TOLD Checklist Strategy Guide

The
T.O.L.D.
Try On Learning Disabilities
Checklist
&
Strategy Guide
By Barbara Allison R.N. and Mary-Jane Hardie
Working Together To Meet Their Needs
The
T.O.L.D. Workshop Society
is a non-profit, volunteer organization, working through public
awareness to support, educate and advocate for individuals and families
affected by learning disabilities and/or attention
deficit hyperactivity disorder.
© April 1997
T.O.L.D. Workshop C&S Guide Revised 2009
http://toldworkshop.wordpress.com/
This book is dedicated to

our children
who have taught us
so much
and have made
us realize
there is
so much more
to learn.
TOLD Workshop C&S Guide Revised 2009

Table of Contents
Page
Introductions 1
About This Guide Book 2
A Note To Parents and Teachers 3
Learning Disabilities 4
Dysgraphia (Visual – Motor Integration) 5
Strategies for Dysgraphia 6
Far Point Copying Difficulty (Visual Memory) 7
Strategies for Far Point Copying 8
Dysnomia (Expressive Language Difficulty) 9
Strategies for Dysnomia 11
Auditory Processing Difficulty (Receptive Language) 12
Strategies for Auditory Processing 14
Dyslexia (Witten Language Difficulty) 16
Strategies for Dyslexia 18
Dyscalculia (Math Difficulty) 20
Strategies for Dyscalculia 21
Motor Skills Difficulty 22
T.O.L.D. Workshop 2009

Table of Contents Continued
Page
Strategies for Motor Skills Difficulty 24
Social Skills Difficulty 25
Strategies for Social Skills 26
Attention Deficit Hyperactivity Disorder 28
Common Characteristics of ADHD 29
Strategies for ADHD 32
Self - Esteem 35
References 36
Creative Commons
Checklist and Strategy Guide by TOLD Workshop is licensed under a Creative Commons Attribution-
Noncommercial-No Derivative Works 2.5 Canada License.
Based on a work at toldworkshop.wordpress.com.

Introduction
It was from a sense of worry and frustration that the T.O.L.D. (Try On
Learning Disabilities) Workshop Society was developed and the Checklist &
Strategy Guide was created:
- worry in the sense that our children were not thriving at school and as
parents not knowing how to help.
- frustration when seeking advice from teachers and frequently being met
with, “I’m sorry I don’t know much about learning disabilities. I’m not trained in
this area.”
We discovered that we had to become knowledgeable on the subject of

learning disabilities and attention deficit disorder in order to advocate for our
children and turn around that sense of worry and frustration.
The T.O.L.D. Workshop Society was created in April of 1997. Our goal as
a non-profit, volunteer organization was to work through public awareness to
support, educate and advocate for individuals and families affected by learning
disabilities and/or attention deficit disorder.
Public awareness was implemented through our simulation workshop – a

unique and energetic hands-on workshop offering information and strategies to
address the challenges, behaviours and emotions often associated with
learning or attentional difficulties. It was from this workshop that the Checklist
& Strategy Guide developed.
Our children are now adults and the advocacy torch has been passed on to
them. After many years of road trips, late nights and early mornings to present
our workshop, we have now retired. Demand to purchase our book however
has remained steady over the years.
We now offer the Checklist & Strategy Guide to others on-line in hope that
the worry and frustration we faced years ago may help others in the future.
Barbara Allison and Mary-Jane Hardie

December 2009

About This Guide Book
This book is intended as a basic guide only.
In this strategy guide you will find a checklist for some of the
common characteristics of a particular learning disability. This
guide is to be used only as a classroom / home reference and not
for diagnostic purposed. If you suspect a learning disability, a full
neuropsychometric assessment needs to be done by a registered
psychologist. If you are also concerned about attention deficit
disorder, consult your doctor, a pediatrician or psychiatrist.
Following each checklist is a list of some strategies you may

want to try to help your child / student in their areas of difficulty.
Strategies that work for one child may not necessarily work for
another. Be creative and try different techniques. Our children are
all unique. They come with their own combinations of learning
disabilities and their own individual strengths.
For easy reference
The pages that contain the checklist for a specific

learning disability are marked in the upper
right hand corner with a C.
The pages that contains the strategy list for that specific
learning disability are marked in the upper
right hand corner with an S.

