Deaf Irlen Screener
Sarah Rosen Strom, Deaf Irlen screener
I’m delighted to announce that Sarah Rosen Strom is a Deaf Irlen screener living in the Washington, DC-Metro area and is fluent in American Sign Language. She has been using the Irlen resources since the early 2000s. She is in the process of becoming an Irlen Diagnostician in December or January. She’ll be happy to work with the deaf population by providing the Irlen resources. Sarah can be reached via email at sarahannrosen@aol.com Please spread the word!
You can read the link about the difference between Irlen Screener and Irlen Diagnostician -- https://irlen.com/find-an-irlen-test-center/
Teachers & parents – you might want to explore the Irlen resources and see if it’ll help your students with learning.
Learning Disabilities Assessment Resources
@https://www.slideshare.net/isneadjr/learning-disabilities-and-famous-people-14825146
If you suspect to have a learning disability and wish to be tested, you can go to the Disability Services office at your college and ask for a psychologist referral list for an assessment. If you cannot afford to cover the cost, you can ask your VR Counselor for a psychological evaluation. The cost is free.
As stated in the "About Deaf & LD" section, you will want to make sure to select an evaluator, who is aware of deaf issues and knows sign language, for diagnosis. If you are unable to locate one, an interpreter should be provided. Keep in mind that it is essential for evaluators not to misdiagnose deaf and hard of hearing individuals with learning disabilities.
It is also vital for the evaluators to know what kind of assessment instruments they need to use to assess deaf and hard of hearing students for a possible learning disability and ADD/ADHD. Enclosed is the link of the "Guidelines for Documentation of a Learning Disability in Gallaudet University Student" for more information on how to appropriately assess the students for a possible learning disability and ADD/ADHD. This link provides a guide to psychological tests and test procedures. It can be useful for school, vocational and general psychologists in evaluating deaf and heard of hearing individuals for learning disabilities.
Today, more and more deaf and hard of hearing individuals are being identified as having a learning disability. It is essential for them to receive appropriate services in order to progress and advance their education through the use of reasonable accommodations.
If you are diagnosed with a learning disability, you may want to take advantage of the accommodations and support services offered by the Disability Services office at a postsecondary institution. Accommodations and services are provided for qualified students with disabilities where they can benefit from equal access/opportunity in classes, programs, and activities.
Here is a list of standard accommodations at the postsecondary level.
Secondary school, teachers and/or parents can request an assessment in the IEP meeting. The IEP team refers the student to a school psychologist for evaluation, and the cost is free. If diagnosed with a learning disability, accommodations and classroom/school placement can be discussed at the next IEP meeting.
If you are a K-12 student, but not currently with a special education program and wish to be tested for a suspected learning disability, you can request a school psychologist do an evaluation. If you are not, you may have to cover the cost for an assessment and it isn't cheap. I know a friend (hearing) who struggled academically throughout high school without the support of accommodations or special education services. She wasn't diagnosed with a learning disability until college. She was surprised that she could have requested an assessment during high school. She wishes she knew about it.
The US Department of Education encourages school districts to use more specific terms such as dyslexia, dysgraphia, and dyscalculia instead of "Specific Learning Disability" on an evaluation report. The specific terms will help address the student's specific needs in both secondary and postsecondary institutions. Before the Disability Services office at the postsecondary institute can provide accommodations for students with learning disabilities, they collect documentation that includes diagnosis and functional limitations. As an Accessibility Advisor, I often receive IEP records that indicate “Specific Learning Disability.” It doesn’t always help compared to the psychological evaluation – too broad or vague. For example, my student's diagnosis indicated "Specific Learning Disability" on his IEP record. It described his math difficulty and yet, he majored in business which required more advanced math courses. Despite my caution with his major selection, he didn't seem to understand my explanation. Nonetheless, he struggled with his business/math courses. With this being said, I think it would have been more effective if the specific term, dyscalculia was included in his evaluation report. It may help him build his self-awareness and understand his limitations/strengths before deciding a major. Enclosed is a link for more information about the new government letter on these terms. Hopefully, the US Department of Education will recognize auditory/visual processing issues someday soon.
Suffice to say, accommodations can help reduce stress from coursework. So it doesn't hurt to take advantage of it!
If you suspect to have a learning disability and wish to be tested, you can go to the Disability Services office at your college and ask for a psychologist referral list for an assessment. If you cannot afford to cover the cost, you can ask your VR Counselor for a psychological evaluation. The cost is free.
As stated in the "About Deaf & LD" section, you will want to make sure to select an evaluator, who is aware of deaf issues and knows sign language, for diagnosis. If you are unable to locate one, an interpreter should be provided. Keep in mind that it is essential for evaluators not to misdiagnose deaf and hard of hearing individuals with learning disabilities.
It is also vital for the evaluators to know what kind of assessment instruments they need to use to assess deaf and hard of hearing students for a possible learning disability and ADD/ADHD. Enclosed is the link of the "Guidelines for Documentation of a Learning Disability in Gallaudet University Student" for more information on how to appropriately assess the students for a possible learning disability and ADD/ADHD. This link provides a guide to psychological tests and test procedures. It can be useful for school, vocational and general psychologists in evaluating deaf and heard of hearing individuals for learning disabilities.
Today, more and more deaf and hard of hearing individuals are being identified as having a learning disability. It is essential for them to receive appropriate services in order to progress and advance their education through the use of reasonable accommodations.
