EALA

Disability: Nonverbal Students

  • Strengthening Connectivities From a Distance

    —

    by

    At Paramount Schools of Excellence, our mindset during the unknowns of the COVID-19 pandemic has been long term implementation – we are acting as if this isn’t going to go away, so we keep our head in the game to make sure we are setting up for long term success. We switched immediately into an…

  • A Study in Augmentative Communication in Distance Learning

    —

    by

    JA is an eighth-grade student who is both verbal and uses augmentative communication. He is diagnosed with autism and presents with significant sensory needs and a mixed receptive-expressive language disorder. He thrives on a written schedule, visual prompts, and consistency. When his routines are altered, he can become very upset, which often leads to negative…

  • Social Emotional Growth through Academic Content for All Students

    —

    by

    This case study describes the experiences of a fifth-grade special education teacher in New York City as she works to support her students’ basic and social-emotional needs—as well as their need for academic process during distance learning. She reflects on her experience and specific strategies, and she describes her classroom’s transformative experience during a unit…

  • Tips for Educators Based on Parent Reports of Remote Learning

    —

    by

    LDA recently conducted a poll of parents of students with learning disabilities (LD), and attention (ADHD) and executive function disorders (EFD) to see what their greatest needs are when trying to help their children learn remotely.This is part 1 of 2 resources created by LDA representing feedback from what more than 200 parents from 33…