Dyslexia My life - Blog on Dyslexia

How we Learn? How Much do we Remember? Action learning? Visual Learning? Verbal Learning?

noreply@blogger.com (Sherri Cooks) — Fri, 24 Jan 2025 22:16:00 -0600

How Do We Learn? How Much do we Remember? Participate in Activity 100% Simulate the Activity 90% Teach the Activity 70% Watch Demonstration 50% Watch Moving Pictures 40% View Pictures 30% Hear Words 20% Read 10%

Accept vs. Except

noreply@blogger.com (Sherri Cooks) — Wed, 12 Jul 2023 12:39:00 -0500

Accept vs. Except

Lay vs. Lie

noreply@blogger.com (Sherri Cooks) — Wed, 12 Jul 2023 12:37:00 -0500

Lay vs. Lie

Dyslexia Strengths, Characteristics, Difficulties, Behavior and Emotions

noreply@blogger.com (Sherri Cooks) — Mon, 15 May 2023 09:50:00 -0500

Dyslexia Strengths, Characteristics, Difficulties, Behavior, and Emotions

Posted by Theglp.org and dyslexiamylife.org

Lose vs. Loose

noreply@blogger.com (Sherri Cooks) — Mon, 15 May 2023 09:34:00 -0500

Lose vs. Loose

Post by Theglp.org and dsyslexiaMyLife.org

Sensory Integration Strategies clip

noreply@blogger.com (Sherri Cooks) — Mon, 8 May 2023 16:08:00 -0500

Sensory Integration Strategies clip

Sensory integration strategies are essential for individuals with sensory processing difficulties. These strategies can help individuals better manage sensory input, improving their ability to focus, learn, and interact with others. Some common sensory integration strategies include deep pressure, tactile stimulation, visual aids, and movement breaks. By incorporating these strategies into daily routines, individuals with sensory processing difficulties can better regulate their responses to sensory input, reducing stress and promoting more effective learning and engagement. Sensory integration strategies can be particularly helpful for children with sensory processing disorder, but they can benefit individuals of all ages who struggle with sensory processing challenges. If you or someone you know has sensory processing difficulties, consider exploring sensory integration strategies to help promote a more positive and productive daily experience.

Girard Sagmiller, interviewed by a parent, delves into today's topic of Sensory Strategies for Home and School in The Gifted Learning Project at theglp.org. Discover the crucial elements of Sensory Integration in this expertly produced DVD. You will learn how to recognize it and understand when it may impede learning. Additionally, you'll find out how to assist your child both at home and school and discover a variety of helpful tips and activities that can aid in the process of overcoming Sensory Integration Dysfunction. Sensory Integration Therapy is the key to tackling these challenges, and this program is an excellent resource for anyone seeking to learn more. Discover the reasons behind Johnny's restlessness, Jane's food aversion, Jack's rough behavior, and John's teeth grinding. It's called Sensory Integration, also known as Sensory Processing Disorder or SPD, and it affects us all to some degree. However, when it hinders learning, it's called Sensory Integration Dysfunction. Shockingly, independent studies indicate that up to 70% of children identified as learning disabled by schools have sensory integrative dysfunction, but most go undiagnosed. This exceptional DVD offers an in-depth exploration of Sensory Integration, including how to identify and address it when it interferes with learning. You'll also discover valuable information about how to help your child at home and school, as well as practical tips and activities to help overcome Sensory Integration Dysfunction. With Sensory Integration Therapy, you'll learn more about Sensory Integration and how to provide an enriched environment that promotes healthy growth and development. This well-crafted program was co-developed by a parent of a child with special needs, Girard Sagmiller, and an occupational therapist, Lisa Berry, OTR/L. It is a must-see for parents, teachers, and all individuals who work with children who have special needs. Don't miss out on this extraordinary opportunity to better understand and address Sensory Integration Dysfunction.

Unlock the connection between dyslexia and suicide prevention - Dying to Read

noreply@blogger.com (Sherri Cooks) — Mon, 23 Jan 2023 13:31:00 -0600

Dyslexia affects people in different ways. Some people with dyslexia might have trouble sounding out words when reading, or might have a hard time remembering how to spell a word. They might also have trouble understanding what they’re reading or have trouble with handwriting. Some people with dyslexia might also have trouble with math, or with organizing their thoughts. There are different types of dyslexia, and it affects people to different degrees. Dyslexia isn’t caused by a person being lazy or not trying hard enough; it’s just a different way of learning.

