<unk>  depends on a multiple of variables; there is no one specific strategy or set of strategies which will work for all who have<unk> . Some teaching is geared to specific reading skill areas, such as phonetic decoding; whereas other approaches are more comprehensive in scope, combining techniques to address basic skills along with strategies to improve comprehension and literary appreciation. Many programs are multisensory in design, meaning that instruction includes visual, auditory, and kinesthetic or tactile elements; as it is generally believed that such forms of instruction are more effective for<unk>  learners. The following table shows some of the most crucial variables to consider: Variable Differences Writing system Orthography Orthography Neurological skills Neurological abilities Weaknesses and deficits Neurological abilities Strengths Support provision National National Statutory provisions National Support structures Several special education approaches have been developed for students with<unk> . Adaptive technology, such as specialized computer software, has resulted in recent innovations helpful to many people with<unk> . One factor that characterises the field of<unk>  remediation is the stream of alternative therapies for developmental and learning disabilities. These controversial treatments include nutritional supplements, special diets, homeopathy, and osteopathy/chiropractic manipulation.
Management of dyslexia
Attention deficit hyperactivity disorder management
Management of hearing loss
Management of cerebral palsy
Vision rehabilitation
Management of depression
Management of domestic violence
Improvisation in music therapy