Abstract Reasoning Deficit
o Provide student with list of procedures to follow when working with problem solving.
o Relate new information to student's existing system of knowledge.
o Color code information handouts.
o Allow student to tape-record in class.
o Provide a copy of the lecture notes before class starts.
o Allow someone else to take notes for the students.
o Provide extended time.
o Allow student to bring fact sheet(s), or table(s) and/or chart(s) to test.
o Allow use of manipulatives to develop understanding of concepts.
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Arithmetic Defecit
o Allow student to use graph paper to align numbers.
o Allow students to use fact sheet(s) and/or chart(s) (i.e.,multiplication table).
o Provide instruction of the appropriate sequence or hierachy of steps.
o Match activities to learning styles.
o Enlarge print size & provide large work areas adjacent to each problem.
o Provide extended test time.
o Allow student to use fact sheet(s), table(s), and/or chart(s) on the test.
o Modify test format (oral versus written).
o Color-code problem. Highlight function signs and starting & stopping points.
o Allow student to use a calculator.
o Allow student to use manipulatives.
o Encourage the memorization of math facts; begin at the current level of functioning.
o Use tactile/visual cues when providing opportunities for math drills.
o Practice and review.
o Allow student to use graph paper to align numbers.
o Allow students to use fact sheet(s) and/or chart(s) (i.e.,multiplication table).
o Provide instruction of the appropriate sequence or hierachy of steps.
o Match activities to learning styles
o Allow student to tape-record in class.
o Provide a copy of the lecture notes before class starts.
o Allow someone else to take notes for the student.
o Enlarge print size & provide large work areas adjacent to each problem.
o Provide extended test time.
o Allow student to use fact sheet(s), table(s), and/or chart(s) on the test.
o Modify test format (oral versus written).
o Color-code problem. Highlight function signs and starting & stopping points.
o Allow student to use a calculator.
o Allow student to use manipulatives.

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Auditory Processing Deficit
o Use visual aids, such as charts and graphs.
o Allow your child extra time for a response.
o Avoid giving more than one direction at a time.
o Give short, concise directions.
o Check for understanding. Make sure your child understood directions.
o Speak clearly; face your child when speaking.
o Encourage your child to tape-record all important class lectures so that he/she may listen to or write key points at a later date.
o Recognize that children with auditory processing disorders often appear to be inattentive.
o A foreign language may be very difficult for your child to learn.
o Allow student to sit at front of class.
o Face student when talking; do not face the chalkboard.
o Reduce distractions in the classroon (visual and auditory).
o "Show and tell" all information and directions.
o Encourage student to repeat questions before answering.
o Allow student to tape-record in class.
o Provide a copy of the lecture notes before class starts.
o Allow someone else to take notes for the student.
o Provide extended test time.
o Allow student to take tests in a quiet, non-distracting environment.
o Modify test.
o Allow student to use a dictionary or word list.
o Do not penalize for incorrect spelling.
o Allow access to a word processor or a computer.
o Allow student to use an electronic spell checker.

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Auditory Memory Deficit
o Establish a routine for attacking material (i.e. a math procedure).
o Re-teach and review.
o Use maps, pictures, charts and visual displays whenever possible.
o Use repetition.
o Walk your child through the steps in a new procedure.
o Secure your child's attention before giving directions.
o Limit your instructions to two or three steps.
o Encourage your child to request help when he/she doesn't understand.
o When giving directions, stop at various points to ensure your child understands.
o Encourage note-taking.

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Constructional Dyspraxia
o Provide student with list of steps.
o Allow to use fact sheet(s) and/or chart(s) with sequence of steps indicated.
o Provide color-coded handouts.
o Allow student to tape-record in class.
o Provide a copy of the lecture notes before class starts.
o Allow someone else to take notes for the student. 
o Provide extended test time.
o Allow student to use fact sheet(s) and/or chart(s) with sequence steps indicated.
o Allow student to take test at an alternate test site.
o Color-code steps of problems.
o Allow student to use a computer or a word processor.
o Allow student to use a dictionary, word list(s), or electronic spell checker.

