Deaf Irlen Screener
Sarah Rosen Strom, Deaf Irlen screener
I'm delighted to share that Sarah Rosen Strom is a Deaf Irlen screener who lives in the Washington, DC-Metro area and is fluent in American Sign Language. She has been using Irlen resources since the early 2000s. She is in the process of becoming an Irlen Diagnostician. She'll be happy to work with the Deaf community by supplying Irlen resources. Sarah can be reached at [email protected]. Please spread the word!
You can learn more about the difference between an Irlen Screener and an Irlen Diagnostician by visiting this link: https://irlen.com/find-an-irlen-test-center/
Teachers and parents, look into the Irlen resources and see if they can help your students learn.
You can learn more about the difference between an Irlen Screener and an Irlen Diagnostician by visiting this link: https://irlen.com/find-an-irlen-test-center/
Teachers and parents, look into the Irlen resources and see if they can help your students learn.
Learning Disabilities Assessment Resources
@https://www.slideshare.net/isneadjr/learning-disabilities-and-famous-people-14825146
If you suspect you have a learning disability and want to be tested, you can visit your college's accessibility services office and request a psychologist referral list for an assessment. If you cannot afford the cost, you can request a psychological evaluation from your VR Counselor. There is no charge.
As stated in the "About Deaf & LD" section, you will want to choose an evaluator who is familiar with deaf issues and knows sign language for diagnosis. If you can't find one, a certified interpreter should be provided. It is critical that evaluators do not misdiagnose deaf and hard of hearing individuals with learning disabilities.
It is also vital for evaluators to understand the types of assessment instruments that must be used to assess deaf and hard of hearing students for a possible learning disability and ADD/ADHD. For more information on appropriately assessing students for a possible learning disability and ADD/ADHD, please see the enclosed link to the "Guidelines for Documentation of a Learning Disability in Gallaudet University Student." This link provides an overview of psychological tests and procedures. It can help the school, vocational, and general psychologists assess 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, you may want to take advantage of the accommodations and support services provided by a postsecondary institution's Disability Services office. Qualified students with disabilities are provided with accommodations and services to benefit from equal access/opportunity in classes, programs, and activities.
The following is a list of standard postsecondary accommodations.
In the IEP meeting, secondary school, teachers, and/or parents can request an assessment. The IEP team refers the student to a school psychologist for evaluation, which is provided at no cost. If a learning disability is identified, accommodations and classroom/school placement can be discussed at the next IEP meeting.
If you are a K–12 student who is not currently enrolled in a special education program and would like to be tested for a suspected learning disability, you can request an evaluation from a school psychologist. If you are not, you may be required to pay for an assessment, which is not cheap. I have a hearing friend who struggled academically throughout high school with no accommodations or special education services. She didn't find out she had a learning disability until she was in college. She was taken aback that she could have requested an assessment during her senior year of high school. She wishes she had known.
On an evaluation report, the US Department of Education encourages school districts to use more specific terms such as dyslexia, dysgraphia, and dyscalculia rather than "Specific Learning Disability." The specific terms will help meet the needs of students in both secondary and postsecondary institutions. Before the postsecondary institute's accessibility services office can provide accommodations for students with learning disabilities, they must first collect documentation that includes diagnosis and functional limitations. As an accessibility advisor, I frequently receive IEP records that indicate "Specific Learning Disability," which does not always help when compared to a psychological evaluation because it is too broad or vague. On his IEP record, for example, my student's diagnosis was "Specific Learning Disability." It described his difficulty with math, despite the fact that he majored in business, which required more advanced math courses. Despite my concerns about his major choice, he didn't seem to understand my explanation. Nonetheless, he struggled in his business and math classes. Having said that, I believe it would have been more effective if the specific term, dyscalculia, had been included in his evaluation report. Before deciding on a major, it may help him develop self-awareness and understand his limitations and strengths. A link to more information about the new government letter on these terms is enclosed. Hopefully, the United States Department of Education will recognize auditory/visual processing issues in the near future.
To summarize, accommodations can help reduce the stress associated with coursework. So it's not a bad idea to take advantage of it!
As stated in the "About Deaf & LD" section, you will want to choose an evaluator who is familiar with deaf issues and knows sign language for diagnosis. If you can't find one, a certified interpreter should be provided. It is critical that evaluators do not misdiagnose deaf and hard of hearing individuals with learning disabilities.
It is also vital for evaluators to understand the types of assessment instruments that must be used to assess deaf and hard of hearing students for a possible learning disability and ADD/ADHD. For more information on appropriately assessing students for a possible learning disability and ADD/ADHD, please see the enclosed link to the "Guidelines for Documentation of a Learning Disability in Gallaudet University Student." This link provides an overview of psychological tests and procedures. It can help the school, vocational, and general psychologists assess 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, you may want to take advantage of the accommodations and support services provided by a postsecondary institution's Disability Services office. Qualified students with disabilities are provided with accommodations and services to benefit from equal access/opportunity in classes, programs, and activities.
The following is a list of standard postsecondary accommodations.
- Priority registration
- Extended time for examinations
- ASL Interpreters
- Textbooks in an alternate format
- Notetaker
- Recorder
- Smartpen
- Much more
In the IEP meeting, secondary school, teachers, and/or parents can request an assessment. The IEP team refers the student to a school psychologist for evaluation, which is provided at no cost. If a learning disability is identified, accommodations and classroom/school placement can be discussed at the next IEP meeting.
If you are a K–12 student who is not currently enrolled in a special education program and would like to be tested for a suspected learning disability, you can request an evaluation from a school psychologist. If you are not, you may be required to pay for an assessment, which is not cheap. I have a hearing friend who struggled academically throughout high school with no accommodations or special education services. She didn't find out she had a learning disability until she was in college. She was taken aback that she could have requested an assessment during her senior year of high school. She wishes she had known.
