Deaf Irlen Screener
Sarah Rosen Strom, Deaf Irlen screener
I am excited to share that Sarah Rosen Strom is a Deaf Irlen screener residing in the Washington, DC, metro area and is fluent in American Sign Language. She has been utilizing Irlen resources since the early 2000s and is currently in the process of becoming an Irlen Diagnostician. Sarah is eager to support the Deaf community by providing Irlen resources. She can be reached at [email protected]. Please help spread the word!
To learn more about the distinction between an Irlen Screener and an Irlen Diagnostician, visit this link: https://irlen.com/find-an-irlen-test-center
Psychologists, teachers, and parents: please consider exploring Irlen resources to see how they might support your students on their learning journey.
To learn more about the distinction between an Irlen Screener and an Irlen Diagnostician, visit this link: https://irlen.com/find-an-irlen-test-center
Psychologists, teachers, and parents: please consider exploring Irlen resources to see how they might support your students on their learning journey.
Learning Disabilities Assessment Resources
@https://www.slideshare.net/isneadjr/learning-disabilities-and-famous-people-14825146
If you suspect you have a learning disability and wish to be tested, you can visit your college's accessibility services office to request a list of psychologists for an assessment. If you cannot afford the cost, you may ask your Vocational Rehabilitation (VR) Counselor for a psychological evaluation, which is provided at no charge.
As outlined in the 'About Deaf & LD' section, it is crucial to select an evaluator who is knowledgeable about issues faced by deaf individuals and proficient in sign language for accurate diagnostic purposes. If you cannot find a suitable evaluator, a certified interpreter should be provided. It is crucial that evaluators do not misdiagnose deaf and hard-of-hearing individuals with learning disabilities.
Additionally, evaluators need to comprehend the appropriate assessment tools for evaluating Deaf and hard-of-hearing students for potential learning disabilities and ADHD. For more information on appropriate assessment practices, please refer to the 'Guidelines for Documentation of a Learning Disability in a Gallaudet University Students.' This document offers an overview of psychological tests and procedures that can assist psychologists in assessing Deaf and hard-of-hearing students for learning disabilities.
Deaf and hard-of-hearing people are increasingly diagnosed with a learning disability. They must receive appropriate services to progress and advance their education through reasonable accommodations.
If you have a learning disability, consider utilizing the accommodations and support services offered by your postsecondary institution's Disability Services office. Qualified students with disabilities receive services to ensure equal access to classes, programs, and activities.
Here is a list of standard postsecondary accommodations:
At an Individualized Education Program (IEP) meeting, secondary school teachers and/or parents can request an assessment. The IEP team will refer the student to a school psychologist for evaluation at no cost. At the next IEP meeting, we can discuss accommodations and classroom/school placements if we identify a learning disability.
If you are a K-12 student who is not currently enrolled in a special education program and would like to be evaluated for a suspected learning disability, you may request an evaluation from a school psychologist. If you are not enrolled, you might need to pay for the assessment, which can be costly. I have a hearing friend who struggled academically throughout high school without any accommodations or special education services. She did not learn she had a learning disability until college, and was surprised she could have requested an assessment during her senior year of high school. She wishes she had known earlier.
The U.S. Department of Education encourages school districts to use more specific terms in evaluation reports, such as "dyslexia," "dysgraphia," and "dyscalculia," instead of the broad term "specific learning disability." Using precise terms can help better address the needs of students in both secondary and postsecondary institutions. Before the accessibility services office at a postsecondary institution can provide accommodations, it must collect documentation that includes a diagnosis and outlines functional limitations. As an accessibility advisor, I often receive IEP records that state "Specific Learning Disability," which does not always provide enough clarity compared to a psychological evaluation. For instance, one student's IEP record indicated "Specific Learning Disability" and noted his difficulty with math, yet he was majoring in business, a field that required advanced math courses. Despite my concerns about his major choice, he did not understand my explanation and continued to struggle in his classes. Including the specific term "dyscalculia" in his evaluation report would have been more effective, as it might have helped him develop self-awareness and understand his strengths and limitations before deciding on a major. The new government letter on these specific terms includes a link to more information. Hopefully, the U.S. Department of Education will recognize auditory/visual processing issues in the near future.
In summary, utilizing accommodations can help alleviate the stress associated with coursework, making it a wise choice to take advantage of these resources!
As outlined in the 'About Deaf & LD' section, it is crucial to select an evaluator who is knowledgeable about issues faced by deaf individuals and proficient in sign language for accurate diagnostic purposes. If you cannot find a suitable evaluator, a certified interpreter should be provided. It is crucial that evaluators do not misdiagnose deaf and hard-of-hearing individuals with learning disabilities.
