1. Conitive
1.1. The cognitive effects of Dyslyexia are difficulty recognizing, processing, and working with the sounds that make up words.
1.1.1. In the classroom Dyslexia can look and sound like the students can't follow directions, have difficulty learning left and right, slow reading , have trouble writing and spelling.
1.1.1.1. The accomadation of allowing the student to use audio books can help the student to better process and comprehend text as a whole and spend less time trying to read and understand word after word.
1.2. The cognitive effects of Dyscalculia are understanding and processing numbers.
1.2.1. In the classroom the cognitive effects of Dyscalculia look and sound like the student might look confused, the student might act out and try to get out of doing work or distract others.
1.2.1.1. The calulator accomodation addresses the cognitive effects of Dyscalculia because student can focus on the underlying mathematical concepts and strategies rather than getting bogged down in the mechanics of computation.
2. Emotional
2.1. The emotional effects of Dyslexia and Dyscalculia are feelings of anxiety, anger, low self-esteem and depression.
2.1.1. In the classroom the emotional effects of Dyslexia and Dyscalculia might look like the student is depressed, or student might act out in avoidance of doing work.
2.1.1.1. The calulator accomodation addresses the emotional effects of Dyscalculia because students feel more confident that they can succeed.
3. Social
3.1. The social effects of Dyslexia are low self esteem, trouble remembering details correctly, slower verbal response time.
3.1.1. In the classroom, the social effects of Dyslexia can look like: *difficulties with social interactions * isolation or embarrassment, impacting a student's overall well-being and social development.
3.1.1.1. A calculator accommodation addresses the social effects of
3.2. The social effects od Dyscalculia are low self esteem, they may experience bullying, fear of driving to new places and playing games with others that involve numbers.
3.2.1. In the classroom, the social effects of Dyscalculia can look like: *avoidance of math interactions * isolation *trouble solving problems, which can be crucial in social interactions and decision-making.
3.2.1.1. A calculator accommodation addresses the social effects of Dyscalculia because the student is more likely to participate in math canversations and games.
4. Linguistic
4.1. The lingustic effects of Dyslexia are difficulties with recognizing and manipulating sounds in words, struggles with decoding words outloud, and slow reading fluency.
4.1.1. In the classroom, the linguistic effects of Dyslexia can look and sound like: *slow and effortful reading due to difficulty recognizing wordsfrequent spelling errors *difficulty organizing thoughts in writing *mispronunciation of words *difficulty following and retelling stories in a logical order *struggling to follow verbal instructions *take longer to process spoken information *difficulty distinguishing similar-sounding words.
4.2. The ligustic effects of Dyscalculia can contribute to difficulties understanding and using mathematical language, which can impact their ability to grasp mathematical concepts effectively.
4.2.1. In the classroom, the linguistic effects of Dyscalcuia look and sound like: *challenges in understanding math vocabulary *comprehending word problems, and following multi-step procedures to solve the problem *difficulties in mathematical learning.
4.2.1.1. Accomodations like allowing various methods to complete assingments can address lingustic effects. Some methods are to offer graphic organizers to organize information or help break down math problems into steps.