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Dyslexia, Dysgraphia, Dyscalculia and ADHD:

Basic Accommodations

in a Catholic School Setting

Dr. Joseph D. White

Why include children with diverse learning needs in Catholic Schools?

• Including everyone is a reflection of our Catholicity.

• The majority of learning needs can be met with easy to implement accommodations.

• Increasingly, Catholic Schools cannot afford to turn anyone away.

Some models of special education being used in Catholic Schools today

• Identified special education coordinators to assist in developing individualized service plans

• Schools that provide accommodations and special services

• Schools with special programs/classrooms for children with disabilities

What we’ll cover today

• The four most common learning issues– Dyslexia– Dysgraphia– Dyscalculia– ADHD

• Definition• Diagnosis• Sample Accommodations

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Dyslexia• Dyslexia is a specific learning disability that is

neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.” (International Dyslexia Association)

What is Dyslexia?

Diagnosis of Dyslexia• Diagnosis made by an Educational Diagnostician, Child

Psychologist or Neuropsychologist; CALT or dyslexia therapist may also assist in diagnosis

• Looking for Ability/Achievement discrepancy• Comprehensive Test of Phonological Processing – 2nd

edition• Gray Oral Reading Test – 5th edition• Woodcock-Johnson IV Tests of Achievement• Wechsler Individual Achievement Test, Third EditionUniversity of Michigan – Dyslexia Helphttp://dyslexiahelp.umich.edu/professionals/learn-about-dyslexia/diagnosing-dyslexia/tests

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Dysgraphia• Dysgraphia is the condition of impaired letter

writing by hand, that is, disabled handwriting. Impaired handwriting can interfere with learning to spell words in writing and speed of writing text. Children with dysgraphia may have only impaired handwriting, only impaired spelling (without reading problems), or both impaired handwriting and impaired spelling. (International Dyslexia Association)

• Students with dysgraphia struggle to get their thoughts organized in written form.

Diagnosing Dysgraphia

• Issues with – Visual/Spatial ability (spatial discrimination, spacing on page,

formation of single letters)

– Fine motor skills (grip, letter forms, fatigue when writing, writing pressure – too much or too little)

– language processing what to write, structure of language, grammar rules, content sequencing)

• Diagnosis made by an Educational Diagnostician, Child Psychologist or Neuropsychologist, OT may also assist with diagnosis of fine motor skills issues

• Tests of Visual-Motor Integration, such as the Beery-Buktenica VMI

• Tests that include spelling and writing samples, such as the WIAT-III

Sample Accommodations for Dysgraphia (Paula Moraine, M.Ed.)• For visual/spatial issues: raised lines, large

spaces, graph paper, minimal copying tasks• For fine motor skills deficits: carefully chosen

pencil (start with big, fat triangular pencils), variety of pencil grips, cursive is often easier

• For language processing: graphic organizers (chosen or created with the individual student in mind), writing plan/structure with key words, assistive technology as appropriate

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Dyscalculia• Dyscalculia is a specific

learning disability in math. Kids with dyscalculia may have difficulty understanding number-related concepts or using symbols or functions needed for success in mathematics. (Understood.org)

• Dyscalculia is a brain-based condition

Diagnosing Dyscalculia

• Diagnosis made by an Educational Diagnostician, Child Psychologist or Neuropsychologist

• Ability Testing (e.g., WISC-V)• Achievement Testing (Woodcock-Johnson or

WIAT-III)• Ability-Achievement Discrepancy

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Attention-Deficit/ Hyperactivity Disorder

• 3 primary types– Inattentive type– Impulsive/Hyperactive

type– Combined type

• Primarily a deficit in self-monitoring and self-regulation

• Differences in prefrontal cortex of the brain

Diagnosis of ADHD

• Pediatrician, Child Psychiatrist, Child Neurologist or Child Psychologist

• Initial diagnosis often made via standardized questionnaires completed by parent and teacher

• Need information from multiple environments• Continuous performance tasks and

psychoeducational/neuropsychological testing sometimes also used for diagnosis

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• Quietly and discreetly speak beforehand with children having attention problems and ask them to “work together” with you to watch their behavior and participate in the day’s activities. Let them know you are confident they can do it.

• Set goals together with children who are struggling and follow up with them after the session for feedback on how they are doing.

• Agree on a signal or code word you can use with the child with attention problems to redirect his or her attention during the session. This will allow you to give reminders without embarrassing the child.

• As much as possible, seat children with attention problems away from high-distraction areas and near the teacher.

Sample Accommodations for Students with ADHD

• Provide directions in more than one sensory modality (i.e., offer a written “checklist” of steps in word or picture form when providing verbal directions).

• Check for understanding after giving directions e.g., Say, “Who can tell me what you need to do first? What’s next?”).

• Integrate movement into group activities as much as possible. Provide positive reinforcement for on-task behavior. Verbal praise, “points” or coupons for earning privileges or small tangible items can be effective incentives.

• Be enthusiastic, and keep moving as you speak to the class. Your energy and enthusiasm will attract the attention of the learners.

Sample Accommodations for Students with ADHD

Patience and a Sense of Humor: Your Best Tools for Working with Children with Diverse Learning Needs

Additional Resources on Dyslexia, Dysgraphia, Dyscalculia and ADHD

• Understood.org• Dyslexiaida.org• www.dyscalculia.org• www.sandrarief.com• Ldonline.org

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Religious Education and Special Needs

• National Catholic Partnership on Disability (ncpd.org)

• Guidelines for the Celebration of the Sacraments with Persons with Disabilities (usccb.org)

• Meeting Special Needs: Tested Tips for Catechists and Teachers

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