A Note To Parents and Teachers
Children with learning disabilities / attention deficit disorder are

challenging. These challenges do not occur just at school or just at
home. To offer our children the skills and strategies they need to
address their disability, parents and teachers must work together
from a base of knowledge, respect and understanding. The
invisible aspect of a learning disability / ADHD makes it hard for us
to realize the difficulties and frustrations our children face every
minute of every day.
If our children are to experience success, we must ensure they

have a sense of self-worth and a healthy self-esteem. To achieve
this, we must work as a team.
LVOE
It Doesn’t Matter How
They Spell It
As Long As They Feel It

LearninL
Learning Disabilities
A learning disability is an invisible neurological disability that affects

approximately 10% of the population.
People who have learning disabilities have the potential for average or
above average intelligence.
Diagnosis is made by a registered psychologist through a neuro -

psychometric assessment.
Different areas of a person’s life may be affected by learning

disabilities. It is unusual to have only one area affected just as it is
unusual to have all areas affected.
People with learning disabilities are as unique from one another as are
people without learning disabilities.
People with learning disabilities may also have areas of superior

strengths.
The exact cause is unknown but there is a genetic tendency for

learning disabilities to be passed on in families. The severity of the
disability is not necessarily passed on. Illness or trauma during infancy
may also produce learning disabilities.
More boys than girls are diagnosed yet just as many girls may have
learning disabilities.

C
Dysgraphia
(Visual-Motor Integration)
Dysgraphia – difficulty with written work and fine motor

coordination.
___ has an awkward pencil / pen grip

___ written work is very messy
___ has many erasures and cross outs
___ is slow to copy from notes or blackboard
___ will use short sentences and short words when writing
although they may have an extensive vocabulary verbally
___ becomes fatigued after writing only a few sentences
___ finds essays and reports extremely difficult to write
___ shows extreme frustration when trying to express thoughts on
paper
___ for many, printing is easier than handwriting
___ has difficulty staying on the line
___ size of writing is inconsistent – may start with large print and
finish with very small print
___ hand cramps after writing for only a short time
___ presses too firmly on paper – may even poke holes through the
page
___ experiences tight shoulders and/or clenched jaw
___ eye-hand coordination problems
5
S
Revised 1998, 1999, 2009
Strategies for Dysgraphia
L photocopy the teacher’s notes for the student

L give a buddy some carbon paper to make an extra set of notes
L use a rubber grip on a pencil – this may be helpful when
learning to form letters
L use “White-Out” (repeated erasures produce holes in the paper)
L allow student to answer questions orally instead of writing
L use a voice recorder for memo notes
L allow printing instead of handwriting – for many students
writing is a cognitive task and spelling, punctuation and content
are lost
L a harder lead pencil (3H) does not break or need sharpening
as often as an HB pencil
L a roller ball pen or ink cartridge pen flows smoother and may
be easier for some students
L using graph paper when learning to print may help with size,
consistency and correct pencil grip in early years
L use photocopied notes – the student can highlight while listening
L use an old textbook that can be highlighted
L use of a computer for written work produces legible work
L decrease volume of written material
L have a parent or friend proof-read
L allow video recorded projects instead of written ones 6

C
Far Point Copying Difficulty

(Visual Memory)
Far Point Copying – difficulty holding a visual image in your mind

and reproducing it.
___ has difficulty taking notes from blackboard

___ has difficulty copying from page to page
___ has difficulty taking notes from an overhead projector
___ loses place on page after looking away
___ has poor comprehension
The problem does not always lie in the fact

that you can’t do something.
Many times, the biggest problem

is being the only one who can’t do it.
7
S
Strategies for Far Point Copying
L photocopy an extra set of notes for the student

L encourage highlighting and priority setting
L give a buddy some carbon paper to make an extra set of notes
L allow more time when note taking
L encourage touch typing on a laptop computer so that the student
does not have to look away from what he is copying
L check comprehension
Appreciate The Enormous Effort

That Is Required
8
C
Dysnomia
(Expressive Language Difficulty)
Dysnomia – difficulty retrieving and verbally expressing words,

thoughts or information
l___ had delayed speech development as a child

___ described as, “My mind knows it but my mouth can’t say it.”
___ has frequent silent periods when talking
___ talks non-stop but doesn’t get to the point of what they are
trying to say
___ stutters
___ speech is not fluent – seems to stumble over words
___ has rambling speech
___ wrong word may suddenly pop out
___ says, “Never mind” having started to tell you something
___ says, “Um, Um” frequently – buying time while searching for
the right words
___ has poor eye contact while speaking
___ closes eyes while trying to think of the right words or thoughts
___ easier to say, “I don’t know” or “I forget” frequently
___ often a quiet person – yet has lots to say when writing
___ may not sound intelligent
___ mixes up pronouns and prepositions

C
Dysnomia Continue
___ mixes up Who, When, Where, Why, What, How

(may ask the same question repeatedly when meaning to ask
something else)
___ mixes up yesterday, today, tomorrow
___ mixes up before, after, in front, behind etc.
___ mixes up left, right (very common in many people)
___ appears to understand but cannot express what they have
learned
___ may have very good written vocabulary but doesn’t use it when
speaking
___ has difficulty giving instructions or directions
___ has difficulty summarizing events or getting to the point
___ may be very strong verbally when acting or role playing
(spontaneous speech is much easier than demand speech)
___ has difficulty sequencing
A learning disability can be mild, moderate or severe.

