know a lot of stuff, if this new thing does not help keep them alive. The trick is to keep the brain loving the novelty… while at the same time not making it burn up too much energy...”

< My Thoughts >    “…keep them alive.”

Out bodies are designed to conserve energy; thus, keeping us alive. Our organs, including the brain, are programed to survive energy depletion. Selective about effective functioning, alert to maintaining body temperature, and storing fat and glucose. Scientists say that human (animal) survival depends upon the understanding and responding to the world around us. Maybe where the phrases – ‘don’t overthink it’, and ‘don’t reinvent the wheel’, come from. Perhaps, we should add that survival also depends upon the people surrounding us. And then, there is the child with autism who asks, “What’s in it for me?”

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. Also, knowledge of how they learn.

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 more 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
 
Reynolds, W. (2023). Why Your Brain is Sabotaging Your Learning (And How to Fix It); Medium: Read & Write Stories. Retrieved online from – https://medium.com/@willcreynolds/why-your-brain-is-sabotaging-your-learning-and-how-to-fix-it-3c35391e197e/

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, these may give you a start:
 
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

PART 2 Learning Weaknesses ​

​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 disabilities. 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 disability, 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).
• 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:​

1. Frequent difficulties with arithmetic, confusing the signs: +, −, ÷, x.
2. Difficulty with everyday tasks like checking change and reading analog clocks.
3. Unable to grasp and remember mathematical concepts, rules, formulas, and sequences.
4. Inability to read a sequence of numbers, or transposing them, such as turning 56 into 65.
5. Difficulty keeping score during games.

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:

1. 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.
2. 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.
3. 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 Disorder   

​According 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).

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). 

REFERENCE:
​
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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​Sara Luker
​

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