This guide from the International Dyslexia Association breaks down dysgraphia, and provides information on instructional activities and strategies to help individuals with dysgraphia, if dysgraphia occurs alone, and more.
LD/ADHD Basics
8 Signs your Child may have a Learning Disability, National Institute of Health
In addition to 8 signs of a learning disability, this site has resources on specific learning disabilities as well.
How Can we Help Kids with Self-Regulation? Child Mind Institute
This guide defines self-regulation and emotional dysregulation, explains how to teach self-regulation skills, and more.
Questions Parents and Educators Can Ask to Start Conversations About Using Terms Like Learning Disabilities, Dyslexia, Dyscalculia, and Dysgraphia, National Center for Learning Disabilities
This guide helps parents and educators to navigate using general terms like learning disabilities, and more specific terms like dyslexia, dysgraphia, or dyscalculia.
Introduction to Learning Disabilities, National Association of Special Education Teachers
This publication from NASET breaks down the definition of learning disabilities, dispels common myths about learning disabilities, provides history of the field of learning disabilities, and more.
How to Help Kids with Memory Issues, Child Mind Institute
By Rae Jacobson, writer and content engagement specialist at the Child Mind Institute.
How are Learning Disabilities Diagnosed? National Institute of Health
Last updated: 9/11/2018, National Institute of Health.
Every Student Succeeds Act, Department of Education
The Every Student Succeeds Act (ESSA) was signed in December of 2015 and ESSA amends the Elementary and Secondary Education Act to provide funding to K-12 schools to ensure a quality…
Dyslexia Basics, from The International Dyslexia Association
This guide covers the definition and effects of dyslexia, and other information such as signs of dyslexia, how dyslexia is diagnosed, and how dyslexia is treated.
What is Auditory Processing Disorder, Child Mind Institute
By Caroline Miller, the editorial director of the Child Mind Institute.