It is not always the severity that presents
the biggest challenge.
Often, it is the combination of the learning disabilities

that becomes the foremost challenge.
10

S
Strategies for Dysnomia
L reduce anxiety by providing a quiet and safe environment

L allow plenty of time for the person to express themselves
L ask questions to cue response, “When did this happen?”
“Who did it happen to?” etc.
L allow person to write down information
L multiple choice questions help retrieve information
L encourage student to ask for help when they need you to find
words for them
L value what they have to say and the energy it requires
L be a patient listener (Listening is often very tedious. The person
will sense when you are frustrated with them and the situation
will become worse.)
L use of a computer may help to “free up” thoughts and
vocabulary and assist in sequencing
L don’t ask too many questions at once
L be cautious when asking a student to speak out in class – set up a
system to know when the student is comfortable
L encourage list making
L use Post-Its or other stick on notes
L teach the student to retrieve the information externally when
internal retrieval breaks down – internet, atlas, dictionary etc.
L involve a speech and language pathologist 11

C
Auditory Processing Difficulty
(Receptive Language Difficulty)
Auditory Processing – the ability to give meaning to verbally

presented material
(DIFFICULTY DOES NOT MEAN HEARING PROBLEM)
___ appears to be listening but misses what is said

___ takes information or parts of conversation out of context
___ has difficulty learning phonics
___ has difficulty with syllables
___ has difficulty distinguishing between two words that sound
similar
___ has difficulty determining rhyming words
___ has speech which may sound garbled
___ confuses certain sounds or words eg. – botato for potato or
purple for people
___ may hear sounds in an incorrect sequence or mix up words
(pasghetti for spaghetti etc.)
___ may take information out of sequence
___ does not appear to be paying attention
___ misses questions or statements made by others
___ seems to hear only bits and pieces of what is being said
___ has difficulty learning a second language
___ has difficulty learning rules of a game 12

C
Auditory Processing Continued
___ appears to be daydreaming or lazy

___ may also have word retrieval difficulties
___ may refer to orally presented material or classes as, “boring”
___ yawns during oral presentations
___ may choose negative behaviour over the embarrassment of
not understanding something
___ may be an extremely quiet and well behaved student – does
not wish to be noticed
___ takes enormous energy to process oral information – may fall
asleep
___ fidgets during oral presentations
___ appears poorly motivated – “He certainly is bright enough. If
he would only pay attention and do what he is told.”
___ may be able to follow written instructions very well
___ may say he understands but does not follow instructions or
directions
___ looks around to see what everyone else is doing
___ responds to questions slowly
___ may be slow to understand a joke
Auditory Processing Difficulties Often Resemble

Characteristics of Attention Deficit Disorder
13

S
Strategies for Auditory Processing
L speak slowly and clearly

L face the person when you are speaking to them
L touch the person or desk of the person you are speaking to
prior to giving them instructions
L call the person by name before speaking – this gives them time to
get ready for the question, information or instruction you are about
to give them
L tell them in advance what your are going to say – eg. “Mike,
(touch and wait) I’m going to ask you a question about Canada’s
confederation. In what year did Canada’s confederation take
place? 1775 or 1867?”
L decrease unnecessary background noise
L give the person more time to think about what is being said
before expecting the answer
L break down the volume of information into smaller amounts
L simplify the language used
L provide written notes and instructions – have the student use a
highlighter as information is presented
L during sports give the rules of the game on a blackboard or paper
first and allow the student to watch the game before participating
14

S
Strategies for Auditory Processing
Continued
L have the person repeat back to you what it is you are asking of
them – avoid saying, “Do you understand?”
L use different words when re-explaining something – do not just
repeat what you already said (only louder)
L encourage the use of a computer – the volume, speed and
complexity of language is controlled by the user
L avoid embarrassing situations where the student has to process
verbal information in front of others (such as a class debate)
KISS – Keep it short & simple
15
C
Dyslexia
(Written Language Difficulty)
Dyslexia – a complex language disorder involving reading,

writing and spelling.
l___ is a slow reader and easily frustrated when pressured

___ has poor reading comprehension but can discuss information
from other sources
___ loses meaning of sentence or paragraph before reaching
the end
___ has difficulty with sight word vocabulary and whole word
reading approach
___ confuses certain letters and number when reading and writing
- b,d,p,q - 6, 9
- h,n,m,w - 12, 21
- n,u - 356, 65
___ has difficulty determining where one word ends and another
starts
___ uses capitals and lower case letters inappropriately
___ uses capitals instead of lower case (trouBle or harD)
___ omits endings when reading
___ may do well on spelling tests but has difficulty with every
day spelling 16

