F.A.T.

Fairness

• It doesn't mean everyone gets the same thing, it means everyone gets what they need
• Fairness is based on the individual, not the whole
• Teachers providing the correct help to students provides fairness in the classroom
• Modeling plays a role. Children earn more from what they're show

Oral Expression

• The inability to recall stored linguistic information the way other can is called dysnomia, for dysnomic students speaking is cognitive
• Patience speaks louder than rushing or juding
• Students with expression issues are likely to point out others mistakes to normalize their struggle
• LD students’ inability to process language as rapidly as others may make it necessary for teachers to slow down or find new approaches

Anxiety

• The greatest gift to the anxious is time
• Preparation controls anxiety
• Anxiety occurs when students feel rushed, or pressure
• Teacher can use methods to not make students feel this way, by asking questions and giving time before calling on a student, or having multiple students answer the question in parts.
• When a student doesn't know move on and don't deaw attention.. Students will get less anxious in the future

Reading and Decoding

• b,d,p and q are the most difficult dor students because they need to use spatial recognition to decode the sounds
• Never rush students, this makes them self=concious, or afraid to keep trying

Reading Comprehension

• LD students have trouble with reading comprehension even if they know and recognize individual words within a sentence
• Knowing the meaning of each word in a paragraph does not mean you automatically know the meaning of the paragraph

Risk Taking

• Sometimes intimidating situations in the classroom make LD students hesitant to take risks.
• Lack of risks=lack of participation
• Students need to be encouraged to understand what they are stuggling with rather than victim blaming
• Students do not like surprises

Visual Perception

• Many LD students have difficulty bringing meaning to what they see
• Never tell students to "look at it harder" or bribe them to suceed
• Student needs a teacher to give direct instruction to perceive correctly
• You do not know what others are seeing, do not assume they are lying or being silly
• Visual perception could effect behavior

Processing

• A distractable student is not the same as a student with a short attention span
• All students process information differently and at their own pace
• Dyslexic students have two times the processing load as their peers