Resources for Teachers Supporting Learning Disabilities

✏️ How to Support Children with Language-Based Learning Disabilities (LBLD) 🔎 What it Means A language-based learning disability doesn’t mean a child isn’t smart. It means their brain processes spoken and written language differently, which can affect: - Reading (decoding, fluency, comprehension) - Writing (spelling, organizing ideas, grammar) - Listening (understanding directions, remembering verbal information) - Speaking (finding words, expressing ideas clearly) 💡 What It Looks Like in the Classroom - Struggles to sound out or recognize words - Trouble remembering instructions unless repeated or written down - Difficulty expressing thoughts in complete sentences or paragraphs - Writing that’s short, choppy, or full of spelling errors - Avoidance of reading or writing tasks due to frustration 📚 How to Teach & Support ✅ Multisensory instruction (pairing visuals, movement, and sound—like tracing letters while saying sounds aloud) ✅ Chunking instructions into small, clear steps with visual aids ✅ Pre-teaching vocabulary before lessons ✅ Allowing extra processing time for responses ✅ Using assistive technology (audiobooks, speech-to-text, graphic organizers) ✅ Encouraging strengths in problem-solving, creativity, and oral expression 👩🏫 Children with LBLD thrive when instruction is explicit, systematic, and compassionate. They learn best when strategies are repeated, reinforced, and delivered in ways that engage multiple senses. ✨ With the right supports, these students can unlock their potential and build confidence in their learning.

Scaffolding techniques are vital for supporting students with learning disabilities, as they provide structured, personalized pathways to understanding while honoring each learner’s unique needs. For students with dyslexia, tools like phonemic awareness activities, color-coded texts, and audio books can reinforce decoding and comprehension, allowing them to engage with content without being hindered by reading challenges. Those with dyscalculia benefit from hands-on manipulatives, visual models, and real-life math applications that make abstract concepts more concrete and accessible. Students with dysgraphia thrive when given graphic organizers, typing options, and chunked writing tasks that reduce cognitive overload and promote expression. For learners with ADHD, scaffolding might include clear routines, visual schedules, movement breaks, and task segmentation to maintain focus and reduce impulsivity. Meanwhile, students with auditory processing disorders need multimodal instruction such as written directions, visual supports, and opportunities for repetition to fully grasp spoken information. These scaffolds not only enhance student confidence and independence but also help teachers create inclusive environments where every learner can flourish. #AccessibleEducation

Special Education Teachers, General Education Teachers and CST Members please hear me out: We are responsible for preparing students for life AFTER school! One of my students has been assigned a scribe for years. He has Dysgraphia — and also struggles with articulation, which makes speech-to-text tools inaccessible. How is a scribe preparing him for life after school? Here’s what’s even more troubling: 🔺 No Assistive Technology Evaluation has ever been conducted. 🔺 No structured writing intervention is in place. 🔺 The student is entirely dependent on someone else to record his ideas. 𝑯𝒊𝒔 𝒅𝒊𝒔𝒕𝒓𝒊𝒄𝒕 𝒊𝒔 𝒇𝒂𝒊𝒍𝒊𝒏𝒈 𝒉𝒊𝒎. A scribe can be a temporary support, but when used indefinitely — without a plan to build skills or explore appropriate tools — it becomes a barrier to independence. This reminds me of the recent landmark case where a student with Dyslexia graduated top of his class not being able to read. He was provided accommodations WITHOUT remedial instruction. Students with Dysgraphia need: ✅ Comprehensive AT evaluations (required by IDEA when appropriate) ✅ Tools that match their profile — like keyboarding instruction, word prediction, or symbol-supported writing ✅ Explicit, structured instruction in written expression ✅ A clear plan for reducing adult dependence over time Using a scribe as the only strategy — year after year — sends a damaging message: You can’t do this yourself. But with the right tools and instruction, he can. 𝑳𝒆𝒕’𝒔 𝒔𝒕𝒐𝒑 𝒅𝒐𝒊𝒏𝒈 𝒘𝒉𝒂𝒕’𝒔 𝒆𝒂𝒔𝒚 𝒂𝒏𝒅 𝒔𝒕𝒂𝒓𝒕 𝒅𝒐𝒊𝒏𝒈 𝒘𝒉𝒂𝒕’𝒔 𝒓𝒊𝒈𝒉𝒕.