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Dyscalculia
Definition
The lack of any inherent mathematical ability. Because of the nature of Dyscalculia, note-taking, testing, and technological accommodations offer little to no assistance to the student.
o Course substitution
o Course waiver

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Dysgraphia
o Allow all papers to be written utilizing a computer or word processor.
o Allow student to complete all "writing" assignments outside of class.
o Allow student to tape-record in class.
o Provide a copy of the lecture notes before class starts.
o Allow someone else to take notes for the student.
o Provide extended test time.
o Provide alternate test format that does not utilize scantron forms.
o If scantron forms must be used, blow-up form to fill an 8 1/2" by 11" sheet of paper.
o Provide a scribe for the test.
o Allow student access to a computer or word processor.   

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Dyslexia
o Avoid having student to read out loud.
o Use multiple media teaching approach.
o Allow student to use colored overlays.
o Allow student to use taped textbooks.
o Allow student to tape-record in class.
o Provide a copy of the lecture notes before class starts.
o Allow someone else to take notes for the student.
o Provide extended test time.
o Provide a reader and/or scribe for the test.
o Provide a tape-recorded version of the test.
o Allow the use of an alternate demonstration of mastery.
o Provide an alternate test site.
o Taped textbooks
o Allow student to use a computer with a speech synthesizer.

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Language Comprehension Deficit
o Supplement verbal directions with written directions.
o Slow the rate of presentation. Speak slowly.
o Keep statements short and simple, "to the point."
o Avoid confusing abstract language such as metaphors, idioms, and puns.
o Check for understanding. Make sure your child understood the directions.
o Make sure that you have your child's attention when speaking.
o Use visual aids, such as charts and graphs.
o Pre-teach relevant vocabulary.
o Pre-teach background information.
o Reduce distractions.
o Allow student to repeat back what was heard.
o Tell student in advance what question(s) you will be calling on them to answer in class.
o Allow student to tape-record in class.
o Provide a copy of the lecture notes before class starts.
o Allow someone else to take notes for the student.
o Provide extended test time.
o Allow alternative demonstration of mastery.
o Provide an alternate test site.
o Allow student to clarify any questions on the test before starting the test.
o Allow student to use a dictionary and/or a word list.
o Allow access to a computer or word processor.
o Allow student to use an electronic spell checker.

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Long-Term Memory Deficit
o Use all modalities when teaching (visual, auditory, and tactile).
o Use lots of repetition
o Review and practice material.
o Encourage your child to take notes.
o Returning to school after summer vacation is challenging, because much of the information learned may have "slipped away." Concepts once learned must be reinforced.
o Allow student to use fact sheet(s), table(s), and/or chart(s).
o Tell student in advance what question(s) they will be asked to answer in class.
o Tie new information to what the student already knows.
o Allow student to tape-record in class.
o Provide a copy of the lecture notes before class starts.
o Allow someone else to take notes for the student.
o Provide extended time.
o Allow alternative demonstration of mastery.
o Allow student to use fact sheet(s), table(s), and/or chart(s).
o Modify test.
o Allow access to a computer or word processor.
o Allow use of a calculator.

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Long-Term Retrieval Deficit
o Before introducing new information to your child, review previous information for mastery.
o To increase retention, review and practice.
o Teach your child memory strategies. Examples include: rehearsal, making visual images, chunking, creating mnemonics.
o Teach your child to use a substitute word concept for memorizing abstract material. For example, he/she may remember the state Minnesota, as a "mini soda."
o When teaching facts, introduce only as much information as he/she can master.
o Help him/her learn that any new piece of information that is associated with something one already knows is easier to remember.
oList steps on an index card to help him/her remember.
oUse a multi-sensory approach, see it, hear it, touch it.
o Limit the number of new facts, concepts or words presented.
o Use multiple media teaching.
o Provide list of steps.
o Provide mnemonic aids.
o Color-code the steps in a problem.
o Allow student to use fact sheet(s), table(s), and/or chart(s).
o Allow student to tape-record in class.
o Provide a copy of the lecture notes before class starts.
o Allow someone else to take notes for the student.
o Provide extended test time.
o Allow student to use fact sheet(s), table(s), and/or chart(s).
o Allow alternative demonstration of mastery.
o Modify test.
o All access to a computer or a word processor.

