Examples of Overall Difficulties:

• Misunderstanding or confusing written symbols

• Trouble differentiating colors

• Trouble differentiating similarly shaped letters and numbers

• Difficulty identifying information from pictures, charts, graphs, maps, etc.

• Weaknesses organizing information from different sources into one cohesive document

• Difficulty finding specific information on a printed page

• Difficulty putting parts together to form a whole (ex. maps, 3-dimensional objects)

• Problems with being easily distracted by competing visual information

Overall Strategies

• Provide activities designed to develop discrimination of visual features (ex. Where’s Waldo?; Bingo; find the odd one out; hidden objects; circle the same word in a text; word searches; find words ending in __; find words containing the vowel blend ___)

• Find “busy” pictures and have the student look for different people and objects

• Color by number

• Build puzzles but instead of starting with the border start with a particular section and then build from there

• Teach the student learn how to keep his/her desk clear of distractions

• Write several letters or words that have reversals on the board. Ask the student to find them, wipe them away and form them correctly

• Model, teach, and encourage the use of verbal rehearsal, thinking out loud, and/or subvocalization

• Sequence several pictures, letters, words or playing cards on the wall. Give the student identical cards to arrange in the same sequence on the table. Looking back and forth between vertical and horizontal surfaces prepares students to copy from the board

• Teach student to use finger or pencil to guide eyes to follow the text in the sentence

• Build skills by having student complete sorting activities, puzzles, ordering activities, matching activities, etc.

Accommodations

• When working on a chalkboard or whiteboard, make sure it is erased well to minimize visual clutter

• Place a colored place mat under the materials the student is working on

• Use a red marker to outline boundaries for coloring, mazes or cutting tasks

• Place only one activity on a page

• Make a construction paper screen to block out most of the page, so only the one item is in view

• Use colored pencils to outline two-dimensional figures on a background

• Ensure a clutter free desk and surrounding environment

• Prepare worksheets that are free from clutter

• Organize materials systematically (color coding)

• Present color contrasts to highlight relevant features or portions of text

• Use effective size and spacing of print

• Reduce or eliminate the amount of copy work-provide copies of notes

• When copying is required, do not require speed. Allow extra time for the student to proofread for accuracy

• Use graphic organizers to sequence information

Examples of Math Difficulties

• Differentiating coins

• Numeral identification

• Telling time

• Differentiating objects based on their individual characteristics (shapes, two-dimensional figures).

• Accurately identifying symbols, and gaining information from pictures, charts, or graphs

• creating number sentences

• Reversing numbers and confusing variables represented as letters

• Noticing and continuing patterns

• Difficulty with regrouping

• Writing and solving equations

• Difficulty completing math steps in the correct order

• Difficulty writing numbers legibly

• Difficulty writing numbers in small spaces

• Difficulty writing problems quickly and neatly

• Difficulty copying shapes accurately

• Difficulty correctly graphing

• Difficulty lining up problems

• Difficulty finishing all problems on the page

• Losing their place on the page

• Difficulty seeing 3 dimensional figures on a 2 dimensional page

• Mixing up parts of different problems

• Difficulty reading a calculator

• Difficulty writing across lined paper in a straight line

• Confusion of similarly shaped letters, numbers, math signs

• Difficulty understanding that certain numbers go together as a unit 14 instead of 1 and 4 and that operational signs (+, x, =) are distinct from numbers. (In math the only clue is spacing).

• Difficulty relating to directional problems in math (up-down-addition), left-right (regrouping)

• Difficulty aligning of numbers on the page

• Difficulty using a number line

• Failing to notice size differences in shapes

• Difficulty visualizing geometric forms

• Difficulty visualizing proportion

Math Strategies

• Teach student to verbalize the math problem

• Teach student to use technology to help with graphing, writing, etc. (Desmos, Winplot, etc.)

