When a deficiency interferes with our ability to function or perform a task it is said to be a disability, however, dysfunction doesn’t always translate to disability, it may simply indicate a learning difference, requiring a difference in teaching.
- Is the student unable to read satisfactorily in spite of adequate intelligence and educational opportunity?
- Does written work reflect intellectual ability?
- Is the student having unusual difficulty in handwriting?
- Does he or she have unusual difficulty in spelling (If in school, beyond the weekly spelling test)?
- Can the student write the alphabet in sequence?
- Are there letter reversals, rotations, transpositions in reading, writing, or spelling?
- If attending school, can a downward trend in achievement test scores be noted?
- Is there directional confusion (left, right; before, after; over, under)?
- Is recall ability poor, especially for names and words?
- Does the student seem to have difficulty in following directions?
- Does he or she forget assignments and/or lose papers?
- Is the student unable to copy accurately from the near point, far point, or both?
- Does the student have an auditory discrimination problem or confuse similar speech sounds?
- Is there no definite preference for right or left hand?
- Is the student’s attention span short?
- Is the student overly active? If in school – disturbing in the classroom? (He/she may be reacting to his own frustration.)
- Is the student unusually passive and withdrawn?
- Are organizational skills lacking?