Dying to Read There is only one nightmare more frightening to a parent than that the death of one of their children. That is the possibility that he might die at his own hand. Suicide is without a doubt the most devastating tragedy that can befall any family, one that leaves its mark for years to come. It speaks to our innermost sense of helplessness when it comes to raising our children. And, of course, the most terrible thought is that we could have done something to prevent it had we just known. As the teen years take hold, our fear increases. We watch mood swings and wonder, "Is he just having a bad day, or is it something more?" She locks herself in her room for hours on end and we ask ourselves, "Will she come out of this on her own, or should I seek help?" He makes what appears to be an off hand comment about not wanting to live and we face the dilemma, "If I overreact it may make things worse, but if I do nothing and something happens, how will I ever live with myself?" Unfortunately, parents have good reasons to be concerned. Suicide is, after all, the third leading cause of death among older teens and young adults, surpassed only by accident and homicide. There are those who say that even a teen involved in an accident or homicide may have been exhibiting a subliminal sort of self-destructive behavior. Nonetheless, a child in high school is more likely to die by his own hand than of cancer, heart disease, AIDS, pneumonia, and influenza put together. There is are several reasons that suicide has become a larger piece of the statistical pie for cause of death during the past century. First, society and science have worked hard to defeat the mortality rates of such 20th century killers as cancer, pneumonia and the flu. For instance, early detection and intervention with specialized treatments has given leukemia a survival rate of well over 95%. And almost no young person of average health need worry about death from the pneumonia or influenza that would have killed his great grandmother before she reached his age. Another reason for the increased percentage of death by suicide is social. Numerous changes in our society have placed younger people under greater stress at earlier ages that ever before in history. Divorce and blended families introduce complications to family relationships. Interactions with the opposite sex take place at younger ages, and are often more intense. Even something as positive as our very mobile society often leads to children picking up roots several times before they reach adulthood. When two or all three of these factors occur at the same time, they can create a sense of stress that would break the back of a well-adjusted adult, much less a teen who is still trying to find who he is. For teens with learning difficulties, a place as innocuous as a classroom can become an arena of torment and self-doubt. Although many teachers are caring and sympathetic individuals who have their student's best interest at heart, it only takes one badly chosen remark to break a child's hard fought for reserve of self-esteem. If the remark should come from a peer, or even worse a parent, then the teen's sense of despair and hopelessness becomes set in stone. Given all this, perhaps it should not surprise us to learn that each year 1 out of every 10,000 teens in the United States commits suicide. Even more frightening, for every student that succeeds, perhaps as many as 25 attempt to take their own lives. That is 2.5% of the teen and young adult population. To put this in perspective, think of this: almost three-quarters of the high schools in the United States enroll over 1000 students. That means that in any given year, as many as 25 of these boys and girls, young people on the very brink of life, reach such a level of despair that they try to take their own lives. Where are these 25 students? Is one of them sitting next to you at the football game, or stopping by to pick up some class notes? Maybe she's bagging your groceries or babysitting your youngest? Or maybe one of them is that sleeping loved one you just looked in on before going to bed? What can cause such a young person to reach such desperation? For most teens, a suicide attempt is a cry for help, a plea for relief from a sense of overwhelming despair in the face of stress. The sources of stress in teens is similar to that of adults: relationship conflicts, family difficulties and traumatic life events, such as the death of a loved one or a cross-country move. However, there is one other factor that is extremely stressful for teens, that adults may not even remember: the pressure to constantly learn and process new information. Let's face it, few adults walk into the workplace everyday only to be presented with a stack of information he is expected to master in time for a test next week. But that is the day to day life of a high school student. Pretend for a moment you are your high school aged child. Everyday you are faced with new intellectual challenges in a wide range of subjects. Most of the material you've never seen before, so you have to begin learning from scratch. What happens if you can't learn the material? Well, you might be able to hide that fact for a while, but eventually it is going to come out. First, your teacher will find out when she grades your test. Maybe she'll very tactfully lay your paper face down on your desk. But when you pick it up, one of your classmates sees your grade. Soon, your friends hear about it through that insidious grapevine of teen gossip. And of course, eventually your parents will find out, either at a teacher conference or when the report cards come out. And then what? Will they stop you from seeing your all important friends? Will they yell or maybe even hit you? Depending on your circumstances, and how well you can cope with these feelings, the thought of just ending it all may become attractive, especially if this has been the pattern of your whole life. "Oh, come now," you may be thinking. "These kids don't know what real stress is. After all, they've probably never heard of a mortgage or the rise in unemployment. What have they got to be worried about?" The answer is, unfortunately for many, you--mom or dad or any other adult whom they want to please. While our kids may pretend not to care about what we think or want, our opinion means a great deal to them. In many ways we are the mirror in which they see themselves. If we are showing them an image of someone who just isn't up to snuff, they are going to believe they are that person. You may still be wondering if a learning disability such as dyslexia can really drive a child to such desperation that he would take his own life. Well, according to statistics, it can. One study done in Los Angeles found that 50 percent of students committing suicide had been diagnosed with some sort of learning difference. That is as opposed to five percent of students in the population at large. That means that a teen with a learning disability such as dyslexia is 10 times as likely to commit suicide as someone without a learning difficulty. Even more telling, a study in Canada examined the suicide notes left by 267 teens. According to researchers, an amazing 89% of the notes had spelling and grammatical errors indicative of learning disabilities. The most significant findings concerning the relationship between learning disability and teen suicide came out of a study done by researchers at Wake Forest University Baptist Medical Center in 2000. In the study, researchers followed a group of 188 high school students from the age of 15 to 18. What they found was frightening. According to Dr. Stephanie Daniel, In our study, poor readers were three times more likely than typical readers to consider or attempt suicide and six times more likely to drop out of school. Educators and parents should be aware of the risk of suicidal thoughts and behavior among adolescents with reading problems. Dr. Frank Wood noted that dyslexia and other reading difficulties were even more significant than mental illness in predicting suicidal thoughts. Significant reading difficulties were independent of, or over and beyond, the risk from the psychiatric conditions. Regardless of whether they have independent psychiatric disorders, these students begin to get depressed or suicidal in higher numbers than typical readers. One researcher who spent years studying not just suicides but all forms of self-harming behaviors (including cutting and other forms of mutilation) found among dyslexics made this observation. The interview evidence points to attempted suicide as a way of coping due to not fitting in, it come as a result of frustration and anxiety about their difficulties which one can only suggest by the earlier results are related to dyslexia. Dyslexia is not just about reading and writing, it affects every communication and thought the sufferer experiences. It touches every part of the school curriculum and every part of communicating and interacting with society around us. When a dyslexic attempts suicide, they are saying ‘enough is enough, I can’t take it anymore’. Whilst other indirect factors are involved, it should not be underestimated how dyslexia affects relationships and the pressure that dyslexics feel as an outsider to even their own family. Many do not fit into their own family and unless a dyslexic finds a sympathetic life partner, their suffering continues in trying to fit into a world that many dyslexics find inhospitable. While as a parent of two dyslexic teens I find these statistics and studies terrifying, we need to keep some perspective. First, most dyslexic teens do not try to commit suicide. If you look back over the statistics I just cited, you will see that none of them rise anywhere close to five percent. Also, even though many teens admit to having suicidal thoughts, most will never act on them. And finally, there is much that we as parents can do to help our dyslexic students cope with their stress in such a way that they are empowered to overcome their challenges and embrace their learning differences as the true gifts they can be. Chapter 2: Early Warning Signs One of the good things about teen suicide is there are usually many distinct warning signs that parents can recognize indicating a child is considering hurting himself. That means that most parents will have an opportunity to intervene and prevent a tragedy. Before we get into this, though, a word of caution. Some of these signs can also be associated with normal adolescent angst. If your teen is acting in a way that you don't understand, or doing things that seem bizarre to you, just remember one thing—they are a teenager. The key is to be aware and be cautious without worrying yourself to death over every little change. While this is an incredibly delicate balancing act, so is most of parenting, so you're probably used to it by now. So here are some signs that your teen MAY be thinking about harming himself. 1. Changes in eating. For many teens, food is the one thing in their life they feel they can control. If your child starts eating less and less, this may be a form of self-harming behavior. Or it could be that the child is under so much stress because of school difficulties that he has just lost his appetite. The same could be said of eating more and more, especially if it is leading to rapid weight gain in a formerly thin child. Generally speaking, eating disorders are more common among girls than boys. 2. Changes in sleeping. While teens are notorious for needing more sleep because they are growing so fast, excessive sleeping can also be a sign of depression. This is especially so if it takes the form of falling asleep in a difficult class. Many teens use sleep as an escape from the pressures of a world they have difficulty coping with. 3. Withdrawal from friends and family. Adolescence is often a time when children become more interested in being with their peers than with their families. While this is normal, you should be concerned if your child is withdrawing from everyone, as this can be a sign of increased stress, sadness or shame over not performing well in school. 4. Dropping out of regular activities. Beware of an athlete who suddenly no longer wants to play, or a student body president who resigns. Be especially aware if your teen is not just changing activities or interests, but is dropping out of everything. 5. Violent and rebellious behavior. While a certain amount of horseplay is common among adolescent boys, you should defiantly be concerned if your teen becomes truly violent, especially if his rage is targeted against adults or authority figures. Some rebellion is a classic part of the teenage years. Excessive rebellion, especially to the point of consistently getting in trouble and drawing punishment, can be a subtle form of self-harming. You should also be concerned about a child who suddenly refuses to attend school. 6. Running away. A teen who runs away from home is running away from his problems. While teen runaways are a problem in and of themselves, a teen is eventually going to realize that he can't escape himself. At that point it may to late to intervene, so running away should be taken seriously from the start. 7. Drug and alcohol use. Again, a certain amount of experimentation, while not good, is not a immediate red flag that a young person is suicidal. For some dyslexic teens, however, drugs and alcohol can become a form of self-medication. One teen even told a researcher that he "feels less dyslexic" when drinking alcohol. While there may some scientific basis for this, in the form of the area of the brain that alcohol effects, the behavior itself in still self-destructive. 8. Neglect of personal appearance. Most teens are notoriously vain and concerned about how they look to peers. So when one stops caring about even the most basic aspects of grooming, it is often a warning sign that something is wrong somewhere. 9. Changes in personality. Teens are known for being moody, but when a formerly outgoing girl is suddenly withdrawn and shy, it may indicate that she is experiencing at least some sort of stress over something in her life. 10. Ongoing problems with boredom or difficulty concentrating. You may be thinking, "But my kid's been that way since he started school." However, if you have a dyslexic child who has not had these symptoms in the past, you want to pay attention if they suddenly appear. 11. Decline in the quality of schoolwork. Again, sudden disinterest is a previously enjoyed subject is a sign that something is wrong. While it may not be as serious as depression, it is still worth looking into. 12. Physical symptoms such as unexplained headaches, stomachaches, and fatigue. Teenagers often manifest physical symptoms when they have emotional turmoil in their lives. Headaches can also be caused if you teen if squinting at words to try to make sense of them. The following are more serious signs, and should be investigated immediately. 1. Refusing to accept rewards or compliments. Unlike some of the earlier symptoms, this should immediately raise a red flag. When a child no longer wants to hear anything good about himself, it can only be because he feels there is nothing good to say, or that he can never live up to the compliments he is receiving. 2. Complaining that he feels that he is a bad person. Most teens use bravado to push their way through situations that they find threatening. When that bravado breaks down, a young person is often overwhelmed by a sense of uselessness that can lead to suicidal thoughts. 3. Making comments like, "I won't be around much longer," or "Its no use. Nothing matters." If your teen is saying things like this, treat it as if it were a smoke detector going off in your home in the middle of the night. Investigate and intervene immediately. 4. "Putting his affairs in order", such as giving away meaningful possessions, throwing away things he formerly valued, and suddenly cleaning his room. Yes, it is just as you suspected. If your child suddenly cleans his room without being told, something could be seriously wrong. On a more serious note, giving things away is often among the final steps taken by someone who is planning a suicide. Again, do not wait. Intervene immediately. 5. Suddenly cheering up after a long bout of depression. This is one of the most insidious aspects of teen suicide. A young person will be depressed and his parents very concerned for a long time. Then he suddenly cheers up and they relax, not realizing that the reason he is happier is that he has finalized his plans to end his life. Intervene immediately to determine what has cheered your teen up. 6. Having signs of psychosis such as bizarre thoughts or hallucinations. The good thing about this symptom is that it will usually get a doctor's attention and facilitate your teen getting immediate help. 7. Taking unusual risks. Sometimes a teen will want to end his life but will not be able to act directly on that feeling. Instead, he will take increasingly dangerous risks such as driving recklessly or repeatedly drinking himself drunk. 8. Stating the obvious, "I want to kill myself." Always act on this statement. Think of it as the equivalent of jokingly claiming to have a bomb in your suitcase. Even if you don't mean it, someone is definitely going to react and prevent you from going any further. 9. Practicing writing suicide notes. If you are concerned that something might be seriously wrong with your teen, feel free to look through school notebooks, journals, etc. for indications of what is going on. Sure, he may get mad, but it's always better to have an angry child than a dead one. Chapter 3: How to Intervene Between Your Teen and Suicide Now that we've discussed the reasons why teens try to end their lives, and the warning signs that they may be progressing toward that end, let's take some time to plan how to prevent this. Step 1: Start with yourself. The most important thing you can do to help your child is to make sure you have your own act together. This means that you are committed to putting your child's welfare ahead of your own plans and ambitions. The fact that you are reading this means that you do care about your child, and want to see them have the best help possible. The good news is that you are ultimately your child's biggest influence. The bad news is that you are ultimately your child's biggest influence. Based on the decisions you make, you have the opportunity to both introduce and reduce stress in his life. The first thing you can do to help you child is to keep your home life as stress free as possible. Try to maintain a healthy balance with your spouse, especially if he/she is also your child's parent. While every couple has arguments and disagreements, try to leave your child out of these. There is nothing wrong with protecting him from your problems. Try not to argue in front of him. If you must discuss something that might get loud, go sit in the car with the windows rolled up, or take a ride to a local park. If your marriage is in serious trouble, try to involve a family counselor as soon as possible. Hopefully she will be able to help you work through your problems to keep your family intact. However, even if she is not able to help you and your spouse preserve your marriage, she can at least help you get your child through this time as healthfully as possible. Remember that the idea that her parents will divorce is a child's greatest fear. You and your spouse should do all you can to minimize this potential source of trauma. If your marriage is already over, or if you were never married to your child's other parent, try as much as possible to maintain a healthy relationship with your former partner. This is especially true when it comes to caring for your child. Again, resist the temptation to make your problems his problems. As an adult, you have had plenty of experience in life "grinning and bearing it." Now is the time to put those skills to work. If you are not already in a permanent relationship, and your child is exhibiting some of the symptoms described above, now is not the time to be pursuing a new partner. Chances are that if you focus all your time and energy on helping your child through this rough patch, he will soon stabilize and you will be able to pursue your own social life again. Even if you can't, isn't the child who is here now more important than a new lover who might be out there somewhere? On a similar note, if your child is showing signs that he might be considering suicide, you should put as much of the rest of your life on hold as possible. Obviously you may have to work to make ends meet, but if you are a two income home now might be a good time for one parent to take some family leave. Obviously, this is not a good time to go back to school or change careers. These dreams will wait. Your child won't. While the tone of the position of this chapter may sound harsh, I promise you that you will never regret time invested in your child. It is parent's greatest accomplishment to get a teen through the rocky waters of adolescence onto adulthood's safe shore. Step 2: Focus on Your Environment Hopefully by now you have cleared your mental and physical calendar so that you can focus as much time and energy as possible on your troubled teen. Now it is time to take some practical and emotional steps toward helping them. Here are somethings you should do immediately if you have any concerns about your child's mental health.  Send guns and other firearms to someone else to store.  Get rid of any out-of-date prescriptions and lock up any that you currently need. Even better, leave them at the office. Remember that even such innocuous drugs as aspirin can be harmful if taken in large enough quantities. Consider keeping only small, travel size bottles on hand.  Trade out your refillable razor with blades for the plastic, disposable ones.  Don't leave the keys to the car at home, especially if it is kept in the garage. This is also important if there is any sort of famous "suicide landmark" such as a high bridge or cliff nearby.  Lock up any sharp knives.  Put a lock on you Internet to block out sites related to suicide. Studies have shown that repeated exposure to books, videos or even news reports related to suicide can increase a teen's likelihood of trying it himself.  Don't plan any family vacations to places that might have tall buildings, cliffs, etc. This might be a good year to stick to a well-known, well monitored theme park.  To the greatest extent possible, avoid leaving your teen alone. This doesn't necessarily mean that someone is sitting staring at him 24/7; just try to make sure that he is not home alone, and that he only goes places with other adults or friends that you trust. Step 3: Focus on Your Teen Now is the time to work hard on having a good a relationship as possible with your teen. Hopefully you already have good, open communication. If you don't, now is the time to develop it. There are a number of books on the market about talking with teens, any of which can give you more in depth information. Here are a few tips to get you started.  Choose your time well. Think about a time of day when your teen is the happiest and plan to chat then. Toward the end of the day is often a good time, especially if he has just come out of a relaxing shower and is not yet overtired.  Choose an innocuous topic to begin with. Ask about a specific movie or YouTube video he may have seen. Avoid any that either of you might find offensive so that you don't get shut down before you even begin. Its easy to check online and find out what's popular at the moment so that you'll know what you're talking about. It might also be fun to watch the video together, talking and laughing about it as you go along.  If the conversation is going well, introduce something specific and positive to say to your teen. For instance, "I forgot to tell you how much I appreciate your help with dinner. Its such a relief to know I can count on you." Remember, make it specific and sincere. If things are very strained between you and you are having problems finding a recent example, feel free to delve into the past with a fun or funny family memory. The point is to make a positive connection.  Do not use this time to scold or reprimand. Let your child guide the direction of the conversation.  When things are going well, try introducing your concerns GENTLY. Try something like, "You know, you've seem kind of tired lately. Is anything going on?" If he shuts you down, don't press. Just move on with something like, "OK, I was just wondering."  Never dismiss feelings but don't play into the drama, either. For instance, if your daughter is upset over a boy, don't just blow it off as "puppy love." Let her know that you remember how bad that hurts. But reassure her that she will feel better sooner than she thinks.  As your child begins to open up to you, avoid getting angry, even if he is saying something you don't want to hear. If he says he wants to drop out of school, keep your cool. Ask a follow-up question that will help you get more information.  Avoid absolute pronouncements, but don't lie either. If your child admits to trying cigarettes, don't demand that he never smoke again; do tell him that you don't like the idea of him introducing chemicals like that into his body. Then try to get more information on why he has decided to smoke.  However the conversation goes, be sure to conclude it by reminding your child that you love him and you are always available to talk.  Keep repeating the above exercises to build more open communication and reassure your child that you care about what he is doing and how he feels. If your child is showing any of the symptoms mentioned in the previous chapter, don't be afraid to ask him point blank if he is thinking of harming himself. You will not be putting ideas in his head, and his answer could give you some serious insight into his frame of mind. Step 4: Focus on the Professionals If you are concerned that your child is becoming increasingly depressed, and you opened up the lines of communication between the two of you, the next step is to communicate with the other adults in your teen's life. Depending on what is bothering him, this could come to include one or more of the following people. 