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Phonological Processing Deficit
o Play games that focus on the sounds of words. "I'm thinking of words that start with the sound…"."I'm thinking of an animal that rhymes with the word log." "Say three words that rhyme with cat."
o Read words and have your child tell you if they rhyme.
o Have your child complete familiar nursery rhymes.
o Count the "beats" (syllables) with your child. Have him/her clap hands to the beats.
o Pronounce words slowly so that your child can hear the separate phonemes.

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Processing Speed Deficit
o Tell student in advance what question(s) they will be called on to answer in class.
o Provide large print handouts.
o Do not change subjects rapidly.
o Allow student extra time to process information.
o Allow student to tape-record in class.
o Provide a copy of the lecture notes before class starts.
o Allow someone else to take notes for the student.
o Provide extended test time.
o Provide large print tests.
o Provide large work areas adjacent to problems.
o Allow alternative demonstration of mastery.
o Allow access to computers and/or word processors.

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Reading Deficit
o Review phonic skills until they are mastered.
o Continue to build his/her sight word vocabulary
o Review basic spelling rules regarding similar words.
o Read to your child.
o Ask your child questions about what he/she has read.
o Take your child to the library to "check-out" high-interest books at his or her reading level.
o Do not ask student to read out loud in class.
o Use multiple media teaching approach.
o Allow student to use colored overlays.
o Explain graphs, tables and charts.
o Allow student to use taped textbooks.
o Allow student to tape-record in class.
o Provide a copy of the lecture notes before the class starts.
o Allow someone else to take notes for the student.
o Provide extended test time.
o Provide a reader and/or scribe for the test.
o Provide a tape recorded version of the test.
o Allow alternative demonstration of mastery.
o Provide an alternate test site.
o Tape textbooks.
o Allow student to use a computer with a speech synthesizer.
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Reasoning Deficit
o Provide your child with meaningful activities that will involve finding solutions to problems, understanding and applying rules, and predicting logical conclusions.
o When teaching something new, provide slow, step-by-step instructions.
o Increase problem solving skills by listing steps to solve the problem on an index card.
o If possible allow your child to teach younger family members.
o Help your child understand relationships among pairs of words.
o Practice problem-solving, brainstorm solutions; choosing the solution that seems best; trying it; asking if it's working; and modifying it or selecting a different solution if the strategy does not work.
o Review and practice problem-solving strategies.
o In high school, help your child select courses that emphasize practical and experiential learning and do not require a high level of abstract reasoning.
o Provide student with a list of procedures to follow when working with problem solving.
o Relate new information to student's existing system of knowledge.
o Provide color-coded handouts.
o Provide examples of generalizations.
o Allow student to tape-record in class.
o Provide a copy of the lecture notes before the class starts.
o Allow someone else to take notes for the student.
o Provide extended test time.
o Allow student to use printed examples of generalizations.
o Allow alternative demonstration of mastery.
o Allow student to use manipulatives to develop concepts.
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Short-Term Memory Deficit
o Keep directions short and simple.
o Encourage student to repeat questions before answering.
o Write directions, procedures, and assignments on the board.
o Reduce visual and auditory distractions in the classroom.
o Allow student to sit at front of room.
o Allow student to tape-record in class.
o Provide a copy of the lecture notes before class starts.
o Allow someone else to take notes for the student.
o Provide extended test time.
o Provide testing in a quiet, non-distracting environment.
o Reduce all distractions.
o Keep directions short and simple.
o Allow alternative demonstration of mastery.
o Allow student to use fact sheet(s), table(s) and/or chart(s).
o Allow student to use a computer and/or word processor.

