Additional Terms

Dysgraphics often have rich, complex thoughts but may struggle to get them onto paper due to challenges with handwriting, spacing, and organizing written work. Their ideas are often well-developed but don’t always show up conventionally in written form.

Traits: 

• Difficulty coming up with words to write 

• Missing words or letters when spelling

• A hard time keeping track of thoughts and ideas 

• Tires quickly when writing 

• Fine motor: pencil grip, printing, hand cramping

Strategies 

• Allow typed responses, speech-to-text, oral recordings instead  

• Use graphic organizers, scribing, dictation - to separate idea generation from writing 

• Alternatives to demonstrate learning - creating videos, mind maps, digital comic strips 

• Reduce emphasis on neatness and spelling - focus on idea generation 

• Provide extra time, predictive text, word banks

• Use Technology 

Dyscalculics process numbers and mathematical concepts differently. They may struggle with mental math, sequencing steps in calculations, or recognizing patterns in numbers, but often excel in big-picture thinking, logic, and creativity.

Traits: 

• Difficulty recalling number facts

• Skip counting and identifying number patterns is a challenge

• A hard time with calculations and inverse operations 

• Difficulties handling money, telling time, and using a calendar 

Strategies 

• Use visual aids, timers, manipulatives, hands-on learning for math concepts 

• Allow calculators and reference sheets

• Provide step by step guides and colour coding to organize problem solving 

• Encourage students to draw out problems and let them use their fingers!!!

• Provide extra time 

• Use Technology

Remember every human is unique. Some dyslexics experience letter reversals, others experience letter movement; for some it is both or entirely different. Dyslexics often have a dynamic way of thinking, with strong pattern recognition, problem-solving skills, and creativity. While reading and spelling may not align with traditional expectations, their ability to understand big-picture ideas and think outside the box is often a strength.

Traits: 

• Challenges while reading, losing place in text, needing to re-read the text multiple times 

• Mispronouncing words, reading aloud 

• Difficulty remembering what words look like 

• Hearing and interpreting sounds when spelling 

• A hard time finding the right words or getting their ideas on paper 

• ***Headaches***

Strategies

• Provide audiobooks, text-to-speech, oral responses, hands-on projects 

• Types of fonts: OpenDyslexic, Arial, Comic Sans - increase spacing between lines 

• Reduce read-aloud pressure - provide texts beforehand to preview 

• Chunk info with visuals, colour coding, summaries, less clutter

• Provide extra time for processing 

• Highlighting text, using a ruler, don't use a pencil (engage brain differently) 

• Use Technology

Free Training https://www.madebydyslexia.org/teachers/ 

Dyspraxics often have a unique way of navigating the world. They may need extra time for movement-based tasks, struggle with fine or gross motor skills, or find multi-step instructions challenging. Their problem-solving, adaptability, and out-of-the-box thinking are often strengths.

Traits: 

• Pencil grip, handwriting, spacing 

• Buttons, shoe laces, equipment use 

• Balance, coordination, running, posture 

• Getting dressed, walking up stairs, bumping into things  

• Production of speech, formulating words/sentences, stuttering 

• Processing speed, planning, memory 

Strategies 

• Allow extra processing time for motor-based tasks

• Break down multi-step instructions into chunks with visual supports or checklists or schedules 

• Allow and encourage flexible seating 

• Computers, speech-to-text, alternatives to writing-heavy tasks 

• Provide movement breaks and encourage adaptive alternative physical activities - recognizing differences in posture and motor-coordination

• Use Technology 

Pathological Demand Avoidance (PDA) 

People with PDA may have a fight, flight, or freeze response. Individuals may also exhibit the fawning response, where the person may overcompensate with extreme people pleasing to avoid conflict in certain situations. 

They may have an intense, emotional inclination to avoid a demand, even when they desire to fulfil it. They may have an overwhelming need to be in control. Loss of control, triggering the 4F response, leads to heightened anxiety and panic. 

Forms of resistance may include: point blank refusal, giving outlandish excuses, offering distractions, aggression, and withdrawal or shut down.