On an evaluation report, the US Department of Education encourages school districts to use more specific terms such as dyslexia, dysgraphia, and dyscalculia rather than "Specific Learning Disability." The specific terms will help meet the needs of students in both secondary and postsecondary institutions. Before the postsecondary institute's accessibility services office can provide accommodations for students with learning disabilities, they must first collect documentation that includes diagnosis and functional limitations. As an accessibility advisor, I frequently receive IEP records that indicate "Specific Learning Disability," which does not always help when compared to a psychological evaluation because it is too broad or vague. On his IEP record, for example, my student's diagnosis was "Specific Learning Disability." It described his difficulty with math, despite the fact that he majored in business, which required more advanced math courses. Despite my concerns about his major choice, he didn't seem to understand my explanation. Nonetheless, he struggled in his business and math classes. Having said that, I believe it would have been more effective if the specific term, dyscalculia, had been included in his evaluation report. Before deciding on a major, it may help him develop self-awareness and understand his limitations and strengths. A link to more information about the new government letter on these terms is enclosed. Hopefully, the United States Department of Education will recognize auditory/visual processing issues in the near future.
To summarize, accommodations can help reduce the stress associated with coursework. So it's not a bad idea to take advantage of it!
@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 learning interventions or solutions to help students who are struggling academically. Taking care of critical processing issues suggests using one or more tools.
In addition to accommodations, students with learning disabilities can benefit from a variety of tools to assist them with reading, writing, and math. Many assistive technology tools, however, provide auditory/speaking access, which deaf and hard of hearing people with learning disabilities do not. As a result, I researched tools that might be useful to them.
I classified my findings into specific learning disabilities and listed the tools that could help with these processing issues. We should explore tools that provide learning interventions to assist students struggling with processing issues and lead them to academic success.
Dyslexia & Visual Processing Disorder
These reading tools can improve visual tracking and reduce mental energy/concentration deciphering the visual material.
In addition to accommodations, students with learning disabilities can benefit from a variety of tools to assist them with reading, writing, and math. Many assistive technology tools, however, provide auditory/speaking access, which deaf and hard of hearing people with learning disabilities do not. As a result, I researched tools that might be useful to them.
I classified my findings into specific learning disabilities and listed the tools that could help with these processing issues. We should explore tools that provide learning interventions to assist students struggling with processing issues and lead them to academic success.
Dyslexia & Visual Processing Disorder
These reading tools can improve visual tracking and reduce mental energy/concentration deciphering the visual material.
- 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
Some assistive technology can be found for free online. You can investigate the tools and see what works best for you. It is not a "one-size fits all" - it depends on individual preferences. I hope these tools help us think ‘outside of the box’ to address academic challenges.
Last, but not least, you do not have to have a learning disability to utilize the tools. You can use the tools to address your processing needs.
I will continue to add my findings to the list. Be sure to come back and visit the website!
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.
Some assistive technology can be found for free online. You can investigate the tools and see what works best for you. It is not a "one-size fits all" - it depends on individual preferences. I hope these tools help us think ‘outside of the box’ to address academic challenges.
Last, but not least, you do not have to have a learning disability to utilize the tools. You can use the tools to address your processing needs.
I will continue to add my findings to the list. Be sure to come back and visit the website!
@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 a foreign language or math courses in high school. Instead, they are granted a waiver. Many families and professionals believe they will receive course waivers in college. In postsecondary institutions, however, this is not the case. Colleges are not required by law to waive any courses for them. To graduate, students must complete the core curriculum requirements (biology, foreign language, and math).
Colleges instead provide substitute courses in foreign languages and math. To request a foreign language or math course substitution, students must submit supporting documentation to their college's accessibility services for review. If the evaluation report indicates a math disability, they can request a math course substitution. Postsecondary institutions have different approval procedures. The student can fulfill the requirement by taking a foreign language or math course when approved.
Since the Americans with Disabilities Act was passed in 1990, more postsecondary institutions have provided a math course substitution. Math course substitutions differ by college. If a student's disability or functional limitation makes math challenging, they can request a math course substitution. However, if a math course is a major requirement, a math course substitution will not be granted. For example, if a student major in computer science or engineering, the math course cannot be substituted because it would constitute a fundamental program alteration. Again, the math course can be substituted if the student majors in history or sociology.
Students with learning disabilities should be proactive in their search for a college that offers a foreign language or math course substitution. Some colleges provide "learning disability friendly" services, while others do not. As a result, before applying to college, they should be aware of their accessibility options, including substitution courses.
Colleges instead provide substitute courses in foreign languages and math. To request a foreign language or math course substitution, students must submit supporting documentation to their college's accessibility services for review. If the evaluation report indicates a math disability, they can request a math course substitution. Postsecondary institutions have different approval procedures. The student can fulfill the requirement by taking a foreign language or math course when approved.
Since the Americans with Disabilities Act was passed in 1990, more postsecondary institutions have provided a math course substitution. Math course substitutions differ by college. If a student's disability or functional limitation makes math challenging, they can request a math course substitution. However, if a math course is a major requirement, a math course substitution will not be granted. For example, if a student major in computer science or engineering, the math course cannot be substituted because it would constitute a fundamental program alteration. Again, the math course can be substituted if the student majors in history or sociology.
Students with learning disabilities should be proactive in their search for a college that offers a foreign language or math course substitution. Some colleges provide "learning disability friendly" services, while others do not. As a result, before applying to college, they should be aware of their accessibility options, including substitution courses.
@https://www.slideshare.net/isneadjr/learning-disabilities-and-famous-people-14825146