C
Dyslexia Continued
___ may leave out vowels or entire syllables when spelling

___ has trouble finding words on a page or numbers in a column
___ sings or whispers alphabet when using a dictionary
___ is always erasing work
___ work appears improperly spaced and messy
___ has difficulty organizing work on paper (left to right progression)
___ uses finger to point to words when reading
___ appears to be squinting
___ omits endings when reading
___ may describe the written material as jumping or sliding off the
page
___ words appear to move or letters switch position in the words
___ avoids reading whenever possible
___ reads only for a short period at a time
___ falls asleep easily when reading
___ has difficulty with puzzles and maps
___ misinterprets pictures
___ has difficulty telling the difference between similar objects
___ decodes but does not comprehend
17

S
Strategies for Dyslexia
Reading
L give extra time for reading assignments

L encourage visual imagery while reading
L needs phonetic teaching approach
L use a highlighter on important information
L adjust the volume of material to be read
L take frequent rest breaks when reading large amounts
L watch a movie about the book before reading it
L encourage the use of a finger or ruler when reading to help stay
on the correct line
L use recorded books or CDs
L use large print and double spacing for written material
L encourage reading out loud to himself / herself (some need to
hear the words in order for it to make sense)
L when studying, categorize highlighting – names in pink, dates in
green, important facts in blue etc.
L break reading assignments into smaller units
L oral reading in front of other classmates may produce extreme
anxiety – it should be limited to one person in a non-threatening
environment
18

S
Strategies for Dyslexia Continued
L limit the amount of written material on any handouts or outlines

- if it looks overwhelming chances are it won’t get read
L may need written instructions read out loud first
Spelling and Writing
L to remember which direction to write, mark left hand corner of

the paper with a green dot or an arrow pointing to the right
L avoid comments such as “do as much as you can,” as it invites
distraction and non-completion – set realistic goals instead
L give rules for misspelled words – “i before e except after c…”
L teach tricks for remembering the difference between letters that
confuse them (“b” and “d” etc)
L use “White-Out” for mistakes
L use a computer with spell check when possible – the
appearance of the finished product will be something they can be
proud of
L use a Rolodex or phone pad for keeping a list of commonly
misspelled words
19

C
Dyscalculia
(Math Difficulty)
Dyscalculia – difficulty or inability to do mathematical computations

or understand concepts
___ basic math facts just don’t seem to sink in

___ seems to understand math concept one day but not the next
___ counts on fingers for simple arithmetic
___ becomes extremely anxious during math time
___ avoids math whenever possible
___ has difficulty telling time
___ finds confuses yesterday, today, tomorrow
___ confuses before and after
___ has directional problems – left and right
___ has difficulty with number patterns
___ has difficulty with shapes or puzzles
___ has trouble with sequencing or of putting in numerical order
___ has trouble with times tables
___ has difficulty making change
___ is slow with simple math computations
___ has difficulty estimating volume, time and distance
___ cannot remember which direction to work when adding or
subtracting
___ lack self-confidence
20
S
Strategies for Dyscalculia
L allow him / her to use fingers for counting
L use times table matrix
L teach finger calculations or how to use a calculator efficiently
L use a calculator for basic facts
L use grid paper to keep numbers in columns
L give verbal rules for math computations and have the student
“talk” himself through it
L give real life examples for math applications
L use math manipulatives
L make sure student masters one skill before moving on
(some days it’s there and the next it isn’t)
L give extra time for calculations (no math minutes)
L give extra time for exams
L do not have students mark each other’s papers
L do not ask oral math questions in front of other students
L provide a low stress environment – anxiety produces math
shut-down
L circle or use a highlighter to mark operational signs (+/- etc.)
L group questions on math test so student can repeat solution
pattern
L use digital watch with alarm for telling time
L play card games involving math (Crib)
L play board games that involve making change (Monopoly)
L set up a make-believe store and practice making change 21

C
Motor Skills Difficulty
Gross Motor Skills – the ability to move the body as a whole to

perform a function
___ is clumsy and awkward

___ has difficulty defining his / her space – bumps into things
___ may have jerky movements at times
___ has poor balance
___ avoids P.E.
___ “forgets” gym strip regularly
___ avoids sports or team games
___ may be good at some types of sports and not others
___ arms don’t appear to swing naturally at their sides when
walking
___ is slow to get dressed
___ falls and trips frequently
___ spontaneous movement (dancing) may be easier than
structured movement (playing badminton)
___ has difficulty keyboarding
22

C
Motor Skills Difficulty
Fine Motor Skills – the ability to use the smaller muscles of the
body – specifically the muscles of the hands
and forearms
___ has sloppy handwriting (see Dysgraphia)

___ has difficulty using a knife and fork
___ has difficulty brushing teeth etc.
___ has difficulty using tools
___ has difficulty with art projects
___ tries to “draw” letters and numbers rather than form them in the
correct manner
___ has difficulty keyboarding
23

