According to CHADD org, Executive function skills refers to brain functions that activate, organize, integrate and manage other functions which enables individuals to account for short- and long term consequences of their actions and to plan for those results.
The following resources provides strategies on teaching students with executive function disorder skills:
Dysgraphia is learning disability that affects handwritng, spelling and the ability to put thoughts on paper. It affects fine motors skills leading to illegible handwriting, inconsistent spacing between letters and poor spelling ability. It is possible for dysgraphia to be part of the diagnosis of ADHD, autism, and dyslexia. Signs often include an awkward pencil grip, becoming quickly tired from writing and lack of punctuation and capitalization. The following links provide teaching strategies which will help to improve writing skills.
According to IDEA’s definition, visually impairment is defined as including blindness means an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness. There are 3 types of blindness including The types of vision impairments are low visual acuity, blindness, and legal blindness (which varies for each country): Low visual acuity, also known as moderate visual impairment, is a visual acuity between 20/70 and 20/400 with your best corrected vision, or a visual field of no more than 20 degrees.
The following articles and links provide resources on teaching students with visual impairments.
The following are articles that provide tips and resources on teaching students with visual impairments.
Today is the last day to recognize Down Syndrome Awareness Month.
You can download a free printed copy of the Down syndrome fact sheet, providing information on the types, prevalence, definition, signs and symptoms, and teaching strategies. Further information includes a list of Down syndrome organizations and foundations.
Teaching individuals to count is an early prerequisite to working on money skills. Before starting to work on a counting goals, students should be able to count numbers 1- 100. Make sure to break any counting activities into short, easy-to-manage steps and provide clear expectations.