1. His teachers, principal and school counselors. You are probably reading this because your child has dyslexia or some other learning difference. If so, you are probably already very involved with his teachers. Hopefully you have formed a strong partnership based on mutual respect and commitment to you child's success. In such cases your child's teachers become you main ally in you fight for his survival. Here are some steps to involving your child's teachers in this situation.  Before meeting with anyone in your child's school, take time to remember that they work for you. Either your taxes or your tuition money pays their salaries, and you have a right to be heard.  Take time to make an outline of what you want to discuss and, if possible, get the outline to the teacher the day before your meeting.  Schedule a meeting with each teacher individually, starting with the one whose class is giving him the most problems. Approach this meeting with the attitude of offering to do more yourself rather than asking more from the teacher. Explain your concerns about the impact that his difficulties in this class are having on his emotional well-being. Ask what you can do to help him study at home. Keep the meeting positive and your outlook upbeat. Express your gratitude for all the teacher is already doing and avoid asking her to do more than is absolutely necessary. Remember that you catch more flies with honey than with vinegar. Before you leave schedule another meeting in about a month so that the two of you can review any changes you are making. Make sure she has your phone number, and ask her for her's. She may not give it to you, but if she does be very respectful of her privacy and promise to only use it as a last resort. Then keep that promise.  When meeting with a teacher with whom your child has a good rapport, take copious notes about what this teacher feels works when working with your child. Find out his secret techniques for getting your child to do his best on a daily basis. Type up your notes and make sure that from then on each of your child's teachers gets a copy each new year.  If you meet with resistance from a teacher and/or get the feeling that she is not going to work toward helping your child, go immediately to the school principal and ask that your child be placed in another class. Be prepared to state your concerns in a specific, non-judgmental, professional manner. Instead of saying, "Mr. Smith is a jerk who cares nothing about my child," try "I know Mr. Smith is a very good teacher, but my child needs to be in a class that takes a more hands-on approach to learning."  If you sense that it is the subject matter rather than the teacher that is the problem, allow your child to withdraw from the class in favor of another in the same subject. If 19th Century British Literature is not working out, try English Grammar instead.  Make sure that each teacher is aware of your concerns about you child's mental health. Ask each of them to let you know immediately if they see any signs that he might be suicidal.  Follow up these meeting with a certified letter to the school documenting who you spoke to and reiterating your concerns. This places the school under a sense of liability that is sure to get their attention. 2. His pediatrician. If your child is showing signs of depression, don't discount the idea that there could be some medical reason. Schedule an appointment with his pediatrician, letting the doctor know ahead of time about you concerns. Not only can he determine if there is any underlying physical cause for the problem, he can also refer you to a psychiatric professional who can help you deal with the mental/emotional aspects of the situation. 3. His coaches. If sports are important to you child, failing to make a team or not playing well can be very upsetting. We as parents tend to fall into three categories.  Sports are a waste of time and not important at all. If this is your attitude, that's fine but your teen may not feel the same way. So even if how he is doing in baseball doesn't matter to you, keep in mind that his success there may very well encourage him as he struggles in the classroom. Talk to the coach about any words of encouragement he can offer your child to help him face classroom difficulties. Also, try to avoid his being unnecessarily pulled from the team just because of bad grade. Again, his ultimate mental health and survival are more important than what he made on his last report card.  Sports are the most important thing in the world, and my child must be the best. Really? Do you really think that is a good attitude? Shame on you. Think what kind of pressure that could put him under. If you think you might be this kind of parent, ask the coach. He's seen all kinds and can help you get you priorities back in order.  Sports are healthy outlet for my child and I will support his participation. If this is your attitude, take a moment and pat yourself on the back. Then call the coach and offer to bring water bottles to the next practice. 4. Religious leader. If you are part of a faith group that has an active club for teens, talk to that leader or some other leader about your concerns. Ask if he has observed any changes or difficulties in your child. Also, if he has special training or experience counseling young people, see if he is willing to meet privately with your child. 5. His friend's parents. This is a tricky one. While in general it is best to let kids work things out on their own, if you child is being seriously bullied, do not hesitate to contact the bully's parents. Again, try to keep the conversation positive and your voice calm. Keep this sort of tone in the conversation, "I know that your daughter is a nice girl and would never want to hurt my daughter's feelings. Could you please encourage her to be more considerate. My daughter is going through a bit of a rough patch right now and it would really help.” Beware of giving details lest you provide the bully with more ammunition. On the other hand, if your son has a good friend who has provided emotional support in the past, its perfectly fine to give his parents a heads up about what's going on and ask them to be on the look out for any specific problems. If you are seriously concerned about your child's mental state, it is important that you are in touch with the adults in any homes he visits. And in general, until things stabilize, he probably should not be left alone in any building housing firearms, etc. 6. Any other adult he cares about. Sometimes a change is as good as a rest. If your child has grandparents or aunts and uncles with whom he can visit for a while, it might be a good idea to schedule such a mini-vacation. A change of scenery can often allow kids to forget their problems, and gives them a chance to focus on new interests. Just make sure that the other adults know the situation and are prepared to keep an eye on things. Chapter 4: An Ounce of Prevention - - What You Can Do to Help a Child You Care About Feel Better Part 1: For parents. Self-esteem is a concept that has received a lot of both negative and positive press in the past decade, so I will not bore you with rehashing the debate. Instead, let's just agree that children need to feel good about themselves and optimistic about their future if they are to survive the rugged ups and downs of adolescence. As parents, you can do more than anyone else to let your kids know he is loved and valuable. 1. Start early. It is never too early to let your child know that you think he is wonderful. You remember how you cheered and clapped when he took those first few baby steps? He needs to always have the sound of your applause playing in his ears to drown out the boos and hisses of the world. So be at the Little League game or the recital. Embarrass him with you enthusiasm. Always cheer him on, even when he stumbles. Do all you can to see him enter adolescence with a strong feeling of self-worth. 2. Keep it real. Children in general and teens in particular can spot hypocrisy a mile off. The truth is that not everything your child does is wonderful. An F on a report card is not a cause for celebration. Don't be afraid to be honest about your concerns. On the other hand, a D on a report card could be a cause for thanksgiving depending on what the previous grade was. Don't worry, this only seems confusing because it is. So let me see if I can make it simple. Your child will not be good at everything, so don't lie to him and tell him he is. Instead, find something he is good at and encourage him in that direction. For example, let's say that your son is dyslexic, and finds it very difficult to read. However, he shows tremendous talent in math. The key to preserving his self-esteem is to acknowledge the reality of the situation and move on. Instead of insisting that he take 17th Century Korean Literature, let him take an extra year of English Grammar. But, encourage him to find his niche in the most challenging math courses he can handle. 3. Respect your child and make sure others do, too. I cannot emphasize the importance of this. Every human being is made in the image of God, and as such deserves respect just for being human. Always treat your child as you would have him treat you. This means different things to different people. but here are some basics:  Never belittle your child, especially in front of others. If your son or daughter needs correction, draw them aside and deal with the issue in private.  Make sure that your child's progress in class, or lack there of, is held in the strictest of confidence. No one should ever have to worry that he will be teased because he failed a test that others found simple.  Do not gossip about your child. This can be a difficult one, especially for moms. We often need to talk about our feelings and blow off steam. If you struggle with this, it is perfectly fine to confine in a very discrete, trusted friend. Just don't blab it all over the neighborhood.  Never allow anyone to treat your child like they're dumb, or less significant than others their age. If they are poor readers, insist that they not be called upon to read at a club meeting. Instead, suggest that he be made treasurer. 4. Ask their opinion and share your's too. One of the best ways you can let you child know that you believe in him is to ask his opinion. This can be on any topic from what to have for dinner to who to vote for. You can also ask what he thinks about any area in which he has a particular aptitude. For instance, I have often asked my son to build something for me because he is very good with his hands. Likewise, if asked, be honest with your kids. My daughter has always enjoyed singing, even though for many years she was not very good. Although I encouraged her to do what she loves, I never told her that her voice was any better than it actually was. Ironically, puberty brought about some positive changes and she now sings very well, but is still humble enough to know that she has much to learn. 4. Give them something to do that they're good at and get out of their way. Look for opportunities for you child to strut his stuff. If he likes working on cars, teach him how to change the oil and then put him in charge of it in the future. If he manages money well, let him be in charge of the keeping the family books. Just be sure to avoid micromanaging, as this can give him a sense that you don't believe he is capable. Finally, always be sure to express gratitude for a job well done. 5. Teach them to laugh at themselves. In our hyper sensitive culture, there is often a lot of concern that kids not be laughed at. That is something we should encourage. However, we all make mistakes, and it is far better to admit a mistake and have a good laugh about it than to blow it out of all proportion and scurry around trying to hide it. So empower your child to laugh when he spells cat with a k or, worse yet, writes "pubic playground" instead of "public playground." He will be the stronger for it, and you will be more relaxed. 6. Be there, or at least near by. Make a commitment to be where your child is, whether it be a swim meet, choir concert, or school dance. That is the best way to know what's going on in and around his world. If he says he doesn't want you there, offer to stay in the background. If he really does not want you to come, be sure to be the one to pick him up afterward so you'll be the first to hear how everything went. If it was great, enjoy his happiness. If it didn't go so well, offer some soothing words but don't take it too seriously. Chances are things will look much better in the morning. 7. Keep it positive. Always be on the look out for something good you can say to or about your kids. One study suggests that for every negative comment, you should make at least three positive ones. This can sometimes be a challenge, but it is well worth the effort. One good policy is to try to start and end everyday on a positive note. I still say "Good morning my angel," to my 17 years old son. I also try to take a few minutes when he first wakes up to scratch his back, ask him how he slept, etc. We reverse the process in the evening, working hard to make sure everyone goes to sleep with a positive frame of mind. 8. Encourage healthy friendships. I cannot emphasize this enough. Teach your children early to be discerning about the people they hang around with, as they will very likely become like them. Don't be afraid to express attitudes that some might call judgmental toward how a potential friend dresses or acts. The bottom line is that we are all responsible for who we are as a person, and if someone is making bad choices, it is going to effect his life and the lives of those around him. Just make sure that you have good reasons for your judgments, and that they are not based on something inappropriate like the race or economic status of the other child. 9. Meet them where they are not where you want them to be. Sadly, o child is ever going to be everything we want them to be. However, we need to remember that what they are is good in its own way. So if you wanted an avid reader, but got a kid that only wants to play video games, try playing a game with them from time to time. When I ask my husband what he was doing in front of the X-Box with our son, he usually admits, "Running around let him kill me," and that's OK. It is far more importance to be on your child's team than to destroy your relationship by making him change sports. 10. Remember that its all about them, not you. Yeah, I know. You always wanted to be a physicist but you teachers told you girl's weren't good in math so now you're going to make sure your daughter has all the success you were denied. Except she's only interested in writing stupid poetry about princes rescuing maidens. What's that all about? Its about her being her, not you. Yes, I know it is just too sad, and so not what you wanted, but it is what you are given and you basically have two options. First, you can force your daughter to live out your dream, and quite possibly alienate her for life. Or, you can help her pursue her dream and keep her in the family. (And hey, maybe your granddaughter will be the great physicist.) 11. Be open, but not too open, about your own limitations. Again, this is tricky. You need to let your child know that even you are not good at everything, but you have to do it in such a way that it doesn't become an excuse for him not trying. So let's look at a right way and a wrong way to approach this. Wrong Way: I'm not surprised you have trouble reading. I was never very good at it either. In fact, if you're like me, you'll never be able to read well. Right Way: I'm not surprised you have trouble reading. I remember what its like to struggle to understand written words. Here are some techniques that helped me read better. 12. Teach them to take healthy chances. OK, so maybe there will be bears, or worse, bullies, at camp. But there might also be wonderful new friends and experiences that he never have again. So encourage you child to step out of his comfort zone, where appropriate, and take a chance that things might go well. 13. Teach him that its OK to give up sometimes. "Never give up, never surrender," sounds good in the movies, but realistically, it is not the best way to live. The truth is that there are some times when it just makes more sense to cut your losses and move on. And let's face it, its really hard to know when to stick it out and when to pack it in. So if we can't figure it out, how are we supposed to teach our kids? While there is no absolute way of telling when its OK to quit, a good rule of thumb is to evaluate the potential impact of success versus the impact of failure. For instance, if your child is struggling over and over again to try to master the words on a spelling list for a test that is less than one percent of his grade, it is not as important as studying for a final worth 25 percent. 14. Help them present their best selves. You may not know that the famous general George Patton was severely dyslexic. When he got into West Point he knew right away that he was never going to excel academically, so he committed himself to being the best soldier he could be. For him that meant looking for opportunities to take the lead in physical exercises, volunteering for difficult assignments and just working harder than anyone else in his class. And his efforts produced one of the greatest generals of all time, and a key part of the allied victory in World War II. So focus on what your child can do to improve his own image. Teach his early to smile at people and look them in the eye when he talks to them, and to shake hands firmly. Insist on good table manners, both at home and in public. Encourage him to stand up straight, and to dress neatly. All these things will work toward giving him a good personal appearance that will make a positive impression on others. 15. Remind them that they are too smart to do dumb things. Never let any learning disability be an excuse for inappropriate behavior. Emphasize that you do not need to understand Calculus to make good decisions. And when they blow it, never let them get by with trying to "play dumb." Insist that they live up to the same moral code as any other person in your family, even if it is a bit more difficult for him. 16. Love them. Always. And make sure they know it. Love is something that we all feel towards our children, most of the time. But even when we don't feel it, we still have to do it. Everyday. Even when its hard. Love means being patient when you have to say the same thing over and over again. It means being kind when they are not. Love means supporting them in their own strengths, even when they are different from ours and answering politely when we want to yell. Love means putting their needs above our own without resentment. It also means controlling our tempers, and refusing to bring up past mistakes over and over again. It means minimizing the negatives in their lives, while accentuating the positives and being excited about who they really are. Most of all, it means protecting your child from harm while still trusting him to make good decisions, and always hoping for the best, forever. Real love is extremely difficult to give but outrageously important. For the Teacher While I confess that I only taught in a classroom setting for two years (one public, one private), I did spend 13 years in school as a student with anxiety disorder and intermittent depression. As I look back on the teachers that reached out to me and made a difference in my life, I remember certain things about them that have influenced how I see things now. It is based on those experiences that I write the following advice. 1. Get to know your students. We all know the easy kids: the cheerleader, the football captain, the genius. They are friendly and outgoing and you want to be around them. But I encourage you to take time to get to know the kid that seems a little slow, that sits in the back row and tries to keep you from noticing him. Take time to talk to him and you may change his whole life. 2. Be honest with your students about their strength and weaknesses. Everyone can do something well, but no one can do everything well and that's OK. So don't lie to a kid and tell him he writes beautifully if he can't even string three words together. But do help him find other ways to express his thoughts such as orally or through drawing and painting. 3. Make mutual respect a classroom priority. Always treat your students the way you want them to treat you. That means not losing your temper and never laughing at them. Do not tolerate any form of teasing a bullying, no matter what you have to do to stop it. 4. When possible, solicit opinions. A classroom is not a democracy, but you may be surprised a the cooperation you can get from your students if you just take the time to ask how they'd like to go about learning the material. You may also glean some great ideas that will make you teaching more effective. 5. Find something each student is good at and let him focus on that. I truly believe that everyone is born with a special gift. If you can focus on each student long enough at the beginning of the year to find out his special talent, and then let him work to his strengths, you will cut classroom problems in half. 6. Laugh at yourself. Yes it is important to maintain your student's respect. You may find, however, that they respect you even more if they see you acting human and able to laugh at your own mistakes. They will also feel that it is safe in your class to make mistakes and to laugh at themselves. 7. Be part of the bigger school picture. Try to attend events that students in your class are involved with. When you see a student outside the classroom, you will get a better feel for how he is doing emotionally. Is he interacting well with other students? Does he seem comfortable around his parents? These factors may give you insight into how he performs in class. 8. Keep classroom interactions positive. Be careful to never scold a student in front of others, or worse, publicly display any information related to grades. 9. Keep an eye of bully or other troublemakers. If some one is picking on a younger or weaker student, intervene immediately and send him straight to the principal. Not only is this the right thing to do, but if you continually ignored a child being bullied and some tragedy occurs as a result you could be held legally liable. 10. Allow each student to grow at his own pace. I know this can be very difficult, especially in a crowded elementary, middle, or high school classroom. If a student is truly struggling, however, allowing them to take a little more time with a test or to turn in a book report may make all the difference in the world to how they fare. 11. Make the students the center of the classroom, not you. Yes, I know you're very witty and charming, but save that side of yourself for a party. Make sure that you keep your focus in class on your students, and leave your personal life at home. 12. Be honest, within certain limits, about you own academic struggles. This goes hand in hand with laughing at yourself. Your students see you as having all the answers and don't realize that you once struggled with learning information. So don't be afraid to say, "The first time I read this poem I had to go over it five times before I figured it out." By saying this, you are giving your students encouragement that, even if they don't understand the poem after a couple of readings, they still may get it. 14. Arm your students to take healthy chances. Encourage them to try something different, like sharing a poem they wrote or creating a interpretive dance based on a Shakespearean play. You, and they, may be surprised at how well it goes. 15. Teach them that is OK to give up sometimes. "If at first you don't succeed, try, try again," is an old and very effective adage. Continuing to struggle with the same material over and over gain in the same way can frustrate your students and lead to low self-esteem, depression, or worse. For their overall well-being, giving up may be the best option. Giving up of one small portion of their education will not doom them to failure for life. Your students need to know this. 16. Encourage them to put their best selves forward. Compliment attractive haircuts. Demand that everyone sit up straight. Try starting one class by going around the room and shaking hands with each student, encouraging eye contact and a firm grip. You'll be surprised with how much more mature everyone acts. 17. Let them know that you believe they can do well. Make sure that there are more cheerleaders in your school than just the ones on the field. Encourage all your students, but especially those who are struggling, to keep trying. Make sure they know that you know they can succeed. 18. Take a chance and really care about them. What a scary thing this is. You may very well get your heart broken. But then again, you may get a visit someday from a grown man in a Lexus who says that he owes all his success to you. Now wouldn't that be cool? Conclusion This short book cannot hope to cover every facet of helping your dyslexic teen through the difficult teenage years with mental wholeness. There are scores of books to read, video series to view, and courses to take if you determine that your teen's problems go beyond normal adolescent angst. What I have given is a brief overview and some very practical suggestions to preventing your teen from sliding into depression and giving serious thought to committing suicide. These suggestions are not based on any professional expertise. I'm a mom with two dyslexic children, one of whom also suffers from some severe mental health issues. What I've given you is based on lessons learned from experience, things I've read, classes I've taken, and other people I've talked who have traveled the same road. I would like to offer you a guarantee, but I can't. Unfortunately, there is no magic bullet, no formula that can guarantee success. It is a terrible thought, but in the end all you do may not be enough. Even if you do everything right, your child still may try to harm himself, or worse, succeed. If that happens, you will have many long, dark roads to walk down. However, the one solace you might find is the knowledge that you did everything in your power to help him. On the other hand, it is very likely that you will be able to get your troubled child back on track using the information you have read here, and that you can glean from other sources. The current situation may be dark, but hopefully you and your child will soon emerge from this time stronger and happier than you have ever been before.