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Short-Term Retrieval Deficit
o Keep directions short and simple.
o Provide handouts of all information presented on the chalkboard or overhead projector.
o Write directions, procedures, and assignments on the board.
o Reduce visual and auditory distractions in the classroom.
o Allow student to tape-record in class.
o Provide a copy of the lecture notes before class starts.
o Allow someone else to take notes for the student.
o Provide extended test time.
o Keep directions short and simple.
o Provide an alternate test site.
o Keep questions short and simple.
o Allow alternative demonstration of mastery.
o Allow student to use fact sheet(s), table(s) and/or chart(s).
o Allow student to use a computer or word processor.
o Allow student to use a calculator.
o Allow student to use a dictionary, word list, and/or electronic spell checker.

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Spatial Organization Deficit
o Allow student to use graph paper to align numbers.
o Indicate sequence to be followed using color - coding.
o Provide examples of how to lay out math problems, term papers, etc.
o Allow student to do all written work on a computer or word processor.
o Allow student to tape-record in class.
o Provide a copy of the lecture notes before class starts.
o Allow someone else to take notes for the student.
o Provide extended test time.
o Allow student to use graph paper to align numbers.
o Provide large work areas adjacent to the math problem.
o Do not use test formats that utilize scantron forms.
o If you must use scantron forms, increase size of form to 8 1/2" by 11".
o Allow student to use a computer or word processor.

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Spelling Dyspraxia
o Do not count off for spelling errors.
o Allow student to have someone else edit their papers.
o Allow student to use a computer or word processor for in-class writing assignments.
o Allow student extra time to do in-class writing assignments.
o Allow student to tape-record in class.
o Provide a copy of the lecture notes before class starts.
o Allow someone else to take notes for the student.
o Provide extended test time.
o Do not count off for spelling mistakes.
o If you must count off for spelling - allow student to have someone edit paper for spelling errors before paper is turned in.
o Allow student to take test orally.
o Provide a scribe for the test.
o Allow student to use a computer or word processor.
o Allow student to use a dictionary, word list, and/or electronic spell checker.

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Verbal Reasoning Deficit
o High interest and low vocabulary reading materials can be helpful to improve general fund of information, such as comic book strips, etc.
o Make use of crossword puzzles, scrabble and analogy games. Have your child make up their own word games.
o Make use of abstract words; such as "love, honesty, good" and have your child define them individually.
o Encourage meaningful words in context, use a new word each day, review new words, and model the new words in conversation.
o The best way for parents to help children become better reader is to read to them.
o Allow student to tape-record in class.
o Provide a copy of the lecture notes before class starts.
o Allow someone else to take notes for the student.
o Provide extended test time.
o Allow student to use a computer or word processor.
o Allow student to use a dictionary, word list, and/or electronic spell checker.

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Visual Processing Deficit
o Provide large print handouts.
o Never hand - write handouts.
o Use a multisensory approach (combine senses: visual, auditory, tactile,
kinesthetic channels to reinforce learning).
o Have a consistent format for papers and assignments.
o Reduce visual distractions in the classroom.
o Allow student to sit at front of room.
o Use a variety of colors to indicate important words, facts, or numbers.
o Provide opportunities for the student to play with blocks, puzzles, and other manipulatives.
o Provide your child with activities that require classification. For example, have him/her sort a variety of objects by different color size, or shape.
o When using a chalkboard or over-head projector, write legibly and use large print and keep extraneous clutter to a minimum.
o Have the student trace over a variety of geometric shapes using a crayon.
o To increase the student's attention to visual detail, play games such as Concentration or matching games. Directly teach the child to look for details.
o Encourage your student to participate in activities that have elements of visual problem solving (chess, checkers, building, designing, and art).
o Provide the child with practice in reading charts, diagrams, mazes, maps, graphs
o Have your student look at objects that have a missing part. Have him/her identify and add the missing part.
o If your child has spatial relations difficulties provide body awareness activities.
o Younger children with spatial difficulties may benefit from mirror activities: finding body parts, tracing their image.
o Allow student to tape-record in class.
o Provide a copy of the lecture notes before class starts.
o Allow someone else to take notes for the student.
o Highlight key information to be learned.
o Avoid pressures of speed and accuracy
o Provide extended test time.
o Provide large print tests.
o Provide large work areas adjacent to problems.
o Modify test format.
o Do not use tests that utilize scantron forms.
o If you must use scantron forms, blow up the form to 8 1/2" by 11".
o Allow student to use a separate sheet of paper to cover excess visual stimuli on test paper.
o Give test orally.
o Do not use handwritten tests.
o Keep clutter on paper to a minimum.
o Highlight operation signs, directions, etc.
o Allow student to use graph paper.
o Allow student to use a computer or word processor.
o Allow student to use a computer equipped with a speech synthesizer.
o Allow student to use a dictionary, word list, and/or electronic spell checker.
o Allow student to use a tape-recorder to record answers to essay questions.

