Key Principles

1. Use intact modalities for communication.

2. Compensate for any impaired modalities.

General Guidelines

1. Facilitate self-identification by establishing rapport and asking questions about learning style, profile and past services or challenges.

2. Use multi-sensory communication methods to cover all modalities.

3. Make the organization or structure of what is being discussed clear by showing the steps in a sequence and the connection between the parts.

Examples of how to compensate for processing deficits

1. Write steps down or record ideas when counseling students with auditory, visual-motor or memory deficits.

2. Allow extra time for students with oral language difficulties to verbally formulate answers.

3. Describe visual diagrams, graphs and charts verbally for those with visual processing deficits. Present information orally.

4. Read written work aloud while touching each word with a pencil's eraser while working with students with visual tracking, visual-motor deficits or reading problems.

5. Use graphic organizers for those with reasoning difficulties or auditory comprehension problems. Present information visually.

6. Define key vocabulary words and provide synonyms when working with students with language processing deficits.

7. Ask students to paraphrase or repeat back what they heard to ensure quality of communication.