Helping kids with dyslexia to cultivate positive feelings is essential in order to ensure their success. By introducing them to activities and programs that focus on their strengths, children with dyslexia can begin to see themselves as capable and valuable. When they feel empowered, they will be better able to focus on the tasks they need to complete and they will become more confident in their abilities. Additionally, it is important to provide plenty of support and encouragement to boost their self-esteem. A positive attitude and an understanding of the challenges they face can make a huge difference in helping these children reach their full potential.

By the author of the book/webage Dyslexia My Life

Legal rights for individuals with dyslexia

noreply@blogger.com (Sherri Cooks) — Wed, 4 Jan 2023 13:46:00 -0600

There are several legal rights that individuals with dyslexia may have, depending on the laws of their country or region. Some examples of legal rights related to dyslexia include:

The right to a reasonable accommodation: Employers and schools are often required to provide reasonable accommodations to individuals with dyslexia, such as extra time on tests, or the use of assistive technology.
The right to an education: Children with dyslexia have the right to a free and appropriate education, as outlined in the Individuals with Disabilities Education Act (IDEA) in the United States.
The right to protection from discrimination: Individuals with dyslexia are protected from discrimination on the basis of their disability by laws such as the Americans with Disabilities Act (ADA) in the United States.
The right to privacy: The confidentiality of an individual's medical information, including the fact that they have dyslexia, is protected by laws such as the Health Insurance Portability and Accountability Act (HIPAA) in the United States.

It is important to note that the specific legal rights of individuals with dyslexia may vary depending on the laws of the country or region in which they live.

In the United States, individuals with dyslexia have several legal rights, including:

The right to a reasonable accommodation: Under the Americans with Disabilities Act (ADA), employers and schools are required to provide reasonable accommodations to individuals with dyslexia, such as extra time on tests or the use of assistive technology, as long as doing so does not create an undue burden.
The right to an education: The Individuals with Disabilities Education Act (IDEA) guarantees children with dyslexia the right to a free and appropriate education in the least restrictive environment. This includes the right to individualized education plans (IEPs) and special education services, as needed.
The right to protection from discrimination: The ADA and other laws protect individuals with dyslexia from discrimination on the basis of their disability. This includes protection in employment, housing, and public accommodations.
The right to privacy: The Health Insurance Portability and Accountability Act (HIPAA) protects the confidentiality of an individual's medical information, including the fact that they have dyslexia.

The Americans with Disabilities Act (ADA) is a federal law in the United States that prohibits discrimination on the basis of disability. The ADA applies to employers, schools, and public accommodations and requires them to provide reasonable accommodations to individuals with disabilities as long as doing so does not create an undue burden.

Dyslexia is a specific type of learning disability that affects an individual's ability to read, spell, and process written and spoken language. Dyslexia is recognized as a disability under the ADA, and individuals with dyslexia may be entitled to reasonable accommodations in the workplace or in school as long as they meet the criteria for coverage under the ADA.

Some examples of reasonable accommodations for individuals with dyslexia may include extra time on tests or assignments, the use of assistive technology such as text-to-speech software, or the provision of printed materials in alternative formats. The specific accommodations that are appropriate for an individual with dyslexia will depend on their needs and the specific demands of the job or academic program.

The Individuals with Disabilities Education Act (IDEA) is a federal law in the United States that guarantees children with disabilities the right to a free and appropriate education in the least restrictive environment. IDEA applies to children with disabilities, including dyslexia, who are enrolled in public schools.

Under IDEA, children with dyslexia have the right to receive special education and related services, as needed, to help them access the curriculum and make progress in school. These services may include things like specialized instruction, assistive technology, and accommodations such as extra time on tests or assignments.

IDEA also requires schools to develop individualized education plans (IEPs) for children with dyslexia and other disabilities. An IEP is a document that outlines the specific goals and accommodations that a child with dyslexia will need in order to receive a free and appropriate education. The IEP is developed by a team of educators and other professionals, in consultation with the child's parents or guardians.

Overall, IDEA provides important protections and rights for children with dyslexia in the United States, helping to ensure that they receive the support and accommodations they need to succeed in school.

The Health Insurance Portability and Accountability Act (HIPAA) is a federal law in the United States that protects the confidentiality of an individual's medical information. HIPAA applies to "covered entities" such as hospitals, doctors' offices, and insurance companies, and sets standards for the protection of personal health information.

Under HIPAA, individuals have the right to access and control their own medical information, including information about their diagnosis and treatment for dyslexia or any other medical condition. HIPAA also imposes strict rules on how covered entities can use and disclose an individual's medical information, including information about dyslexia.

For example, HIPAA prohibits covered entities from disclosing an individual's medical information without their consent unless certain exceptions apply. This means that an individual's diagnosis and treatment for dyslexia cannot be shared with others, including employers or schools, without the individual's permission.

Overall, HIPAA helps to ensure the confidentiality of an individual's medical information, including information about dyslexia and gives individuals control over how their information is used and shared.

An individualized education plan (IEP) is a document that outlines the specific goals and accommodations that a child with dyslexia or other disabilities will need in order to receive a free and appropriate education. The IEP is developed by a team of educators and other professionals, in consultation with the child's parents or guardians, and is required by the Individuals with Disabilities Education Act (IDEA) for children with disabilities who are enrolled in public schools in the United States.

The IEP is tailored to the specific needs of the child with dyslexia and may include accommodations such as extra time on tests or assignments, the use of assistive technology, or modifications to the curriculum. The IEP is reviewed and updated regularly to ensure that it continues to meet the child's needs and to track their progress.

Overall, the IEP is an important tool for ensuring that children with dyslexia receive the support and accommodations they need to succeed in school. It helps to ensure that these children have equal access to education and the opportunity to make progress in their studies.

By Dyslexia My Life & Theglp.org

What is the Vowel Circle and feeling the letter being spoken - Teach speech by feeling

noreply@blogger.com (Sherri Cooks) — Wed, 4 Jan 2023 13:36:00 -0600

The vowel circle, also known as the vowel chart or vowel diagram, represents the sounds of a language's vowel phonemes. It is a circle divided into quadrants, with each quadrant representing a range of vowel sounds based on their place of articulation and the openness of the vowel. The vowel circle is used in linguistics and speech therapy to help visualize and understand the vowel sounds of a language and how they differ from one another. It can also be used to help people learn to produce vowel sounds correctly when speaking a new language or work to correct speech sound disorders.

This vowel circle shows the positions of the vowel sounds in the mouth based on their place of articulation and the openness of the vowel. The front vowels are located at the top of the circle, the back vowels are at the bottom, and the central vowels are in the middle. The vowel sounds are represented by dots on the circle, and the lines connecting the dots represent the range of possible vowel sounds that fall between them. A vowel circle is a useful tool for understanding and comparing the vowel sounds of different languages.

Some samples:

The sounds "t" and "d" are both voiceless and voiced alveolar stops, which means that they are produced by stopping the airflow at the alveolar ridge (the bony ridge behind the top front teeth) and then releasing it. The main difference between the sounds "t" and "d" is that "t" is voiceless, while "d" is voiced. This means that the vocal cords do not vibrate when producing the sound "t," while they do vibrate when producing the sound "d." To produce the sound "t," the tip of the tongue touches the alveolar ridge, and then the airflow is released to create a burst of sound. To produce the sound "d," the same tongue position is used, but the vocal cords vibrate as the airflow is released.