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Visual Memory Deficit
o Reinforce visual material with auditory explanations.
o Teach rules of spelling, math, written language.
o Be prepared to remind him/her of where items are located.
o Graph paper may help your child organize math assignments.
o Explain new visual material.
o Check to make sure your child understand visual directions.
o Use multiple media teaching.
o Color-code the steps in a problem.
o Allow student to use fact sheet(s), table(s), and/or chart(s).
o Provide a copy of the lecture notes before class starts.
o Allow someone else to take notes for the student.
o Provide extended test time.
o Allow student to use fact sheet(s), table(s), and/or chart(s).
o Allow alternative demonstration of mastery.
o Modify test.
o All access to a computer or a word processor.

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Visual-Motor Integration Deficit
o Provide opportunities for gross motor skills development by organizing activities and games (crawling, jumping, running, and skipping).
o Use a marker to aid him/her in keeping his/her eyes focused on the correct line of print.
o Encourage easy to use scissors.
o Let him/her dictate his/her reports into a tape recorder.
o Set realistic and mutually agreed upon expectations for neatness.
o Encourage a pencil with a special grip.
o Developing word processing skills may be a productive means toward completing written assignments.
o Help your child keep the number of math problems on a page organized and to a minimum.
o Avoid pressures of speed and accuracy.
o Allow student to use a computer or word processor.

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Writing Deficit
o To help your child with his/her spelling, he/she may benefit from a strategy that involves self-questioning and self-monitoring. In order to do this, the child asks him/herself the following questions that can be listed on an index card:
          1) Do I know this word?
          2) How many syllables do I hear in this word? (Write down the number).
          3) I will spell out the word.
          4) Do I have the right number of syllables?
          5) If the word has the right number of syllables, am I unsure of the spelling of any part of the word? If I am, I will  underline that part and try spelling the word again. Now, does it look right to me? If it does, I will leave it alone. If it still does not look right, I will underline the part I am not sure of and try again.
          6) If the word I spelled does not have the right number of syllables, let me hear the word in my head again and find the missing syllable. Then go back to step 2.
o Give your child a personal dictionary.
o Encourage your child to double check his/her work.
o Complex writing assignments should be broken down to the micro task level. Using a webbing format or graphical organizer may help.
o Often, a child may have good language skills that are not conveyed in writing, so always have them speak their sentences aloud, before writing them down. Then go back to - put in the capitals, punctuation, and spell the words correctly.
o Writing on a computer is critical.
o For some, the process of writing may need to begin at the sentence level, teaching them to write simple sentences and then how, mechanically, to write complex sentences.
o Allow student to use a computer or word processor for in-class writing assignments.
o Have a consistent format for papers and assignments.
o Allow student to have someone else edit his/her paper.
o Allow student to present paper(s) orally.
o Allow student to tape-record in class.
o Provide a copy of the lecture notes before class starts.
o Allow someone else to take notes for the student.
o Provide extended test time.
o Provide a scribe for test.
o Allow student to tape-record answers to the test.
o Allow student to take the test orally.
o Allow student to have someone else edit his/her test.
o Allow alternative demonstration of mastery.
o Allow student to use a computer or word processor.
o Allow student to use a dictionary, word list, or electronic spell checker.