S
Strategies for Motor Skills
Difficulties
L consult with an occupational therapist

L encourage student to be physically fit and promote fitness as a
life long goal – physical activity reduces stress and is an
excellent focus for ADHD students
L find out what kind of activities the student likes
L do not draw attention to the student
L avoid situations where one person picks members of a team
L consider attitude, not ability when marking – let student know
they will not be penalized for being unable to do an activity well
- many students with coordination problems avoid P.E. or
misbehave because of fear of failure
L encourage the use of an MP3 player for some situations – music
may help some students with coordination
L keep a sense of humour – let the student know you accept him
for she he / she is
L encourage student to try a variety of sports – he / she may be
an excellent swimmer
L set realistic goals
L acknowledge and encourage their strengths
L use a voice recording device for poor writing or typing skills
L see strategies for Dysgraphia (page 5)
24

C
Social Skills Difficulty
For many students with learning disabilities / attention deficit

disorder, social skills can be strength. However, many find social
interaction an incredible challenge. Those unspoken do’s and
don’ts in everyday life need to be taught for many of these students
to achieve social success.
The following is a list of some common social skill difficulties.
___ does not pick up social cues from watching others

___ has difficulty reading body language
___ has difficulty assessing facial expressions – happy, sad, angry
___ stands too close to other people
___ makes too much or too little eye contact
___ has difficulty reading the social environment (informal or
formal) Is this an appropriate time to make a joke?
___ has difficulty with social routines – greetings, thank-yous etc.
___ lacks sensitivity to others needs and feelings
___ has poor awareness of peer group norms
___ has difficulty identifying and expressing his / her own feelings
___ speaks at inappropriate times
___ changes the subject inappropriately
___ has difficulty understanding humour, figurative speech or
sarcasm
25

S
Strategies for Social Skills
L acknowledge good social skills (“I really liked how you looked
Mr. Smith in the eyes when you spoke to him today.”)
L point out good social skills in others (“Did you see how John
shook hands when he greeted Mr. Smith?”)
L role play prior to an upcoming situation (“Pretend that I am Mr.
Smith and you are greeting me. Try shaking hands with me the
same way John just did”)
L use difficult past experiences or negative situations to learn from
(“Things didn’t go well at the class party today. What can we do
to make things go better next time?”)
L help identify emotions in others by reading body language
– a smile usually mean that someone is happy
L use books and magazines with photographs to help read body
language
L use TV shows or DVDs and discuss social situations afterwards
L teach appropriate methods of dealing with anger
L have secret cues during social situations – eg. – pull your ear
lobe when it is time for the person to say “Thank you.”
L encourage situations that promote working with a buddy
L set small, realistic goals so that the student can experience
success
26
S
Strategies for Social Skills Continued
L practice what a situation will “look like” prior to it

(“We are going to dinner at the Smith’s. We will all sit in the
dining room. There will be 6 people. When you sit down, you
place your napkin in your lap and wait with your hands folded
until you eat.”)
L explain those social situations that most people naturally pick p

but have never been taught – eg.-
- how close you stand to someone that you don’t know
when you are speaking to them
- how much eye contact you make
- where you stand in an elevator when it is occupied
- how to choose a seat on the bus
BE PATIENT
Learning social skills takes time
and repetition, repetition
repetition…
27

Attention Deficit Hyperactivity
Disorder
A condition in which the frontal lobe of the brain and the chemicals
of the nervous system (neurotransmitters) are not in balance for
proper transmission of nerve impulses to and from the brain.
There are three types of ADHD:

1. The inattentive type: - has difficulty completing tasks or paying
attention for an appropriate length of time yet can frequently
have periods of intense concentration
2. The impulsive / hyperactive type: - has difficulty waiting his or

her turn – is impatient – often interrupts – fidgets or feels
restless
3. The combined type: - inattentive, impulsive and/or hyperactive
Many people with ADHD will also have other learning disabilities.
Diagnosis is made by a physician through extensive history taking.
Everyone experiences some of the symptoms at times in their lives.
The ADHD person experiences them with –
greater intensity, longer duration and increased frequency.
It is now recognized that just as many girls as boys may have ADHD.
Symptoms for girls are usually more subtle.
There is a strong genetic tendency for ADHD to be passed on in

families yet ADHD symptoms can also be caused by illness or trauma
during infancy or early childhood.
28

C
Common Characteristics of ADHD
The varied combination of symptoms makes each person

unique. Symptoms present as imbalances or extremes in activity
and behaviour and have usually been present since early childhood.
___ as a baby, was discontented (colic) or extremely easy