The sounds "b" and "p" are both voiceless and voiced bilabial stops, which means that they are produced by stopping the airflow using both lips and then releasing it. The main difference between the sounds "b" and "p" is that "b" is voiced, while "p" is voiceless. This means that the vocal cords vibrate when producing the sound "b," while they do not vibrate when producing the sound "p." To produce the sound "b," the lips come together and the vocal cords vibrate as the airflow is released. To produce the sound "p," the same lip position is used, but the vocal cords do not vibrate as the airflow is released. The "b" sound is often easier to produce than the "p" sound because it requires less airflow.

To produce the sound "z," the tip of the tongue is placed behind the top front teeth, and the airflow is released between the tongue and the roof of the mouth to create a buzzing sound. The sound "z" is a voiced alveolar fricative, which means that it is produced by constricting the airflow at the alveolar ridge (the bony ridge behind the top front teeth) and then releasing it to create a hissing or buzzing sound. The vocal cords vibrate when producing the sound "z," which gives it a voiced quality. In English, the sound "z" is usually found at the beginning or end of words, such as in the words "zoo" and "fizz." It can also be found in the middle of words, such as in the word "laze."

Some teach not to hear but feel the letter. It is possible to feel the vibration of the vocal cords when producing certain sounds, particularly voiced sounds. The vocal cords are located in the larynx (also known as the voice box), which is located in the throat. When the vocal cords vibrate, they create a sensation that can be felt in the throat and sometimes in the chest or neck. This sensation is often described as a "buzzing" or "humming" feeling. To feel the vibration of the vocal cords, you can place your hand on your throat or chest while speaking or singing, or you can try humming or making a sustained "mmmm" sound. The vibration of the vocal cords can also be felt by placing a finger on the Adam's apple (the protrusion in the front of the neck).

You can generally feel the vibration of the vocal cords when producing voiced sounds. In the English language, most of the vowel sounds are voiced, as well as some of the consonant sounds, such as "m," "n," "b," "d," "g," "l," "r," "v," "w," and "y." To feel the vibration of the vocal cords while producing these sounds, you can place your hand on your throat or chest while speaking or singing, or you can try humming or making a sustained "mmmm" sound. You may be able to feel the vibration of the vocal cords more clearly when producing sustained sounds, such as "mmm" or "vvv," rather than short, isolated sounds like "m" or "v."

One way to teach the production of voiced and voiceless sounds is to have students place their hands on their throat or chest while speaking or singing or to have them hum or make a sustained "mmmm" sound. This can help students to feel the vibration of the vocal cords and understand the difference between voiced and voiceless sounds. It can also be helpful to use visual aids, such as a vowel chart or a diagram of the vocal tract, to show students where the sounds are produced in the mouth and how the airflow is modified to produce different sounds. It is also important to have students listen to and imitate the correct production of the sounds and to provide feedback on their production. Practice and repetition can also be helpful in learning to produce sounds correctly.

The vocal tract is the part of the human body that is responsible for producing speech sounds. It includes the larynx (also known as the voice box), the pharynx (the throat), the oral cavity (the mouth), and the nasal cavity (the nose). The larynx contains the vocal cords, which are two bands of elastic muscle tissue that vibrate when air is exhaled from the lungs, producing sound. The pharynx is the passage between the mouth and the larynx. The oral cavity is the space inside the mouth that is bounded by the lips, teeth, and gums. The nasal cavity is the space inside the nose. The shape and size of the vocal tract, as well as the tension and movement of the vocal cords, can be modified to produce different speech sounds.

By Dyslexia My Life

What helps Dysgraphia

noreply@blogger.com (Sherri Cooks) — Mon, 2 Jan 2023 07:02:00 -0600

What helps Dysgraphia

Dysgraphia is a specific learning disability that affects a person's ability to write legibly and express ideas in writing. Here are a few strategies that can help individuals with dysgraphia:

Use assistive technology: There are many tools and technologies that can help individuals with dysgraphia to write more easily. These include word processing software with spell check and grammar check functions, speech recognition software, and electronic tablets that allow you to write or draw with a stylus.
Use graphic organizers: Graphic organizers such as mind maps and concept maps can help individuals with dysgraphia plan and organize their writing.
Use visual aids: Visual aids such as pictures, diagrams, and charts can help individuals with dysgraphia understand and express ideas in writing.
Work with a tutor or learning specialist: A tutor or learning specialist who is trained in dysgraphia can provide one-on-one support and teach you strategies to overcome your specific challenges. They can also help you develop a personalized plan for learning and success.
Practice regularly: Practice is key to improving writing skills. Consider setting aside time each day to write, and look for opportunities to write in different contexts and for different audiences.

I hope these strategies are helpful for you as you work to manage your dysgraphia. Remember to be patient with yourself and seek support from friends, family, and professionals as needed.

By Dyslexia My Life

What helps Dyscalculia

noreply@blogger.com (Sherri Cooks) — Mon, 2 Jan 2023 07:00:00 -0600

What helps Dyscalculia

Dyscalculia is a specific learning disability that affects a person's ability to perform math calculations and understand math concepts. Here are a few strategies that can help individuals with dyscalculia:

Use manipulatives: Using physical objects to represent mathematical concepts can help individuals with dyscalculia understand and solve math problems. Examples of manipulatives include counting bears, base-ten blocks, and fraction bars.
Use visual aids: Visual aids such as number lines, graphs, and charts can help individuals with dyscalculia understand math concepts and solve problems.
Use math software and apps: Many math software programs and apps can help individuals with dyscalculia learn and practice math skills. These include adaptive learning programs that adjust to the user's abilities and needs and games that make math learning more interactive and engaging.
Work with a tutor or learning specialist: A tutor or learning specialist who is trained in dyscalculia can provide one-on-one support and teach you strategies to overcome your specific challenges. They can also help you develop a personalized plan for learning and success.
Practice regularly: Practice is key to improving math skills. Consider setting aside time each day to practice math and look for opportunities to apply math concepts in everyday life.

I hope these strategies are helpful for you as you work to manage your dyscalculia.

By Dyslexia My Life

Different kinds of learning disabilities

noreply@blogger.com (Sherri Cooks) — Mon, 2 Jan 2023 06:57:00 -0600

Different kinds of learning disabilities

There are many different types of learning disabilities, and each individual with a learning disability may have unique challenges and strengths. Some common types of learning disabilities include:

Dyslexia: A specific learning disability that affects a person's ability to read and spell.
Dyscalculia: A specific learning disability affecting a person's ability to perform calculations and understand concepts.
Dysgraphia: A specific learning disability that affects a person's ability to write legibly and express ideas in writing.
ADHD (Attention Deficit Hyperactivity Disorder): A neurodevelopmental disorder that affects a person's ability to pay attention, control impulsive behaviors, and sit still.
Auditory processing disorder: A specific learning disability that affects a person's ability to understand spoken language and follow verbal instructions.
Visual processing disorder: A specific learning disability that affects a person's ability to understand and interpret visual information, such as text and images.
Expressive language disorder: A specific learning disability that affects a person's ability to express ideas and thoughts in spoken or written language.
Receptive language disorder: A specific learning disability that affects a person's ability to understand spoken or written language.

It's important to note that learning disabilities can occur in combination with other conditions, such as ADHD, and each individual with a learning disability may have unique challenges and strengths.

By Dyslexia My Life

https://youtu.be/zyU0x3VCVRw

What Causes Dyslexia

noreply@blogger.com (Sherri Cooks) — Mon, 2 Jan 2023 06:53:00 -0600

What causes dyslexia

Dyslexia is a specific learning disability affecting a person's reading and spelling ability. It is thought to be caused by a neurological dysfunction that affects the brain's ability to process written and spoken language. Dyslexia is not caused by a lack of intelligence or motivation; it is not something that a person can "grow out of."

There is evidence to suggest that dyslexia has a genetic component and that it may run in families. Dyslexia is also more common in males than females. However, the exact cause of dyslexia is not fully understood, and researchers are continuing to study the underlying neurological and genetic factors that may contribute to the development of this learning disability.

It is important to note that dyslexia is a lifelong condition, but with appropriate interventions and support, individuals with dyslexia can learn to read and write at a level that allows them to succeed academically and professionally.

By Dyslexia My Life

Here are a few strategies that can help adults with dyslexia:

noreply@blogger.com (Sherri Cooks) — Mon, 2 Jan 2023 06:50:00 -0600

Here are a few strategies that can help adults with dyslexia:

Use assistive technology: There are many tools and technologies that can help adults with dyslexia to read and write more efficiently. These include text-to-speech software, speech recognition software, and screen readers.
Use multisensory learning methods: Many adults with dyslexia find it helpful to use multisensory learning methods, which involve using a combination of visual, auditory, and kinesthetic (tactile) cues to reinforce learning. Examples of multisensory learning methods include using flashcards, listening to audio recordings of text, and participating in hands-on activities.
Work with a tutor or learning specialist: A tutor or learning specialist who is trained in dyslexia can provide one-on-one support and teach you strategies to overcome your specific challenges. They can also help you develop a personalized plan for learning and success.
Use memory aids: Memory aids such as mnemonic devices (e.g., acronyms and rhymes) can help you remember information more easily. You might also find it helpful to use visual aids such as mind maps or concept maps to help you organize and understand new material.
Practice reading out loud: Reading out loud can help you process and retain new information more effectively. It is also helpful to record yourself reading and listen back to the recording to help you identify and correct any mistakes.
Seek accommodations at work: If you are having difficulty with reading and writing, consider accommodations such as extra time to complete tasks or the use of assistive technology. Your employer may be required by law to provide reasonable accommodations for employees with dyslexia.

By Dyslexia My Life

Supplements that can Improve ADHD Symptoms?

noreply@blogger.com (Sherri Cooks) — Tue, 13 Dec 2022 08:18:00 -0600

Supplements and vitamins that can Improve ADHD Symptoms?

Research shows that medication does a good job of managing ADHD symptoms in many children and adults. Still, the thought of starting your young child on a drug, no matter how effective it might be, causes lots of hand-wringing and soul-searching in parents before they agree to do it. There are potential side effects to be considered, along with the fact that ADHD medications don’t work the same way for every child in managing symptoms. So some parents look for other natural remedies for ADHD.

ADHD Supplement: Omega-3 Fatty Acids - are probably the best-researched supplement for ADHD. Numerous studies, including two meta-analyses, found benefits in the area of hyperactivity, attention, or impulsivity. One study notes EPA plus DHA (add the two together). Most omega-3 gummies don’t provide these higher levels, so your best option is to give your child capsules or a liquid. For children who are vegetarian, algae oil is available, but it requires large doses to get enough EPA and DHA.

ADHD Supplement: Zinc - One study showed that taking zinc with a psychostimulant caused a nearly 40 percent reduction in the amount of the stimulant required to function at optimal levels. Other studies have shown benefits for ADHD symptoms in general.

ADHD Supplement: Vitamin D - Newer research shows that children with ADHD have lower vitamin D levels than children without the condition. One study showed that expectant mothers with low vitamin D levels had a higher likelihood of their children having ADHD.

ADHD Supplement: Iron - Low levels of mineral iron can be a significant problem in children with ADHD. Studies have shown that iron is crucial for normal brain function and that treating it with supplemental iron can improve.

ADHD Supplement: Magnesium - This mineral won’t directly improve attention but can calm hyperactivity and agitation, which compromise attention. I find magnesium helpful for children who have a “rebound effect” after their stimulant medication wears off.

ADHD Supplement: Inositol- Inositol is found in very small amounts in many foods. In concentrated doses, it helps to counter agitation and anxiety.

ADHD Supplement: Ginkgo Biloba - This herb has been used to improve cognitive function for thousands of years. A couple of small studies have shown that it may be helpful in children with ADHD.

Other Herbs for ADHD

Bacopa and Gotu kola, which are part of Ayurvedic medicine (the traditional medicine of India), have both been used to treat ADHD, but western medicine has done little research on them. One herb, St. John’s wort, is often recommended for children with ADHD, but research shows that it helps with mood disorders, not ADHD. A study on using St. John’s wort to treat ADHD reached the same conclusion: It did not help. This study was discussed in the June 2008 Journal of the American Medical Association issue.

Please work with your doctor to get a recommended amount for your child by age and weight.

ADHD in Women

noreply@blogger.com (Sherri Cooks) — Tue, 13 Dec 2022 08:03:00 -0600

ADHD in Women

Posted by DysleixaMyLife.org

Little research explores the specific effects of attention deficit hyperactivity disorder (ADHD) on adult women. children, adolescents, and men are more often the focus of research. Even in children, studies show that boys more often get an accurate diagnosis than girls.

