 range in severity and may interfere with the progress and use of one or more of the following: Oral language (listening, speaking, understanding) Reading (word recognition, comprehension) Written language (spelling and writing) Mathematics (computation, problem solving)

 Dyslexia condition that makes it extremely difficult to read, write, and spell in your native language— despite at least average intelligence

 see some letters as backwards or upside down  see text appearing to jump around on a page  not able to tell the difference between letters that look similar in shape such as o and e and c  not able to tell the difference between letters that have similar shape but different orientation, such as b & p and d & q  letters might look out of order  letters and words look all bunched together

 Adapted or modified curriculum and materials  alternate evaluation strategies  use of equipment, including computer and audiovisual technology  social skills training & self advocacy  learning strategies instruction

 students whose behaviors reflect dysfunctional interactions between the student and one or more elements of the environment, including the classroom, school, family, peers and community  Vary in their severity and effect on learning & interpersonal relations

 Aggression (of a physical, emotional or sexual nature) and/or hyperactivity  Anger or isolation  social problems such as substance abuse, child abuse or neglect.  ADD, ADHD, OCD, tourette syndrome

 plans for transitions  behavioral and learning strengths and needs  adapted or modified curriculum  resources (staff, parents, community)  interventions  timeline for evaluation  alone time

 nervous system impairment that impacts movement or mobility

 opportunities to participate to the greatest extent  Adaptations to facilities and equipment  access to school areas

 covers a range of difficulties with vision and includes the following categories blind, legally blind, partially sighted, low vision, and visually impaired

 mobility skills  specialized skills in reading (Braille, taped books, enhanced print)  access to technology (Braille 'n Speak, tape recorders, computers)  note-taking strategies  modified or adapted curriculum

 Medically diagnosed hearing loss that results in a substantial educational difficulty.  A student who is deaf or hard of hearing has an audiological assessment affirms a bilateral hearing loss, a unilateral loss with significant speech/language delay, or a cochlear implant.

 language and speech development  resource room staffed by a teacher of the deaf and hard of hearing  sign language  access to the appropriate equipment (board or overhead)

Whether you decide that you want your career to be working with children or you decide to be a parent… you must have the resources and the knowledge to deal with the daily challenges to ensure that everyone involved will have long-term success!