• Help the student find a useful visual strategy such as webs, diagrams, charts and schemas for math operations

Accommodations

• Use graph paper to aid in aligning numbers

• Clearly space words/problems on a page

• Highlight useful information while demonstrating word problems

• Outline boundaries

• When working on a chalkboard or whiteboard, make sure it is erased well to minimize visual clutter

• Use colored pencils to outline two-dimensional figures on a background

• Use color to highlight differences in signs, variables, and numbers

• When graphing, or using color to present information, use highly contrasting colors

• Use high contrast graph paper and grids

• Use graphic organizers to sequence information

• Vary teaching methods: Provide verbal explanations with visual guides and use oral presentations along with reading

• Color code words on visual notes

• Color code math problems/equations

• Color code written instructions

• Clearly space objects on a page/provide white space on the page

• Allow students to write answers directly on a test

• Use a ruler as a reading or alignment guide

• Use an index card or marker when reading or doing work to blot out distraction of other words/images

• Reduce or eliminate the amount of copy work-provide copies of notes

• When copying is required, do not require speed. Allow extra time for the student to proofread for accuracy

• Reduce the number of visual displays involving manipulatives, drawings, diagrams and charts. Replace them with clear verbal instructions

• Replace copying from the blackboard with providing copies of the notes or assignments

• When copying is required, do not require speed. Allow extra time for the student to proofread for accuracy

• Provide math exercises on worksheets with only a few questions and plenty of white space.

Examples of Reading Difficulties

• Difficulty finding and retaining important information in reading assignments or tests

• Difficulty reading with speed and precision

• Problems visually blending letters into words

• Problems perceiving individual letters or words accurately

• Weaknesses in noticing all the relevant words in a question, identifying key words, and/or developing “skim and scan” skills

• Problems with skipping lines of text

• Difficulty tracking from left to right

• Difficulty tracking while reading

• Difficulty with letter identifications (m looks like n & p looks like q, difference between inl and imp is difficult)

• Reversing letters and transposing words (saw-was) may occur

• Omissions, and additions while reading may occur

Reading Strategies

• Teach common visual patterns within words (e.g., prefixes and suffixes)

• Highlight useful information while reading

• When choosing books for young children, find books containing pictures that are not too ‘busy’. Young children especially in the first year need simply drawn picture books. Try finding books with photographs of objects on a white background. This will help the child connect the 3D with the 2D, and will not have a distracting background. Once they easily recognize photographs, only then should abstract drawings and paintings be introduced

• Focus on the most frequently misperceived words and point out differences to develop this skill

• Make flash cards with a correct letter on one side and an incorrectly formed letter on the other side. Have the student try to draw the letter correctly, then turn over the card to see if it is right. Have them write in sand or with finger paint to make it more fun.

• Some helpful activities for building an understanding of individual sounds:

1. Say and push: The teacher dictates a word such as bat. The student uses manipulatives (buttons, cubes, counters, etc.) to push for each sound in the word. The teacher should stretch the word out when dictating (baaaaaaaaat). The student should push a manipulative (counter) up for each sound they hear. It may be necessary for the teacher to demonstrate.

2. Say and tap: the teacher dictates a word. The student taps, claps, hops, etc. for each sound they hear in the word. The teacher may need to demonstrate until the student has an understanding.

3. Have students clap the syllables in a word.

• Offer repeated exposure to the letter-sound relationships he/she does not know. This should be quick-paced and frequent.

Accommodations

• Create a “window” made from cutting a rectangle in an index card to help keep the relevant words, sentences, etc. in clear focus while blocking out much of the peripheral material which can become distracting

• Use an index card or marker when reading to blot out distraction of other words

• Use a ruler or other straightedge to help keep relevant words, sentences in focus, while blocking out the peripheral material

• Use color overlays for reading material

Examples of Writing Difficulties

• Trouble staying within margins or on lines

• Problems copying from the board or books

• Difficulty writing neatly and quickly

• Difficulty with size and spacing

• Difficulty organizing written work

• Weaknesses in labeling diagrams

• Problems recognizing spelling patterns

• Difficulty recognizing and attending to punctuation

Writing Strategies

• Teach proofreading strategies (COPS)

• Use a proofreading buddy

• Before writing letters or essays, create an outline to simplify and organize ideas

• Use a popsicle stick with marks on it to help the student figure out what is good sized space in writing

• Use a green marker to make marks on the student’s writing sample to indicate good spaces, and a red marker to make lines for poor spacing. When student understands, let them “grade” his/her own paper

Accommodations

• Highlighting margins during writing tasks