Girls tend to show less “hyperactive” behavior than boys do. Most studies happen to focus a lot on those hyperactive ADHD patterns that are more common in males. When young girls’ ADHD symptoms go undiagnosed, the problems may continue into adulthood. Without understanding and treatment, ADHD can affect your overall quality of life.

ADHD Signs and Symptoms in Adult Women

Most women with ADHD get an accurate diagnosis in their late 30s or early 40s. Experts say there could be several reasons behind the late diagnosis.

It could be that parents, teachers, or pediatricians miss ADHD symptoms and behaviors in young girls because they aren’t obvious. Doctors may also diagnose girls and young women with other mood disorders like anxiety or depression rather than ADHD. Some new research also suggests that women may develop ADHD symptoms later in life. But scientists say they need more research to prove it.

Symptoms and signs of ADHD in adult women can include:

Difficulty with time management
Disorganization
Feeling overwhelmed
Impulsiveness.
Disorganization and problems prioritizing.
Poor time management skills.
Problems focusing on a task.
Trouble multitasking.
Excessive activity or restlessness.
Low frustration tolerance.

ADHD can run in families. If you have undiagnosed ADHD, you’re more likely to notice your own symptoms if your child or sibling gets a diagnosis. It’s also not uncommon for women with ADHD to have other challenges at the same time, such as compulsive overeating, chronic lack of sleep, or drinking too much alcohol.

Impact on Day-to-Day Life

Studies show that women with ADHD tend to have very low self-esteem. They also seem to have more emotional and psychological distress compared to adult men with ADHD.

Besides drugs, your doctor may also prescribe a combination of treatments that include psychotherapy, stress management, and ADHD-focused coaching to teach you coping strategies, self-esteem, and life-management skills. The need for these depends on your specific symptoms and situation.

If you struggle to keep up with the demands of your job, you can talk to a career counselor who understands ADHD. They may help you work on your strengths to better manage your performance at work. ( You do have Strengths!!)

Suggestions For Individuals With Dyslexia or ADHD Considering College

noreply@blogger.com (Sherri Cooks) — Mon, 12 Dec 2022 08:44:00 -0600

Suggestions For Individuals With Dyslexia or ADHD Considering College

1.) Understand your own learning differences so that you can explain your strengths and weaknesses to others with ease and assurance.

2.) Learn about Section 504 and Public Law 101-476 (Individuals with Disabilities Act -- I.D.E.A), which describe your rights under the law.

3.) Make sure testing is well documented if you plan to request accommodations.

4.) Acquire information on special exam arrangements for SAT and/or ACT. Among the options are untimed tests, readers, or cassettes.

5.) Receive tutoring to prepare for and/or improve your test scores. Schedule two SATs/ACTs and submit your best score.

6.) Know about the institution: majors available, admission requirements, costs, size of the school, living accommodations, availability of library, number of students with LD on campus, percent graduating.

7.) Apply to several colleges which closely match your goals and needs.

8.) Meet with the special needs department and ask questions about support and accommodations.

9.) Be open and honest in your personal statement, emphasizing your strengths and accomplishments.

10.) Consider starting college in a summer session rather than fall. Summer classes tend to be smaller, and instructors may have more time for individual assistance.

11.) Consider memberships in LD organizations to keep abreast of new technology, research, accommodations, legislature, resources, etc.

For more info see our website at DyslexiaMyLife.org

DYSGRAPHIA, DYSLEXIA, DYSCALCULIA, DYSPRAXIA?

noreply@blogger.com (Sherri Cooks) — Mon, 31 Oct 2022 14:09:00 -0500

DYSGRAPHIA, DYSLEXIA, DYSCALCULIA, DYSPRAXIA?

What is what...

What is DYSGRAPHIA

What is DYSLEXIA

What is DYSCALCULIA

What is DYSPRAXIA

Best short pic I have seen for this

DYSGRAPHIA, DYSLEXIA, DYSCALCULIA, DYSPRAXIA?

Animal Group Name - What > 1 is called - Collectives

noreply@blogger.com (Sherri Cooks) — Mon, 27 Jun 2022 08:22:00 -0500

An animal group name is a term used to describe a group of animals belonging to the same species. Some common animal group names include a herd of cattle, a pack of wolves, a pride of lions, a school of fish, and a swarm of bees. Animal group names can vary depending on the species of animal and the specific context in which they are being referred to. For example, a group of geese is sometimes referred to as a gaggle, while a group of rabbits is called a colony. Some animals do not have specific group names and are simply referred to as a group or a cluster.

a flock of birds

a pack of wolves

an ambush of tigers

a crash of rhinos

a pod of whales

a shiver of sharks

a wisdom of wombats

a gang of weasels

a scurry of squirrels

an escorgatoire of snails

a hear of zebras

a romp of otters

a prickle of porcupines

an unkindness of peacocks

a gaze of raccoons

a pandemonium of parrots

a colony of penguins

a pride of lions

a cackle of hyenas

a parliament of owls

a troop of monkeys

a troop of kangaroos

a cast of crabs

a colony of ants

a lounge of lizards

a charm of hummingbirds

a mischief of mice

a leap of leopards

an array of hedgehogs

a troop of gorillas

a smack of jellyfish

an army of frogs

a tower of giraffes

a bloat of hippos

a school of fish

a hear of deer

a coalition of cheetahs

a convocation of eagles

a heard of elephants

a caravan of camels

a bask of crocodiles

a fever of stingrays

a pod of dolphins

a family of beavers

a colony of bats

a swarm of bees

a set of badgers

Animal Group Name - What > 1 is called - Collectives by theglp.org and dysleixamylife.org

Check Writing Number (amount of money) to Words Converter

noreply@blogger.com (Sherri Cooks) — Wed, 15 Jun 2022 13:37:00 -0500

How to write a check and type in the number and get words. Very helpful for someone who has dyslexia

http://dailycalculators.com/number-to-word-converter

Cup Vs Gallon Vs Quart Vs Table Spoon Vs Tea Spoon

noreply@blogger.com (Sherri Cooks) — Sun, 5 Jun 2022 22:12:00 -0500

Cup
Vs

Gallon

Quart

Table Spoon

Tea Spoon

Learning Pyramid - How we learn best - Dyslexia, ADHD

noreply@blogger.com (Sherri Cooks) — Tue, 8 Feb 2022 14:39:00 -0600

Learning Pyramid - How we learn best - Dyslexia, ADHD

DYSGRAPHIA

noreply@blogger.com (Sherri Cooks) — Tue, 8 Feb 2022 14:33:00 -0600

What is dysgraphia?

Dysgraphia means difficulty with handwriting. There are several different kinds of dysgraphia. Some people with dysgraphia have handwriting that is often illegible and shows irregular and inconsistent letter formations. Others write legibly, but very slowly and/or very small. When these individuals revert to printing, as they often do, their writing is often a random mixture of upper- and lowercase letters. In all cases of dysgraphia, writing requires inordinate amounts of energy, stamina, and time.

Dysgraphia can interfere with a student’s ability to express ideas. Expressive writing requires a student to synchronize many mental functions at once: organization, memory, attention, motor skill, and various aspects of language ability. Automatic accurate handwriting is the foundation for this juggling act. In the complexity of remembering where to put the pencil and how to form each letter, a dysgraphic student forgets what he or she meant to express. Dysgraphia can cause low classroom productivity, incomplete homework assignments, and difficulty in focusing attention.

Emotional factors arising from dysgraphia often exacerbate matters. At an early age, these students are asked to forego recess to finish copying material from the board and are likely to be sent home at the end of the day with a sheaf of unfinished papers to be completed. They are asked to recopy their work but the second attempt is often no better than the first. Because they are often bright and good at reading, their failure to produce acceptable work is blamed on laziness or carelessness. The resulting anger and frustration can prevent them from ever reaching their true potential.

What causes dysgraphia?

A few people with dysgraphia lack only the fine-motor coordination to produce legible handwriting, but some may have a physical tremor that interferes with writing. In most cases, however, several brain systems interact to produce dysgraphia. Some experts believe that dysgraphia involves a dysfunction in the interaction between the two main brain systems that allow a person to translate mental into the written language (phoneme-to-grapheme translation, i.e., sound to symbol, and lexicon-to-grapheme translation, i.e., mental to written word). Other studies have shown that split attention, memory load, and familiarity with graphic material affect writing ability. Typically, a person with illegible handwriting has a combination of fine-motor difficulty, inability to re-visualize letters, and inability to remember the motor patterns of letterforms.

What are the different types of dysgraphia?

While dysgraphia may be broadly classified as follows, there are many individual variations that affect both treatment and prognosis:

1. In dyslexic dysgraphia, spontaneously written text is illegible, especially when the text is complex. Oral spelling is poor, but drawing and copying of written text are relatively normal. Finger-tapping speed (a measure of fine-motor speed) is normal.

2. In motor dysgraphia, both spontaneously written and copied text may be illegible, oral spelling is normal, and drawing is usually problematic. Finger-tapping speed is abnormal.

3. In spatial dysgraphia, people display illegible writing, whether spontaneously produced or copied. Oral spelling is normal. Finger-tapping speed is normal, but drawing is very problematic.

Who is qualified to diagnose dysgraphia?

Dysgraphia cannot be diagnosed solely by looking at a handwriting sample. A qualified clinician must directly test the individual. Such a test includes writing self-generated sentences and paragraphs and copying age-appropriate text. The examiner assesses not only the finished product, but also the process, including posture, position, pencil grip, fatigue, cramping, or tremor of the writing hand, eyed-ness and handedness, and other factors. The examiner may assess fine motor speed with finger tapping and wrist turning.

What is the treatment for dysgraphia?

Prevention, remediation, and accommodation are all important elements in the treatment of dysgraphia. Many problems can be prevented by early training. Young children in kindergarten and grade one should learn to form letters correctly; kinesthetic memory is powerful and incorrect habits are very difficult to eradicate.

Muscle training and over-learning good techniques are both critical for the remediation of dysgraphia. Specifically designed exercises are needed to increase strength and dexterity. A specialist can recommend the most appropriate plan of exercise. For all students, kinesthetic writing, that is writing with eyes closed or averted, is a powerful reinforcer. Work needs always to begin with the formation of individual letters written in isolation. Alphabets need to be practiced daily, often for months.

Finally, individuals can benefit from a variety of modifications and accommodations. One effective method is to teach the use of a word processor, by-passing the complex motor demands of handwriting. Many students may find learning the keyboard by the alphabet method easier than beginning with the home keys. For many, touch typing offers a whole new opportunity to learn to spell through a different kinesthetic mode. Students should also experiment with different writing tools; some people with dysgraphia may find pencil grips helpful. Other bypass methods include allowing the student to answer questions orally or into a tape recorder instead of writing, modifying written assignments so that less writing is required, and allowing extended time to complete tests and assignments. Copying from the board is an especially difficult task. Teachers need to provide notes. Photocopying the notes of another student is one possibility. Providing an outline, with spaces left for the student to fill in the information, is another. Writing on a slightly inclined plane may be helpful.

Should people with dysgraphia use cursive writing instead of printing?

For many children with dysgraphia, cursive writing has several advantages. It eliminates the necessity of picking up a pencil and deciding where to replace it after each letter. Each letter starts on the line, thus eliminating another potentially confusing decision for the writer. Cursive also has very few reversible letters, a typical source of trouble for people with dysgraphia. It eliminates word-spacing problems and gives words a flow and rhythm that enhances learning. For children who find it difficult to remember the motor patterns of letterforms, starting with cursive eliminates the traumatic transition from manuscript to cursive writing. Writers in cursive also have more opportunity to distinguish b, d, p, and q because the cursive letter formations for writing each of these letters is so different.

Reference:

Deuel, Ruthmary K., M.D. Developmental Dysgraphia and Motor Skills Disorders. Journal of Child Neurology, Vol. 10, Supp.1. January 1995, pp. S6-S8.

Learning and Stress

noreply@blogger.com (Sherri Cooks) — Fri, 26 Mar 2021 08:40:00 -0500

Learning and Stress

Stress and learning, I feel this topic is one of the key items overlooked when it comes to helping the child with dyslexia or any learning disability. As with anybody, being under a lot of stress can decline your performance or learning. Having a learning disability and not being able to perform like the other kids in your class, will cause your stress levels to max out. Many times the child will act out just to reduce their stress. Once the child is stressed and has the feeling of under the gun, the learning stops. Research suggests that stress can block chemical reactions in the brain that are necessary for learning. Stress can disrupt learning and memory development. Also in your brain, the blood moves from the front lobes of the brain to the back brain survival centers. During stress, the blood also leaves the digestion and goes to arms and legs for fight or flight. This can be seen as ADD in some children.