(sleeping / eating problems)
___ as a toddler, was busier and more destructive or more passive
than most
___ always falling and hurting themselves or overly cautious
___ always talking or extremely quiet
___ has trouble sitting still – always fidgeting or moving
___ stands or kneels to do desk work or eat a meal
___ has difficulty staying focused on one subject for an appropriate
period of time
___ does not seem to be paying attention
___ seems bright – “If only he would stop fooling around he would
do very well.”
___ daydreams (more common in girls)
___ makes careless mistakes – rushes through work
___ won’t take time to review work and check for mistakes
___ does not follow through with instructions
___ forgetful – but can remember incredible details of unimportant
events
29
ADHD Checklist Continued
C
___ notices details (teacher has new shoes)

___ always “on the go”
___ distracted by external stimuli (tastes, smells, touch, etc.)
___ appears poorly motivated or lazy
___ often very artistic, creative or musical
___ falls asleep or appears tired when well rested
___ too emotional for situation (sudden anger over minor irritation)
___ mood swings
___ impulsive (acts or speaks without thinking)
___ has difficulty waiting his / her turn
___ interrupts others
___ class clown – has the “quick one-liners”
___ poor social skills or extremely good social skills
___ always looking ahead – not content with present situation
___ has difficulty managing money
___ manages time poorly – always late or extremely early
___ has poor awareness of time
___ messy – difficulty keeping a clean locker or bedroom etc.
___ saves everything (pack rat)
___ has difficulty making simple decisions
___ worries about unimportant things
___ may move and talk extremely slow and monotone (hypoactive)
___ doesn’t like surprises – wants to know what is happening next
___ consistently inconsistent 30

C
ADHD Checklist Continued
___ has periods of hyperfocus – can be intensely focused when

doing something they like or are good at – can’t stop thinking
or talking about the subject
___ may avoid new situations
___ consequences of actions do not seem obvious
___ may not pick up social skills by watching others
___ poor self monitor
___ may blame others for their mistakes
___ procrastinates – difficulty getting started
___ may have poor personal grooming – hair not combed, poor oral
hygiene, no shower etc.
___ the feel of certain clothing may be overly distracted
ie. – seams of socks twisted etc.
___ likes to do things “their way”
___ may be overwhelmed with the amount or time restrictions on
projects and assignments
___ avoids situations with large crowds or loud noises
___ has difficulty winding down at bedtime
___ has difficulty getting going in the morning
___ often plays with younger kids
___ may be bossy
___ doesn’t learn from mistakes
___ has difficulty switching tasks (subject change)
___ has chronic problems with self-esteem 31

S
Strategies for ADHD
L a neuro-psychometric assessment may be necessary to

identify associated learning disabilities
L associated learning disabilities must be addressed
L provide a consistent and structured environment
L set clear guidelines
L establish routines (people with ADHD do not like surprises)
L tell them what is coming next and what situation will be like
L have open communication with family and others working with
student – everyone involved needs to be consistent and work
together!
L set small goals to provide success
L consequences of actions must be taught
L social skills need to be taught – they are not picked up naturally
L break down assignments into smaller parts with clear instructions
- this will help the student from becoming overwhelmed, giving up
or not finishing
L position seating in the least distractible position
L help them get started on the project or assignment
L allow for leg stretching breaks
L encourage the use of a squeeze ball (or something quiet) for
fidgeting
L listening to music with headphones may help focus some students
when reading or doing work 32

S
ADHD Strategies Continued
L gum chewing or doodling can also be a focusing activity

L touch the student’s desk at regular intervals to help focus his /
her attention
L encourage intense daily physical activity
L rewards work well – people with ADHD need to see and feel
their achievements
L encourage strengths ie. – art, drama, music creative writing
L use a watch alarm as a time reminder or a cue to pay attention
L colour code text books and note books
L provide an extra set of textbooks for home to help with
organizational problems – ie. – “I forgot” or “I brought home the
wrong book”
L use one binder that contains all subject notebooks
L encourage the use of a day planner
L use cell phone calendar, Google calendar or email for memos
L may need to snack frequently
L encourage healthy snacks and avoid high sugar ones
L when doing something new, allow the student to watch first before
participating
L use a computer – speed, volume of material and complexity are
controlled by student
L give extra time on assignments and exams
33

S
ADHD Strategies Continued
L provide study carrel

L eliminate unnecessary stimuli in classroom
L use Post-Its or other stick on notes for reminders
L give immediate feedback
L see Strategies For Social Skills (page 25)
L keep a sense of humour
Associated learning disabilities must

be addressed.
In order to sit still and pay attention

you must be able to do the work.
34
Self Esteem
It is well known that a person with a healthy self-esteem and

sense of worth has a greater chance of success. As adults in the
lives of children with learning disabilities or attention deficit
hyperactivity disorder, one of the greatest challenges we face is
helping them to maintain a healthy self-esteem. Every day, our
children are faced with failures as they struggle to cope and make
sense of their world. As adults, we must continually encourage and
value their strengths even when we too are worn down by their
challenges. The invisible nature of learning disabilities and attention
deficit hyperactivity disorder makes it easy to dismiss their existence
and to focus only on the behaviours that stem from frustration and
failure.
In order for our children to have a healthy self-esteem, they need
skills and strategies to address their disability. We must “set them
up” for success. In order to do this we must work as a team from
home and school.
EVERY SUCCESS NEEDS TO BE

CELEBRATED
35

T.O.L.D. Workshop References
Amen, D. Windows into the ADD Mind.