Additionally, evaluators need to comprehend the appropriate assessment tools for evaluating Deaf and hard-of-hearing students for potential learning disabilities and ADHD. For more information on appropriate assessment practices, please refer to the 'Guidelines for Documentation of a Learning Disability in a Gallaudet University Students.' This document offers an overview of psychological tests and procedures that can assist psychologists in assessing Deaf and hard-of-hearing students for learning disabilities.
Deaf and hard-of-hearing people are increasingly diagnosed with a learning disability. They must receive appropriate services to progress and advance their education through reasonable accommodations.
If you have a learning disability, consider utilizing the accommodations and support services offered by your postsecondary institution's Disability Services office. Qualified students with disabilities receive services to ensure equal access to classes, programs, and activities.
Here is a list of standard postsecondary accommodations:
- Priority registration
- Extended time for examinations
- ASL Interpreters
- Textbooks in an alternate format
- Notetaker
- Recorder
- Smartpen
- And more
At an Individualized Education Program (IEP) meeting, secondary school teachers and/or parents can request an assessment. The IEP team will refer the student to a school psychologist for evaluation at no cost. At the next IEP meeting, we can discuss accommodations and classroom/school placements if we identify a learning disability.
If you are a K-12 student who is not currently enrolled in a special education program and would like to be evaluated for a suspected learning disability, you may request an evaluation from a school psychologist. If you are not enrolled, you might need to pay for the assessment, which can be costly. I have a hearing friend who struggled academically throughout high school without any accommodations or special education services. She did not learn she had a learning disability until college, and was surprised she could have requested an assessment during her senior year of high school. She wishes she had known earlier.
The U.S. Department of Education encourages school districts to use more specific terms in evaluation reports, such as "dyslexia," "dysgraphia," and "dyscalculia," instead of the broad term "specific learning disability." Using precise terms can help better address the needs of students in both secondary and postsecondary institutions. Before the accessibility services office at a postsecondary institution can provide accommodations, it must collect documentation that includes a diagnosis and outlines functional limitations. As an accessibility advisor, I often receive IEP records that state "Specific Learning Disability," which does not always provide enough clarity compared to a psychological evaluation. For instance, one student's IEP record indicated "Specific Learning Disability" and noted his difficulty with math, yet he was majoring in business, a field that required advanced math courses. Despite my concerns about his major choice, he did not understand my explanation and continued to struggle in his classes. Including the specific term "dyscalculia" in his evaluation report would have been more effective, as it might have helped him develop self-awareness and understand his strengths and limitations before deciding on a major. The new government letter on these specific terms includes a link to more information. Hopefully, the U.S. Department of Education will recognize auditory/visual processing issues in the near future.
In summary, utilizing accommodations can help alleviate the stress associated with coursework, making it a wise choice to take advantage of these resources!
@https://www.slideshare.net/isneadjr/learning-disabilities-and-famous-people-14825146
Tools for Deaf & Hard of Hearing
Students with Learning Disabilities
@https://www.slideshare.net/isneadjr/learning-disabilities-and-famous-people-14825146
We need effective learning interventions and solutions to support students who are struggling academically. Addressing critical processing issues often requires using various tools.
In addition to accommodations, students with learning disabilities can benefit from a range of tools to support reading, writing, and math. However, many assistive technology tools primarily provide auditory or speaking access, which may not benefit Deaf and hard-of-hearing students with learning disabilities. Therefore, I researched tools that could be particularly useful for them.
I organized my findings by specific learning disabilities and listed tools that can help address these processing challenges. We should explore these tools to create learning interventions that support students facing processing difficulties and help them achieve academic success.
Dyslexia & Visual Processing Disorder
The following reading tools can enhance visual tracking and reduce mental effort and concentration when interpreting visual materials.
In addition to accommodations, students with learning disabilities can benefit from a range of tools to support reading, writing, and math. However, many assistive technology tools primarily provide auditory or speaking access, which may not benefit Deaf and hard-of-hearing students with learning disabilities. Therefore, I researched tools that could be particularly useful for them.
I organized my findings by specific learning disabilities and listed tools that can help address these processing challenges. We should explore these tools to create learning interventions that support students facing processing difficulties and help them achieve academic success.
Dyslexia & Visual Processing Disorder
The following reading tools can enhance visual tracking and reduce mental effort and concentration when interpreting visual materials.
- Use books with large print and big spaces between lines
- Use Kurzweil 3000 Software (color code, font adjustment, highlight, magnifier, background color, note, dictionary)
- Use magnifying bar/sheet to read
- Use screen enlargers, or screen magnifier
- Use the Irlen Resources (colored paper/glasses & background color on a computer screen)
- Use the reading highlights strips
- Use the ‘See-N-Read Reading tools’ to reduce word & line skipping’
- Use a line tracker to keep track of reading
- Use E-Books & E-Text
- Zoom to Enlarge Text
@http://slideplayer.com/slide/2507893/
Dysgraphia & Visual Processing Disorder
These tools can help with writing assignments.
