Overview
When students demonstrate problems in reading, it is important to identify underlying causes. When diagnosed properly, targeted interventions help many children become successful readers. Causes can include inappropriate instructional strategies or the presence of specific learning disabilities. Do you know how to conduct a comprehensive evaluation to determine whether the visual impairment or other factors need to be addressed?
It can be hard to know if educational struggles are due to a visual impairment or another underlying cause, such as a specific learning disability. This series shares guidelines and information for the team to help evaluate student learning challenges and design an appropriate program to help students succeed.
In a series of posts, teachers from Perkins School for the Blind describe their success in using the Wilson Reading System with struggling readers. This system, which is available in braille and large print from APH, is a reading instruction program based on Orton-Gillingham philosophy and principles. Do you know how to implement this approach?
The mother of a child who is deafblind due to Usher Syndrome shares her experience working with her daughter during at-home learning, and making the discovery that she is dyslexic. Once they became aware that her struggle is the result of a learning disability and not her vision or hearing loss, they were able to implement appropriate interventions.
I-M-ABLE, or the Individualized Meaning-Centered Approach to Braille Literacy, is a student-centered method for teaching braille and making it motivating for children who have difficulties learning braille.