Fairfield, California, Mindworks Press, 1997 ISBN 1-886554-08-0
Amen, A. A Teenagers Guide to ADD.

Fairfield, California, Mindworks Press, 1997 ISBN 1-886554-05-6
Barkley, Russell Taking Charge of ADHD.

New York, Guilford Press, 1995 ISBN 0-89862-099-6
Comings, David Tourette Syndrome and Human Behaviour

Duarte, California, Hope Press, 1990 ISBN 1-878267-28-0
Comings, David Search For Tourette Syndrome and Human Behaviour

Genes. Duarte, California, Hope Press, 1996 ISBN 1-878267-41-8
Cummings, R. Fisher, G. The Survival Guide for Kids With LD.

Minneapolis, MN., Free Spirit Publishing Inc., 1990 ISBN 0-915793-18-0
Cummings, R. Fisher, G. The School Survival Guide for Kids With LD.
Cummings, R. Fisher, G. The Survival Guide for Teenagers With LD.

Dornbush, M., Pruit, S.K. Teaching the Tiger.

Duarte, California, Hope Press, 1995 ISBN 1-878267-34-5
Hallowell, E.M., Ratey, J.J. Driven To Distraction.

New York, Touchstone, Simon & Schuster, 1994 ISBN 0-684-80128-0
Hallowell, E.M., Ratey, J.J. Answers To Distraction.

New York, Bantam Books, 1994 ISBN 0-553-37821-X
Hallowell, E.M., When You Worry About The Child You Love.
New York, Simon & Schuster, 1996 ISBN 0-684-80090-X
Hallowell, E.M., Worry.

New York, Pantheon Books, 1997 ISBN 0-679-44237-5
36

Hamaguchi, Patricia, Childhood Speech, Language and Listening Problems.

Toronto, Wiley & Sons nc., 1997 ISBN 0-471-03413-4
Hartmann, T. Bowman, J., Burgess, S., Think Fast! The ADD Experience.
Grass Valley, California, Underwood Books, 1996 ISBN 1-887424-08-3
Haerle, T. (editor) Children With Tourette Syndrome.

Woodbine House, 1992 ISBN 0-933149-44-1
Hipp, E., Fighting Invisible Tigers.

Ingersoll, Barbara Daredevils and Daydreamers.

Toronto, Doubleday, 1998 ISBN 0-385-48757-6
Kelly K., Ramundo P., You Mean I’m Not Lazy, Stupid Or Crazy?!
New York, Simon & Schuster, 1993 ISBN 0-684-80116-7
Latham P., Latham S., Succeeding In The Workplace.

Washington D.C. JKL Publilshers., 1990 ISBN 0-915793-32-6
Cummings, R. Fisher, G. The Survival Guide for Teenagers With LD.

Minneapolis, MN., Free Spirit Publishing Inc., 1994 ISBN 883560-03-9
Levine Mel Keeping A Head In School.

Cambridge, Mass. Educators Publishing Service Inc.1994 ISBN 0-8388-2069-7
Levine Mel Educational Care.

Levine Mel All Kinds Of Minds.

Lynn, George T. Survival Strategies for Parenting Your ADD Child.

Underwood Books, Inc. 1996 ISBN 1-887424-19-9
McCarney, S. Bauer, A. The Learning Diability Intervention Manual.

Hawthorn Educational Services Inc., Revised Ed. 1995
37

Moghadam, H., Attention Deficit Disorder: Hyperactivity Revisited.

Calgary, Alberta, Detselig Enterprises., 1998 ISBN 0-920490-78-6
Nowicki, S. Jr., Duke, M. Helping the Child Who Doesn’t Fit In.
Atlanta, Georgia, Peachtree Publishers, 1992 ISBN 1-56145-025-1
Osman, B.B. Learning Disabilities and ADHD.

New York, John Wiley & Sons Inc., 1997 ISBN 0-472-1551-1
Phelan, Thomas W. Surviving Your Adolescents.

Glen Ellyn, Illinois, Child Management Inc., 1993 ISBN 0-9633861-0-7
Ratey, J. Johnson, C., Shadow Syndromes.

New York, Random House, 1997 ISBN 0-679-43968-4
Rief, Sandra The ADD/ADHD Checklist.