How to reduce the stress for someone, so they can learn.

Reduce background noise – Add white background noise to overcome it. Noise-canceling headphones.
Reduce violent environments. Games TV and Movies can put the child in the “fight or flight” mood.
Eat healthy – greens vegetables, if the child does not like vegetables, many good tasting drinks on the market with vegetables in them. Reduce sugar as much as you can.
Vigorous exercise is a good stress reliever
Breaks, rewards. Set short time goals and rewards for working on an item that stress the child out.
Everyone (including teachers) makes mistakes. Teachers know the items well, teaching it for years. Make a mistake, let them know your human also and it’s human to make a mistake.
Art, give breaks and let them do Art or something they enjoy, this also works as a good break and reward. Never take the breakaway for not doing well on something. Taking breaks away will only break the trust you have with the child. The child will not want to complete the task anymore if the break is taken away.
Be low-stress yourself, kids feel they should act as you do if your getting short or stress because a child is not learning something, they will also do the same.
Aromatherapy

As an adult now, I know my past and I can get very stressed when key things happen. I now start each day with some Herbal Tea, Tension Tamer or something with Chamomile in it. I seem to get so much more done when I’m not so stressed. Hope that helps, as “we are all in this together”. Feel free to email me with any topics or questions you might have.

By the author of the book “Dyslexia My Life”

ADHD & ADD 101: Information on Attention Deficit Hyperactivity Disorder.

noreply@blogger.com (Sherri Cooks) — Thu, 11 Feb 2021 06:41:00 -0600

ADHD & ADD 101: Information on Attention Deficit Hyperactivity Disorder.

Learn firsthand from someone who has overcome the learning disorder known as ADHD.

by G. Sagmiller

* * * * *

Published by G. Sagmiller

For non-profit, The Gifted Learning Project. Theglp.org. All copyrights theglp.org. By G. Sagmiller

*****

ADHD has been written about by many professionals. This eBook is not another medical or technical explanation of the disorder, but rather the firsthand experiences of someone who has overcome ADHD in his lifetime. This book is about what has worked for me, my friends, and my family members, revealing the techniques and tips we have used to become successful and fulfilled, allowing us to live with ADHD. There will not be a surplus of complex medical terms, charts, or graphs; all that will be found herein is a personal examination of a learning disorder that can, in fact, be overcome.

Intro

To begin, I would like to reiterate; ADHD can be overcome. It cannot be outgrown. It is not an impossible foe, nor a completely damning diagnosis to receive. In my experience, ADHD is usually managed in one of three ways. The first is medication, sometimes even overmedication to the point that the patient is “burnt out” or emotionally vacant. This can come from either prescription or illegal drugs, but the end result is the same. The second means of treating ADHD is finding ways to stay busy and to outlet the patient’s energies. And finally, the third method is one of using natural means to calm and relax the individual. Because I am not a big fan of the foremost method in any aspect, I intend to cover the other two from this point onward.

First, so what is ADHD?

Attention Deficit Hyperactivity Disorder (ADHD) is a growing concern in our nation as the prevalence of this diagnosis increases among our youth. According to the American Psychiatric Association’s Diagnostic and Statistical Manual (DSM-IV), ADHD is a psychological disorder generally characterized by the following symptoms: inattention, distractibility, impulsivity, and/or hyperactivity. Attention-Deficit/Hyperactivity Disorder is also known as Hyperactivity or Attention Deficit Disorder (ADD). ADD is also primarily characterized by hyperactivity. ADHD affects about 3 to 5 percent of children globally and is diagnosed in about 2 to 16 percent of school-aged children. Children with an ADHD diagnosis are the largest group of children referred to mental health services.

That all sounds nice, but what does it really mean?

In a nutshell, a person with ADHD has difficulty paying attention, sitting still, or focusing on one topic for an extended period of time. It’s as if the mind and body keep jumping from topic to topic with no desire to rest or zero in on any one subject specifically. One person described it to me as though he felt that the gas pedal in his mind was stuck to the floor and the brakes just would not work. Also, people with ADHD give off the impression that they are always getting bored; they generally seem to be in a rush and are constantly waiting for the people around them to catch up. Some report having the feeling of their nerves always on and firing, endlessly wanting to go. A child with ADHD has difficulty sitting still for very long. It’s like watching a racehorse just before the race begins; they can’t stand still, prancing in anticipation of their time to run. In people that have ADHD, that “racehorse” the feeling is always there. Just sitting down and relaxing is not a part of his or her DNA.

Unfortunately, there is no simple test for ADHD. An accurate ADHD diagnosis can only be made by a trained clinician via an extensive evaluation. The keyword in this is “trained.” Many people believe they can easily spot ADHD, perhaps because they have seen many children with the disorder. However, there are many things that can mimic the look of ADHD, from another learning disorder to stress. A child who is simply scared or nervous at school will often fidget, just as we do when we’re afraid of a scary movie or in an uncomfortable situation. Professional testing is required because of just such situations, and many others. This testing should include ruling out other possible causes of the ADHD symptoms, a thorough physical examination, and a series of interviews with both the individual (child or adult) and other key persons in the individual’s life (parents, spouse, teachers, and others).

What are the different types of ADHD?

The following is an example that I once saw and fell in love with; it helps to explain the types of ADHD and the personality of the person dealing with that specific shade of the disorder. From Dr. Daniel Amen:

Inattentive Type: This person is just like Winnie the Pooh.

Classic ADHD: Tiggers like to bounce...

Over-Focused ADHD: Rabbit tends his garden all the time.

ADHD with Anxiety: Piglet is nervous and worries...

ADHD and Depression: Eeyore says, "Thanks for noticing me..."

The first type is the Inattentive Type, which is just like Winnie the Pooh.

In other words, this type has also been called "Space Cadet" style ADHD. These are people that suffer from "brain fog" as they go about their day. Although Pooh is very lovable and kind, he is also inattentive, sluggish, slow-moving, and unmotivated. He is a classic daydreamer

People with this type of ADHD are often seen as being:

* Easily distracted

* Having short attention spans when a task is uninteresting or difficult

* Lost in daydreams when other people are talking to him/her

* A person who cannot find an item, even though he or she just set that item down

* Habitually late or missing deadlines

* Easily bored

This type of ADHD is caused by the prefrontal cortex of the brain actually slowing down (as opposed to other types that speed the brain up) when placed under a workload, like reading or doing homework. This part of the brain looks normal when "at rest," but actually appears to be falling asleep when it comes time to "go to work." This makes it very hard to pay attention to school or work, to get homework or projects done, to listen to the teacher, to clean a messy room, and so on.

This “slowing down” or “sleeping” phenomenon has been observed hundreds of times with subjects who are hooked up to an EEG. When at rest, the brain of someone with this type of ADHD is pretty normal. But once the subject is asked to read or do a math worksheet, that person’s brainwave activity begins to look exactly as it does on a person who is falling asleep. This can certainly make work or school very difficult for these people!

Winnie the Pooh style inattention is seen mostly in girls. It responds well to stimulants such as Ritalin and Adderall, but other interventions can also work very well.

The second type is Classic ADHD, which can be portrayed by “Tiggers like to bounce...”

Those with this type of ADHD are often seen as:

* Being easily distracted

* Having a lot of energy, and perhaps being Hyperactive

* Unable to sit still for very long

* Being fidgety or restless

* An endless, sometimes excessively loud talker

* Very impulsive

* Having trouble waiting in line or for their turn in a game

Tigger Type ADHD results from under activity in the Prefrontal Cortex both when at rest and when performing concentration tasks.

This type of ADHD is most often seen in males.

Over-Focused ADHD reminds us of Rabbit, who always tends his garden.

People with this type of ADHD maybe like a bulldog, not giving up until they get what they want, even if they have to wear someone down by asking a hundred times. Parents of children with this type are often worn out, worn down, fed up, and ready to break because of these endless requests and demands. Parenting a child with this type can be extremely difficult.

Someone with Over-Focused ADHD reminds us of Rabbit in that he:

* May worry a LOT, even over things that don't really matter much

* Can be very oppositional to parents

* May like to argue

* Maybe somewhat compulsive about the way things ought to be done

* Will have a very hard time shifting from one activity to another

* Always wants to have his way

The cause of this type of ADHD is when the part of the brain called the Anterior Cingulate Gyrus is overly active all of the time. And to make things worse, when a workload such as a chore or schoolwork is put on the brain, there is also the common ADHD symptom of decreased activity in the Pre-Frontal Cortex.

The fourth type is ADHD with anxiety, just like Piglet is nervous and always worries.

Piglet is that small, almost frail character from the Hundred Acre Wood. He is a great friend, and very loyal, but he is always worried, nervous, and easily startles. Sometimes he is so nervous that he stutters. So it is for some people with ADHD. This style of ADHD is very similar to the Rabbit style, except that with Piglet style the individual's mid-brain is so over-aroused that he or she is hyper-vigilant and very easily startled. This person may be talking all of the time and is probably touching everything in the room. And this person is always nervous or worried or anxious. These people have trouble shifting attention from one activity to another and frequently find themselves trapped in loops of negative thoughts. They can be obsessive and very inflexible.

The last type is ADHD and Depression. Eeyore says, "Thanks for noticing me..."

He walks slowly. He looks sad. He doesn't accomplish much. He's just glad to be noticed. This is Eeyore, the stuffed donkey who is so often in need of his tail being pinned back on.

Those with this type of ADHD are often:

* Inattentive

* Have a chronic sadness or low-grade depression

* They seem to be negative, or apathetic

* They have low energy levels

* They just do not seem to care. They often feel worthless, or helpless, or hopeless.

SPECT scans show that when the brain is at rest, there is increased activity deep in the limbic system in parts of the brain called the thalamus and hypothalamus. There is also a decreased level of activity in the underside of the pre-frontal cortex. When the brains of these people are placed under a workload, as during a homework assignment, nothing changes. The overly active limbic system remains that way; the under-active pre-frontal cortex remains under-active.

This type of ADHD looks very much like a combination of ADHD and Depression. Some have suggested that up to 25% of children with ADHD are also depressed or suffer from a mild depression called Dysthymic disorder.

Frequently, ADD or ADHD may coexist with other major problems--learning disabilities (25-50%), sleep disturbances (50%), anxiety (37%), depression (28%), bipolar disorder (12%), oppositional behavior (59%), substance abuse (5-40%), or conduct disorder (22-43%). These problems only further increase the difficulty of treating the ADHD and of getting through life.

What are some common symptoms of ADHD?

* Inability to hold information in short-term memory. This person seems to forget things they only just learned, while they can still remember events from long ago.

* The feeling that there is always something to be done, or the desire to switch off from the task currently at hand.

* Impaired organization and planning skills.

* Difficulty selecting and tracking appropriate strategies and/or monitoring tasks.

* Inability to keep emotions from controlling actions.

* Difficulty paying attention to details and a the tendency to make careless mistakes in school or other activities; producing work that is often messy and careless.

* Being easily distracted by irrelevant stimuli and frequently interrupting ongoing tasks to attend to trivial noises or events that are usually ignored by others.

* Inability to sustain attention on tasks or activities in general.

* Difficulty finishing schoolwork or paperwork or performing tasks that require concentration.

* Frequent shifts from one uncompleted activity to another.

* Procrastination.

* Disorganized work habits.

* Forgetfulness in daily activities (such as missing appointments or forgetting to pack a lunch).

* Frequent shifts in conversation, not listening to others, not keeping one's mind on conversations, and not following details or rules of activities in social situations.

* Fidgeting, such as squirming when seated.

* Getting up frequently to walk or run around.

* Running or climbing excessively even when it's inappropriate; in teens, this may appear as restlessness.

* Having difficulty playing quietly or engaging in quiet leisure activities.

* Being always on the go.

* Talking excessively.

Does being diagnosed with ADHD automatically qualify someone for Section 504 and/or IEP?

No. Diagnosis is the first step, but it does not automatically mean a child will qualify for accommodations under Section 504. Eligibility for Section 504 is based on the existence of an identified physical or mental impairment that substantially limits the child’s learning. In other words, it must be proved that having ADHD actually hinders the child’s learning.

Are ADHD children defective or disabled?

No. ADHD is a very refined adaptive skill.

Aren’t an ADHD child’s mental processes strange, unusual or defective in some way?

No, ADHD children think just like we do.

Can kids with other special needs also have ADHD?