If you are diagnosed with a learning disability, you may want to take advantage of the accommodations and support services offered by the Disability Services office at a postsecondary institution. Accommodations and services are provided for qualified students with disabilities where they can benefit from equal access/opportunity in classes, programs, and activities.
Here is a list of standard accommodations at the postsecondary level.
- Priority registration
- Extended time for examinations
- ASL Interpreters
- Textbooks in an alternate format
- Notetaker
- Recorder
- Smartpen
- Much more
Secondary school, teachers and/or parents can request an assessment in the IEP meeting. The IEP team refers the student to a school psychologist for evaluation, and the cost is free. If diagnosed with a learning disability, accommodations and classroom/school placement can be discussed at the next IEP meeting.
If you are a K-12 student, but not currently with a special education program and wish to be tested for a suspected learning disability, you can request a school psychologist do an evaluation. If you are not, you may have to cover the cost for an assessment and it isn't cheap. I know a friend (hearing) who struggled academically throughout high school without the support of accommodations or special education services. She wasn't diagnosed with a learning disability until college. She was surprised that she could have requested an assessment during high school. She wishes she knew about it.
The US Department of Education encourages school districts to use more specific terms such as dyslexia, dysgraphia, and dyscalculia instead of "Specific Learning Disability" on an evaluation report. The specific terms will help address the student's specific needs in both secondary and postsecondary institutions. Before the Disability Services office at the postsecondary institute can provide accommodations for students with learning disabilities, they collect documentation that includes diagnosis and functional limitations. As an Accessibility Advisor, I often receive IEP records that indicate “Specific Learning Disability.” It doesn’t always help compared to the psychological evaluation – too broad or vague. For example, my student's diagnosis indicated "Specific Learning Disability" on his IEP record. It described his math difficulty and yet, he majored in business which required more advanced math courses. Despite my caution with his major selection, he didn't seem to understand my explanation. Nonetheless, he struggled with his business/math courses. With this being said, I think it would have been more effective if the specific term, dyscalculia was included in his evaluation report. It may help him build his self-awareness and understand his limitations/strengths before deciding a major. Enclosed is a link for more information about the new government letter on these terms. Hopefully, the US Department of Education will recognize auditory/visual processing issues someday soon.
Suffice to say, accommodations can help reduce stress from coursework. So it doesn't hurt 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 are in need of learning interventions or solutions to assist students with academic difficulties. Using one or more tools is an appropriate way to address serious processing issues.
Other than accommodations, students with learning disabilities can also take advantage of various tools to help with reading, writing and math. However, a lot of assistive technology tools offer auditory/speaking access, which is not accessible for deaf and hard of hearing individuals with learning disabilities. Hence, I took the liberty to explore the tools that may be effective for them.
I have categorized of my findings into the specific learning disabilities and listed the tools that are suitable for these certain processing issues. It is recommended that we explore the tool options that provide learning interventions in order to assist struggling students and direct them on the pathway 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
In high school under the Individuals with Disabilities Education Act, students with disabilities are not required to take courses in foreign language or math. They receive a waiver. Many families and professionals assume they will receive course waivers in college. However, this is not the case in the postsecondary institutions. Colleges are not legally required to waive any courses for them. The students are expected to meet the requirements of the core curriculum (i.e., biology, foreign language, and math) for graduation.
Instead, colleges offer a substitution course in foreign language and math. In order to request a foreign language or math course substitution, the student must submit supporting documentation to Disability Services at their college for review. If the result of the evaluation report indicates a math disability, they can request a math course substitution. The approval procedures vary in postsecondary institutions. When approved, the student can complete the requirement through foreign language/math course substitution.
Since the enactment of American with Disabilities Act in 1990, more postsecondary institutions offer a math course substitution. The math course substitutions vary by colleges. If math creates barriers to the student’s learning based on disability and functional limitation, he/she can request a math course substitution. However, a math course substitution will not be granted if mathematics course is a requirement of the major. For example, if a student is majoring in computer science or engineering, the math course cannot be substituted because it would constitute a fundamental alteration of the program. Again, if the student majors in history or sociology, the math course can be substituted.
Students with learning disabilities need to be proactive by checking their college of choice and ask if they offer a foreign language or math course substitution. Some colleges are "learning disability friendly" services, and some are not. Hence, it is relevant for them to know what their accessibility options are, including the substitution courses, before applying for college.
Instead, colleges offer a substitution course in foreign language and math. In order to request a foreign language or math course substitution, the student must submit supporting documentation to Disability Services at their college for review. If the result of the evaluation report indicates a math disability, they can request a math course substitution. The approval procedures vary in postsecondary institutions. When approved, the student can complete the requirement through foreign language/math course substitution.
Since the enactment of American with Disabilities Act in 1990, more postsecondary institutions offer a math course substitution. The math course substitutions vary by colleges. If math creates barriers to the student’s learning based on disability and functional limitation, he/she can request a math course substitution. However, a math course substitution will not be granted if mathematics course is a requirement of the major. For example, if a student is majoring in computer science or engineering, the math course cannot be substituted because it would constitute a fundamental alteration of the program. Again, if the student majors in history or sociology, the math course can be substituted.
Students with learning disabilities need to be proactive by checking their college of choice and ask if they offer a foreign language or math course substitution. Some colleges are "learning disability friendly" services, and some are not. Hence, it is relevant for them to know what their accessibility options are, including the substitution courses, before applying for college.
@https://www.slideshare.net/isneadjr/learning-disabilities-and-famous-people-14825146