These tools can help with writing assignments.
- Use a laptop to type notes during the lecture
- Use a laptop or other computer for in-class essays
- Use of word processor
- Use a word prediction software programs that predicts words for spelling difficulties
- Use MindMeister (a digital graphic organizer) to organize ideas with visual maps, diagrams and pictures
- Use story mapping
- Use Grammarly Software to proofread spelling, grammar, and punctuation
- Use scribble to mark key information while researching
- Provide alternative written assignments (video-tape reports)
@https://www.slideshare.net/isneadjr/learning-disabilities-and-famous-people-14825146
Dyscalculia & Visual Processing Disorder
These tools can help organize and differentiate math problems:
There are many free assistive technology tools available online. I encourage you to explore these resources and find the ones that best suit your individual needs. Remember, what works for one person may not work for another, so it's important to consider your own preferences and requirements. I hope these tools inspire us to think creatively and find effective solutions to academic challenges.
Additionally, you don't need to have a learning disability to benefit from these tools. They can be helpful for anyone looking to accommodate their processing needs.
I will keep updating my findings and adding new resources to the list, so please check back on the website for the latest information!
These tools can help organize and differentiate math problems:
- Use larger graph paper for math assignments
- Allow to use fingers to count
- Use the color-code system to differentiate math problems
- Use the National Library of Virtual Manipulative to help solve math problems in different ways
- Use Geogebra for online drawing and graphing tool
- Use an online calculator through WebMath to solve problems.
There are many free assistive technology tools available online. I encourage you to explore these resources and find the ones that best suit your individual needs. Remember, what works for one person may not work for another, so it's important to consider your own preferences and requirements. I hope these tools inspire us to think creatively and find effective solutions to academic challenges.
Additionally, you don't need to have a learning disability to benefit from these tools. They can be helpful for anyone looking to accommodate their processing needs.
I will keep updating my findings and adding new resources to the list, so please check back on the website for the latest information!
@https://www.slideshare.net/isneadjr/learning-disabilities-and-famous-people-14825146
College Foreign Language & Math Course Substitutions
@https://www.slideshare.net/isneadjr/learning-disabilities-and-famous-people-14825146
Under the Individuals with Disabilities Education Act, students with disabilities are not required to take foreign language or math courses in high school; they are granted a waiver for these subjects. However, many families and professionals mistakenly believe that course waivers will be applicable in college as well. In reality, postsecondary institutions are not legally obligated to waive any courses for students with disabilities. To graduate, these students must complete the core curriculum, which typically includes biology, a foreign language, and math.
Colleges may offer substitute courses in place of foreign languages and math. To request a substitution, students must submit supporting documentation to their college's accessibility services for review. If an evaluation report indicates a math disability, they can request a substitution for a math course. Approval procedures for these substitutions vary between colleges. A student may fulfill the requirement by taking an approved course in either a foreign language or math.
Since the Americans with Disabilities Act was enacted in 1990, more postsecondary institutions have started providing math course substitutions. However, policies differ by college. If a student's disability or functional limitation makes it challenging to complete a math course, they can request a substitution. It is important to note, though, that if a math course is a core requirement for a major, such as computer science or engineering, a substitution will likely not be granted, as such an application would alter the fundamental nature of the program. In contrast, a math course substitution may be approved for majors like history or sociology.
Students with learning disabilities should actively seek colleges that offer substitutes for foreign language or math courses. Some colleges provide services that are more accommodating to students with learning disabilities, while others do not. Therefore, before applying to college, it is crucial for these students to understand their accessibility options, including the availability of substitution courses.
Colleges may offer substitute courses in place of foreign languages and math. To request a substitution, students must submit supporting documentation to their college's accessibility services for review. If an evaluation report indicates a math disability, they can request a substitution for a math course. Approval procedures for these substitutions vary between colleges. A student may fulfill the requirement by taking an approved course in either a foreign language or math.
Since the Americans with Disabilities Act was enacted in 1990, more postsecondary institutions have started providing math course substitutions. However, policies differ by college. If a student's disability or functional limitation makes it challenging to complete a math course, they can request a substitution. It is important to note, though, that if a math course is a core requirement for a major, such as computer science or engineering, a substitution will likely not be granted, as such an application would alter the fundamental nature of the program. In contrast, a math course substitution may be approved for majors like history or sociology.
Students with learning disabilities should actively seek colleges that offer substitutes for foreign language or math courses. Some colleges provide services that are more accommodating to students with learning disabilities, while others do not. Therefore, before applying to college, it is crucial for these students to understand their accessibility options, including the availability of substitution courses.
@https://www.slideshare.net/isneadjr/learning-disabilities-and-famous-people-14825146
