[Download Now] Dyslexia, Dyscalculia and Dysgraphia – Mary Asper

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There are many learning disorders seen in education today. Many of these students struggle to complete academic tasks, maintain social relationships with peers, and are constantly under stress.

In this recording, you will learn how deficits related to executive function, visual-perceptual and visual-motor skills, and auditory processing skills affect a student’s ability to read and write. The impact visual processing, cognitive development and organization have on acquiring mathematic ability will be explored by participants.

The presentation shows you how to identify deficits and develop plans to address them. You will develop a plan that includes game-based learning, assistive technology, phonemic and phonological awareness practice, focused auditory interventions and simple techniques to help with visual processing ability.

You will be able to give strategies to address your students/clients after completing this program.

• Visual perceptual skills
• Visual motor integration
• Auditory and visual memory
• Reading rate, accuracy, fluency, comprehension
• Phonetic awareness and memory
• Spelling and handwriting struggles

1. Formulate and implement plans for comprehensive evaluation to identify diagnostic criteria and underlying deficits present in students with reading, written expression, or math learning difficulties.
2. Develop IEPs or 504 plans that provide students with the instruction and support they need to be successful in reading, writing, math, listening comprehension, and oral expression.
3. Choose student-centered accommodations based on recommendations of the International Dyslexia Association and Americans with Disabilities Act.
4. Design effective strategies to treat underlying deficits in the areas of executive function visual processing, auditory processing, phonemic/phonological awareness, memory, and anxiety to improve reading, writing and math skills.
5. Teach students self-advocacy and anxiety management skills related to classroom performance, meeting deadlines, and project completion.
6. Utilize low-tech and high-tech assistive technology supports to help students access information through text, improve study skills, complete written assignments and help with math calculation.

The introduction is about something.

• Dyslexia, Dysgraphia and Dyscalculia
• Anxiety and stress: physical and emotional
• IEPs and 504’s
• Accommodations and supports

Assess and evaluate for:

• Executive function
• Auditory Processing
• Visual Processing
• Phonemic Awareness

There are treatment strategies.

The function is executive.

• Typical Development

Auditory processing is related to sensory development.

• Typical Development
• Impact on Reading and Writing
• Auditory attention
• Focused listening
• Sound discrimination

Sensory development is related to vision.

• Typical Development
• Impact on reading, writing and math
• Behavioral Optometry
• Visual attention
• Visual sequential memory
• Visual form constancy
• Using colored overlays

Phonemic awareness is related to phonological awareness.

• Typical Development
• Impact on reading and writing
• Effect on comprehension
• Sound/symbol correspondence
• Auditory bombardment
• Chunking and blending
• Whole-classroom activities

Anxiety

• Ability vs. Performance
• How to recognize anxiety in the classroom
• Planning and organizing to reduce anxiousness
• Creating opportunities for success in the classroom
• Peer support
• Self-advocacy

There are more treatment strategies.

• Reading
• Written Expression
• Math Concepts and Calculation

There are disorders in the classroom.

• When, why, and how to introduce Assistive Technology
• Hands-on activities

Group activity related to case studies.

• Create an intervention plan for LD students

The Mary Asper Review is about Dyslexia, Dyscalculia and Dysgraphia. Mary Asper has a discount on Dyslexia, Dyscalculia and Dysgraphia.