Dyslexia is the name for specific learning disabilities in

reading.
Dyslexia is often characterized by difficulties with
accurate word recognition, decoding and spelling.
Dyslexia may cause problems with reading
comprehension and slow down vocabulary growth.
Dyslexia may result in poor reading fluency and reading
out loud.
Dyslexia is neurological and often genetic.
Dyslexia is not the result of poor instruction.
With the proper support, almost all people with
dyslexia can become good readers and writers.

Dyslexia: Warning Signs
School-Age Children
Trouble With: Mastering the rules of spelling
Remembering facts and numbers
Handwriting or with gripping a pencil
Learning and understanding new skills;
instead, relying heavily on memorization
Reading and spelling, such as reversing letters
(d, b) or moving letters around (left, felt)
Following a sequence of directions
Trouble with word problems in math

How Is Dyslexia Treated?
Expose your child to early oral reading, writing, drawing, and
practice to encourage development of print knowledge, basic
letter formation, recognition skills and linguistic awareness
(the relationship between sound and meaning)
Have your child practice reading different kinds of texts. This
includes books, magazines, ads and comics.
Include multi-sensory, structured language instruction.
Practice using sight, sound and touch when introducing new
ideas.
Seek modifications in the classroom. This might include extra
time to complete assignments, help with note taking, oral
testing and other means of assessment.
Use books on tape and assistive technology. Examples are
screen readers and voice recognition computer software.
Get help with the emotional issues that arise from struggling
to overcome academic difficulties.


People usually call it autism (say: AW-tih-zum),
but the official name is autism spectrum
disorders. Why? Because doctors include autism
in a group of problems that kids can have,
including Asperger syndrome and others. These
problems happen when the brain develops
differently and has trouble with an important job:
making sense of the world.
Every day, our brains interpret (understand) the
things we see, smell, hear, taste, touch, and
experience. But when someone's brain has
trouble interpreting these things, it can make it
hard to talk, listen, understand, play, and learn.

A kid's symptoms could be very mild, severe, or somewhere
in the middle. For example, some kids might be upset by
too many noises or sounds that are too loud. Kids who have
milder symptoms don't mind loud noises so much.
Someone with mild symptoms might need only a little bit of
help. But a kid with severe symptoms might need a lot of
help with learning and doing everyday stuff.

Kids with autism often can't make connections that other
kids make easily. For example, when people smile, you
know they feel happy or friendly; when people look mad,
you can tell by their face or their voice. But many kids who
have autism spectrum disorders have trouble
understanding what emotions look like and what another
person is thinking. They might act in a way that seems
unusual, and it can be hard to understand why they're
doing it.

A kid with an autism spectrum disorder might:

have trouble learning the meaning of words
do the same thing over and over, like saying
the same word
move his or her arms or body in a certain way
have trouble adjusting to changes (like trying
new foods, having a substitute teacher, or
having toys moved from their usual places)

Many causes and conditions can impair mobility and
movement. The inability to use legs, arms, or the body
trunk effectively because of paralysis, stiffness, pain, or
other impairments is common. It may be the result of
birth defects, disease, age, or accidents. These
disabilities may change from day to day. They may also
contribute to other disabilities such as impaired speech,
memory loss, short stature, and hearing loss.
People with mobility and movement impairments may
find it difficult to participate when facing social and
physical barriers. Quite often they are individuals of
courage and independence who have a desire to
contribute to the fullest level of their ability. Some are
totally independent, while others may need part- or
full-time assistance.



Talk to individuals with a physical disability just
like you would talk to anyone else. Having a
physical disability does not mean that an
individual has an intellectual or hearing disability.
Adapt situations to help individuals maintain self-
respect. Avoid situations that may embarrass or
frighten a person with a physical disability.
Remember that participation in a classroom is
important to all of Gods children. People with
physical disabilities can contribute as well as

Ways to Help

Build relationships of acceptance and equality by seeing
beyond the disability.
Learn about the disability and how you can help. Get to
know the person and the caregiver.
Show compassion, sensitivity, and sincerity by respecting
the individuals wishes. Maintain a balance between
helping and allowing the individual to grow by providing
for himself or herself.
Prepare to accommodate individuals with a physical
disability before Church meetings and activities begin.
This may include providing ramps, seating
accommodations, access to all facilities (including the
pulpit), and media equipment. Facilities should be
accessible to those who use wheelchairs, braces,
artificial limbs, other assistive devices, or assistive
animals.
At least one restroom must be accessible for
individuals with a variety of physical needs.
Sit or kneel, if necessary, to visit at a level that
is comfortable for both.
Invite individuals with physical disabilities to
participate and give service. Offer them
opportunities to contribute spiritually.
It is OK to ask if someone would like help, but
do not assist a person without his or her
permission. Consider safety and liability
issues.


Emotional Disorders
ADHD - ATTENTION-DEFICIT HYPERACTIVITY DISORDER
(ADHD)

This disorder is one of the most common mental disorders
among children, and two to three more boys than girls are
affected.
Many children are unable to sit still, finish tasks, plan ahead,
or even be aware what is going on around them.
Some days, children with ADHD seem fine and the next
could be a whirlwind of frenzied and disorganized
activity. ADHD can continue on into adolescence and even
adulthood, however, within the past decade scientists have
learned more about it and how to treat it. From
medications, to therapy, and varying educational options,
children with ADHD can learn to function in new ways
BI-POLAR DISORDER
Bi-polar disorder generally begins during early
childhood and continues into adulthood. It is
characterized by intense mood swings.
For example, a child may have
excessive "high" or euphoic feelings, then
suddenly, sadness depression.
This is thought to be a genetic illness and
diagnosis for children under 12 is generally
not common and is often misdiagnoses
as ADHD
ANXIETY
Anxiety disorders often cause children to feel
distressed, uneasy, even frightened for no
apparent reason. Some common anxiety
disorders are panic disorders characterized by
episodes of intense fear that occur without
warning or provocation. Obsessive-
Compulsive Disorder, which are compulsive,
repeated behaviors or thoughts that seem like
they are impossible to stop