Yes. Having dyslexia or some other type of learning disorder does not exclude a person from having ADHD. As I mentioned previously, sometimes there are conditions that might give false signs of ADHD. How can this happen? Sometimes someone might be so frightened or stressed out by work that he or she will experience the “fight or flight” feeling that all people can get in difficult situations. If these people cannot fight what is troubling them, then they must flee and run away from what is bothering them. In a child’s case, this can be homework or schooling. If the child has symptoms of ADHD but can come home and space out in front of the television for hours on end, the school environment may in fact be the source of the problem and not ADHD. If this child can be helped to overcome the problems at school, many times the ADHD symptoms will disappear.

Are there neurological problems in ADHD children?

No; neurological problems are irrelevant because ADHD has learned a behavior.

Some days the ADHD kicks in and some days it does not. Why?

We have all have good and bad days and that includes people with ADHD. If this seems to be happening a lot, however, it may be a good idea to check for other possible causes of the ADHD symptoms. What foods or drinks are consumed on the bad days? Investigate to see if a child has one type of class or activity, or some other occurrence going on in school on those bad days and see whether or not they continue to repeat themselves when the symptoms show.

Doesn't ADHD only affect children? Can you out grow it?

No. Most often diagnosed in children, ADHD is a lifespan disorder that affects individuals at all ages. Some will overcome it, which gives the appearance that they have outgrown it. In actuality, they have simply learned to manage their ADHD symptoms.

School wants my child on Ritalin. Do I have to put him/her on drugs?

School personnel does not have the medical training necessary to tell parents to place their children on medication! In general, only a physician (M.D. or D.O.) who is properly licensed may prescribe medications. While teachers and other school personnel play a critical role in identifying potential education problems, they are not qualified either to diagnose a medical condition or to suggest specific treatments for addressing any medical issues.

A note: A relatively uncommon side effect of the psychostimulant medication is the unmasking of latent tics. A tic is a medical term for involuntary motor movements, such as eye blinking, shrugging, and clearing of the throat. Psychostimulant medications can facilitate the emergence of a tic disorder in susceptible individuals. Often, but not always, the tic will disappear when the medication is stopped.

What helps ADHD?

Now that I have explored what ADHD is, we get back to the main reason that I wrote this book: how to overcome it. What I’ve written here are just a few examples of what I have used personally, along with the techniques used by other people in my life, like friends and family. For example, I have a friend’s daughter who has made excellent use of a technique that is based on my first tool for combating ADHD symptoms. A large, rubber band-like object is placed beneath her chair legs. She can then bounce her feet on this rubber band, allowing her to burn off excess energy while she works on her homework. The first technique, upon which this concept is based, is called Sensory Integration Strategies. This helps us to understand why a child would even need to burn off extra energy in the first place.

1. Sensory Integration Strategies - The theories behind sensory integration (SI) were first developed by an occupational therapist (OT) and researcher, Jean Ayres. In the U.S. and Canada, many OTs are at least familiar with the principles of SI, although technically to practice it one must have completed special training and attained a certificate from Sensory Integration International (SII). I will not go into great detail here, but in a nutshell, SI is based upon why the body must move. SII will provide parents with a list of trained therapists and evaluators. For more information about it visit the web site at theglp.org and look under the “Sensory Integration Strategies” heading.

2. Exercise is key to helping reduce hyperactivity and inattention from ADD/ADHD. Exercise can relieve stress, boost mood, and calm the mind. That is why it is extremely important not to take playtime away from someone with ADHD. Many times, the child is being punished, forced to stay inside and complete extra tasks while others go out and play. This increased workload will not aid a child who is already struggling and needs to be on the move. Remember, Michael Phelps won Olympic gold medals and is diagnosed with ADHD. His mother got him into swimming just as a means to burn off his extra energy. He won14 Olympic gold medals and has broken 37 world records in swimming.

3. Another technique is giving the person with hyperactivity a smaller, secondary focus while they are trying to complete something more complex. A ball in the free hand, something he or she can grip or squeeze, is a good example. This also can include the rubber band example from earlier. This technique gives the person something to do with one part of the body so that the other parts can rest, allowing them to be used for work.

4. For some with ADHD, listening to music gives that part of the brain something to do while the other parts read and work.

5. Sleep deprivation can increase the symptoms of adult ADD/ADHD. Not getting enough exercise can contribute to this, as the body needs to burn off things before it can sleep. For adults, melatonin drops help sleep, especially when they are added to chamomile or spearmint tea at bedtime.

6. Eating healthfully can reduce distractibility, hyperactivity, and decrease stress levels dramatically. The correlation between food allergies, food sensitivities, and ADD has stirred voluminous controversy. The body is a finely tuned sports car, and putting junk gas into it will only cause it to run poorly. Eating small meals throughout the day will keep blood sugar from getting low or spiking too high. Avoiding sugar, including artificial sugars, as well as decreasing carbohydrates while at the same time increasing protein can be very beneficial. It is also important to eat leafy green or to drink them in the form of a supplement that many health food stores carry. Researchers at Cornell restricted the diets of 26 hyperactive kids by eliminating chocolate, peanuts, soy products, yeast, corn, wheat, eggs , and foods laden with artificial colors and preservatives. They found that within two weeks 10 of the children started to behave more calmly. In 1992, a study published in Lancet found that kids who avoided food allergens and took multivitamin supplements that included zinc, calcium, and magnesium also behaved less hyperactively. Many experts now conclude that the beneficial bacteria that live in your lower intestine can influence how your brain functions and thereby alleviate or exacerbate ADD. These bacteria (probiotics) can be taken as supplements or are available in yogurt and kefir. Amino acids affect neurotransmitters, which may alter brain function; many believe amino acids are key to how the brain communicates. When the body receives enough amino acids either from food or a supplement, it can convert them to another substance called phenylethylamine (PEA), which is a neurotransmitter that can interact with nerves and brain cells to cause stimulation similar to amphetamines.

7. Taking breaks also help. For every 40 minutes of work on a task, take a break to do something else for 10 minutes. Both knowing that the planned rest is coming and the ability to break up the monotony of a single project can help to relieve ADD symptoms.

8. Spending time in green places can be extremely beneficial, such as getting out to the park and lakes when it is possible. If that is not an option, putting plants inside the home also helps. Green plants make everyone more relaxed.

9. There are also herbs that can help. Red clover has demonstrated some profound anti-cancer effects and is a suitable ADHD herbal medicine. Radix heraclei is a Chinese herb used for centuries to help relieve stress and tension that causes emotional rigidness. Pycnogenol is shown to dramatically relieve Attention Deficit Disorder and ADHD and reduce the effects of stress. Pine Bark extract is found in many ADD supplements but can have side effects that I personally believe outweigh its benefits. Oatmeal has been traditionally used to treat depression and is also helpful when withdrawing from tranquilizers and antidepressants. Lemon balm helps to relieve restlessness, nervousness, and anxiety. Chamomile has a long history of reducing nervous tension and emotional stress.

Extra virgin olive oil, flaxseed oil, hemp oil, fish oil capsules, borage oil, evening primrose oil, black currant oil, walnuts, almonds, peanuts, chia seeds, and pumpkin seeds all contain oils that help the brain’s “highway” to transport information. A report in the American Journal of Clinical Nutrition on essential fatty acids and development of the brain points out that 60% of your brain consists of structural lipid, membranes containing phospholipids. During the wear and tear of everyday life (and thinking), these structural phospholipids are constantly being replaced. In a study on animals reported in Biochim. Biophys. Acta, Italian researchers “confirmed that a precise, continuous process of fatty acid replacement takes place in the growing brain.” Many studies have demonstrated that phosphatidylserine improves mental function: research on brain waves showed that it helped boost the production of alpha brain waves, the kind of brain activity denoting calmness. A study of people with memory problems showed that this substance improved recall of facts and numbers and improved the ability to concentrate while reading. Yet another study showed it can play a part in easing depression. Also, the behavior of children with ADHD was found to improve significantly after they were given a dietary supplement containing the fatty acids.

10. Calming smells or essential oils: Smells of jasmine or/and lavender are as good as valium at calming the nerves. Bergamot is the essential oil that helps to cool down the nerves. If you find essential oils, make sure they are not manmade, but natural (see number 11 as to why). Vetiver and frankincense are thought to be a stress-relieving as well. They are also used to relieve depression and help children with ADD and ADHD to focus and learn.

11. Beware of agitating smells. As with all things, there is a second side to the smell situation. Some scents that are used to, for example, get people up and moving in the morning can be very irritating to someone with ADHD. Try to stay away from peppermint, as this is used to awaken the mind and heighten the senses. Also avoid manmade perfumes, body washes, dryer sheets, as chemicals can be bothersome to someone with ADHD. Be careful to avoid excess perfumes or deodorants around people with ADHD, and consider using some of the items from number 10 on this list as an alternative.

12. It may sound strange, but yoga works for some people with ADHD, particularly if it is a high-impact variety.

13. Researchers have spent a great deal of money to find out that kids with ADHD are more distractible when they aren’t interested in the subject at hand. Just like with all children, choosing topics that are appealing will make homework much easier.

14. Have the student repeat a question before answering. This really helps to let the child work on hearing what was said. This technique takes time and practice to master, as well as patience. The brain of someone with ADHD will normally try to complete the sentence or task in his or her mind before it is even completely finished or given; this will train that person to listen to the entire subject first. Again, they are bored with the world and are always waiting for others to catch up to them, so they will complete these things quickly before they can even be certain they are doing it correctly or properly. Having them repeat what was said may garner some wild looks, as it is like making them slow down to 10 mph when they are used to driving 100 mph.

15. Teach the keyboarding skill to overwriting. It keeps hands much busier than writing does, as the pen and paper style usually only occupies one hand at a time. When typing, both hands have plenty to do.

16. Use the child’s name and wait for eye contact when addressing him/her. This gets the brain open to listening and anticipating what is going to be said next.

17. Remain in close proximity to the child when instructing or communicating. This blocks out any outside noise or sounds that can cause the child to be distracted. Also, if possible, move the desk of the child to the outside front of the room, so they are not distracted by other children.

18. Decrease the length of assignments or tasks. Split them up into smaller groups and offer rewards and breaks at the end of each completed task.

19. Communicate through multi-sensory modes (visual, auditory, kinesthetic, olfactory). This gives a more concrete feeling and lets the child learn in multiple dimensions.

20. Self-monitor behaviors through charts or graphs. When good deeds are done or tasks are completed, put it on a board; we all perform better when we can see that our goals are within reach.

21. Limit the number of hours of television and video games and use them as part of a reward system.

You will notice that these techniques fall into two groups: one that burns energy off and another that calms energy down. Excess energy can only be calmed so much before it must be released, so these types of techniques work well in combination with each other. Also, I did not mention any medications for two reasons, the first being that I am not a doctor. The second reason is that all medications have side effects, some worse than others.

As an adult, I use the extra energy to get things done, to define the list of things I wish to accomplish. When the day has started to slow down or my list has begun to empty, I make the list for the next day. This also helps the mind empty by releasing focus on these tasks, by stopping the constant worrying about them, and helps to ensure for a better night’s sleep. If you or your loved one are not good at writing, draw pictures instead. It’s okay to have fun with it, as these techniques can only benefit, even if it’s something as simple as using colored pens. I also stay away from sugar or fake sugar. I start the day with a big cup of tension tamer tea from Celestial Seasonings.

I’m writing this to help others and The Gifted Learning Project. Theglp has all copy rights and process from the sale of this eBook. Thank you very much for reading, and please email me with any questions you might have.

How do I find a doctor or other medical professional?

Professional associations will sometimes offer referrals or provide directories. You may wish to contact:

* American Academy of Child and Adolescent Psychiatry;

http://www.aacap.org/ReferralDirectory/index.htm;

* The Gifted Learning Project; http://www.theglp.org

* Dyslexia My Life, book and website; http://dyslexiamylife.org

* American Psychiatric Association;

www.psych.org/public_info/choosing_psych

* American Academy of Pediatrics;

www.aap.org/referral;

* American Academy of Neurology;

www.aan.com/public/find.cfm, (800) 879-1960;

* American Medical Association;

www.ama-assn.org/aps/amahg.htm, 800-621-8335;

* National Association of Social Workers;

www.socialworkers.org;

* American Psychological Association;

www.apahelpcenter.org/locator/, 800-964-2000;

* American Association of Marriage and Family Therapy;

therapistlocator.net;

* National Board for Certified Counselors;

www.nbcc.org/cfind.

The U.S. Center for Mental Health Services maintains a directory of mental health services and resources in each state;

http://www.mentalhealth.samhsa.gov/databases, 800-789-2647.

Thank you, hope you enjoyed it. The Gifted Learning Project, Theglp.org

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