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Hypoactivity
o Use a multi-sensory approach to teaching.
o Keep student involved in class proceedings.
o Allow student to move around in the classroom.
o Allow student to tape-record in class.
o Have student take notes in class.
o Provide extended test time.
o Modify test.
o Provide access to a computer or word processor.

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Attention Deficit Disorder / Attention Deficit with Hyperactivity / Hyperactivity
o Help your child identify the behaviors that interfere with learning.
o Teach appropriate behavior.
o Maintain eye contact – use the "look at me" technique.
o Provide sufficient repetition when learning a task. Over learning helps to achieve mastery.
o When your child is working on his/her homework, provide opportunities for movement.
o Set limits for task completion.
o Use repetition to help your child learn. Over learning increases mastery.
o Longer projects should be broken into manageable parts.
o Task completion can be reinforced with a timer.
o Visual reminders are helpful (i.e. checklists).
o Provide a quiet "work area" for your child.
o Use a multi-sensory approach to teaching.
o Allow student to take short, frequent breaks.
o Reduce visual and auditory distractions in the classroom.
o Use color to highlight important words, facts and/or numbers.
o Allow student to tape-record in class.
o Provide a copy of the lecture notes before class starts.
o Allow someone else to take notes for the student.
o Provide extended time.
o Allow student to take short, frequent breaks.
o Provide testing in a quiet, non-distracting environment.
o Allow alternative demonstration of mastery.
o Allow student to use a computer or word processor.
o Allow student to tape-record answers to test questions.

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Social Skills
o Establish definite limits for behavior and enforce them. Setting limits gives children support, because they are unable to set limits for themselves.
o If the child tends to manipulate, be firm, unemotional, and show confidence. Make limits clearly understood and don't be permissive.
o When dealing with acting out behaviors or "testing the limits", use a matter-of-fact approach, which will help the student learn self-control.
o Explain the reality of the situation and indicate that it is not meant to be punitive. Focus on overt behavior and be consistent with your responses or consequences.
o Avoid confrontations.
o Avoid power struggles.
o Provide a "cooling off" place for your child.
o Use praise generously.
o Avoid criticizing your child.
o Communicate frequently with teachers.
o Counseling may be helpful.
o Let student know when you are joking.
o Provide clear rules and consistently enforce them.

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Study Skills and / or Organizational Deficit
o Structure each procedure, number the steps which must be followed. Highly structured and organized procedures will lead to success.
o A daily homework sheet should be used and parents should sign it even if there is no homework that evening. The word "none" can be written if no homework is assigned.
o Incomplete classroom work should be done after school and returned the following day.
o When written language skills are required, assist the student by teaching outlining skills first.
o Help your child keep work area free from unnecessary materials.
o Set limits for task completion.
o Establish a daily routine.
o A large calendar to map out the month for known assignments or large projects may be helpful.
o Check your child's homework assignments for accuracy.
o Help your child organize his/her backpack and notebooks.
o Provide a detailed, but easy to read syllabus.
o Give advance notice of all due dates.
o Begin each class with a brief review of information presented in the last class and an overview of what will be covered in this class session.
o End class by providing a summary of the information covered during the class session and a brief introduction of the information that will be covered in the next class.
o Highlight important words, procedures, information, and problems.
o Provide extended test time.
o Encourage student to clarify any questions before actually starting the test.
o Modify test format.
o Highlight directions and procedural signs.

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"Learn How to Learn"
o Help them keep a calendar, a notebook of schedules, strategies learned, and steps to problem-solving.
o Help him/her organize his/her backpack and notebooks.
o Teach generalizing by finding and modifying past strategies whenever possible.
o Use lots of charts and lists. Write down the steps in a numbered list.
o Engage your child in the learning process. Get them to "buy into" learning.
o Help your child develop learning strategies.
o True success occurs when the student begins to invent his or her own strategies.
o Do not fear failure, remind your child that in the adult world people make errors and need to "fix them."

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