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A consultation with our Assistive Technologist is available to determine technologies best suited to the learning needs of the student.

According to the National Center for Learning Disabilities, “Dyslexia is the name for specific learning disabilities in reading… • Outgrown From Edutopia, “Dyslexia is real, occurring in up to 20 percent of the population. It also means that every classroom teacher has the opportunity to positively change the life of a student with dyslexia by taking the time to understand what it is and provide accommodations for accessing information that the student is capable of learning through alternate formats.” When given the appropriate opportunities and support, most students with dyslexia learn to read and write successfully.

Considering all four components- lesson presentation, student response, student evaluation, and lesson content will assure a more complete match between the student's needs and the classroom activities.

In the following section, suggested learner accommodations and instructional modifications are categorized according to types of problems that students who have math learning problems often display.

The categories include: inattention/distractibility, organization, following directions, memory or recall, and understanding or comprehension. Indeed students who have math learning problems typically have problems in more than one area.

The Teaching Centre will work closely with the Accommodated Learning Centre to ensure that exam accommodations that include Moodle exams have the proper accommodations made. Learning Strategies are offered by both the Accommodated Learning Centre and the Student Success Centre.

If you have questions about Moodle exam accommodations please give us a call in the Teaching Centre and we will do our best to clarify any confusion. While the Accommodated Learning Centre(ALC) only offers these tutorials to students registered with the ALC, the Student Success Centre offers its services to all students.

The Accomodated Centre offers registered students access to the assistive technology needed to achieve success in their academic program.

Such changes can include modifications to lesson presentation, student responses, and evaluation and assessment techniques.

Some accommodations and instructional modifications are teacher-oriented (e.g.

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