Putting Learning Disabilities Into the Curriculum

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School psychologists play a key role in collaborating with teachers, parents, and other professionals to assess, diagnose, and intervene when a student may be at risk for learning disorders and dyslexia. Assessing and determining the appropriate educational placements for students influences their academic journey in an important way. 

Here are examples of some unique ways some schools are addressing the needs of students with reading and learning disabilities in order to set learners of all styles up for success.

Encouraging movement and passions

In one K-8 school in Maryland, the schedule, the environment, and the curriculum are all designed to help students with language and learning differences learn to advocate for their specific needs. The school creates movement opportunities throughout the day to give students an opportunity to work out their energy and gather focus.

Teachers also incorporate student passions and interests into their lessons in order to ensure a positive and creative school experience for students who may have felt frustrated or left behind in their regular public school environment. Some curriculum examples include: 

  • Integrating topics the students are passionate about into the lessons. 
  • Creating activities that utilize fine and gross motor skills during art class. 
  • Working on a passion project over the course of the school year. 
  • Integrating card games into the daily small group reading instruction.

Putting reading first

Some charter schools are seeing success building their schedule around an extended period of specialized reading intervention. For example, a school in Staten Island, New York, has students attend an hour-long period of reading instruction, followed by an independent reading period that gives them time to apply the literacy skills learned. The groups are fluid and based on students' reading readiness levels. In order to make time for this extra focus on reading skills, the school day is extended an additional hour. 

Focusing on strengths

According to Greater Good Magazine, it is critical that school psychologists work with students with learning disabilities to concentrate on their strengths. One way to do this is to put less focus on labels. Even a subtle shift in language can influence how students see themselves and help overcome any stigma they may feel. 

One article suggests that when a label is required, it is helpful to describe why it is needed to the student. One explanation can be, "Labels help us understand why reading is hard for you and what the research says about how to help. But we will all focus on what we can do to help, not what we call it." 

Another suggestion is to focus on a student's strengths. Research suggests these hidden strengths of students with dyslexia and other learning disabilities include: 

How a school district used the FAR to help more students with reading issues

School psychologists are essential in supporting students' well-being, particularly for those students facing reading and literacy challenges. Learn more about how one school district was able to use the Feifer Assessment of Reading (FAR) to help more students with literacy and reading concerns.

Further reading

Learn more about selecting appropriate reading interventions 

A quick guide for parents of struggling readers 

How targeted reading assessments can unlock student success

dyslexia learning disabilities reading