New Jersey, Simon & Schuster, 1997 ISBN 0-13-762395-X
Schumm, J., Radencich, M. School Power: Strategies for Succeeding In

School. Free Spirit Publishing Inc., 1992 ISBN 0-915793-42-3
Smith, Sally L., No Easy Answers: The Learning Disabled Child at Home
and School. New York, Bantam Books, 1979 ISBN 553-27095-8
Stevens, Suzanne H. The Learning Disabled Child: Ways That Parents Can
Help. Winston-Salem, N.C. John F. Blair, 1991 ISBN 0-89587-036-3
Stevens, Suzanne H. Classroom Success for the Learning Disabled.

Winston-Salem, N.C. John F. Blair, 1984 ISBN 0-89587-036-3
Thomas, James, L. Do You Have Attention Deficit Disorder?

New York, Dell Books, 1996 ISBN 0-440-22260-5
Weiss, L. Attention Deficit Disorder In Adults.

Dallas, Texas, Taylor Publishing Co., 1992 ISBN 0-87833-979-5
Weiss, L. ADD On the Job: Making Your ADD Work For You.
Dallas, Texas, Taylor Publishing Co., 1996 ISBN 0-87833-917-5
38

DVDs
Brooks, Robert
Learning Disabilities and Self Esteem: Look What You’ve Done!
www.drrobertbrooks.com/products/index.html
Hallowell, Ed.
A.D.D. From A to Z
http://www.drhallowell.com/add-adhd/
Lavoie, Richard
How Difficult Can This Be? F.A.T. City Workshop.
http://www.ricklavoie.com/videos.html
Lavoie, Richard
Learning Disabilities and Social Skills: Last One Picked…
First One Picked On.
Lavoie, Richard
Learning Disabilities and Discipline: When The Chips Are Down
Creative Commons
Checklist and Strategy Guide by TOLD Workshop is licensed under a Creative Commons Attribution-
Noncommercial-No Derivative Works 2.5 Canada License.
Based on a work at toldworkshop.wordpress.com.
39

TOLD Checklist Strategy Guide

Hochgeladen von

Dokumentinformationen

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

TOLD Checklist Strategy Guide

Hochgeladen von

Copyright:

Verfügbare Formate

The

Working Together To Meet Their Needs

This book is dedicated to

TOLD Workshop C&S Guide Revised 2009

About This Guide Book 2

A Note To Parents and Teachers 3

Dysgraphia (Visual – Motor Integration) 5

Strategies for Dysgraphia 6

Far Point Copying Difficulty (Visual Memory) 7

Strategies for Far Point Copying 8

Dysnomia (Expressive Language Difficulty) 9

Strategies for Dysnomia 11

Auditory Processing Difficulty (Receptive Language) 12

Strategies for Auditory Processing 14

Dyslexia (Witten Language Difficulty) 16

Strategies for Dyslexia 18

Dyscalculia (Math Difficulty) 20

Strategies for Dyscalculia 21

Motor Skills Difficulty 22

T.O.L.D. Workshop 2009

Strategies for Motor Skills Difficulty 24

Social Skills Difficulty 25

Strategies for Social Skills 26

Attention Deficit Hyperactivity Disorder 28

Common Characteristics of ADHD 29

Strategies for ADHD 32

T.O.L.D. Workshop C&S Guide Revised 2009

We discovered that we had to become knowledgeable on the subject of

Public awareness was implemented through our simulation workshop – a

Barbara Allison and Mary-Jane Hardie

T.O.L.D. Workshop C&S Guide Revised 2009

This book is intended as a basic guide only.

Following each checklist is a list of some strategies you may

For easy reference

The pages that contain the checklist for a specific

T.O.L.D. Workshop C&S Guide Revised 2009

Children with learning disabilities / attention deficit disorder are

If our children are to experience success, we must ensure they

T.O.L.D. Workshop C&S Guide Revised 2009

A learning disability is an invisible neurological disability that affects

Diagnosis is made by a registered psychologist through a neuro -

Different areas of a person’s life may be affected by learning

People with learning disabilities may also have areas of superior

The exact cause is unknown but there is a genetic tendency for

T.O.L.D. Workshop C&S Guide Revised 2009

Dysgraphia – difficulty with written work and fine motor

___ has an awkward pencil / pen grip

Strategies for Dysgraphia

L photocopy the teacher’s notes for the student

T.O.L.D. Workshop C&S Guide Revised 2009

Far Point Copying Difficulty

Far Point Copying – difficulty holding a visual image in your mind

___ has difficulty taking notes from blackboard

The problem does not always lie in the fact

Many times, the biggest problem

Strategies for Far Point Copying

L photocopy an extra set of notes for the student

Appreciate The Enormous Effort

Dysnomia – difficulty retrieving and verbally expressing words,

l___ had delayed speech development as a child

T.O.L.D. Workshop C&S Guide Revised 2009

___ mixes up Who, When, Where, Why, What, How

A learning disability can be mild, moderate or severe.

Often, it is the combination of the learning disabilities