Spell checkers are one tool for managing<unk> es. Interventions include: *Mastery model: *Learners work at their own level of mastery. *Practice *Gain fundamental skills before moving onto the next level *Note: this approach is most likely to be used with adult learners or outside the mainstream school system. *Direct instruction: *Emphasizes carefully planned lessons for small<unk>  increments *Scripted lesson plans *Rapid-paced interaction between teacher and students *Correcting mistakes immediately *Achievement-based grouping *Frequent progress assessments *Classroom adjustments: *Special seating assignments *Alternative or modified assignments *Modified testing procedures *Quiet environment *Special equipment: *Word processors with spell checkers and dictionaries *Text-to-speech and speech-to-text programs *Talking calculators *Books on tape *Computer-based activities *Classroom assistants: *Note-takers *Readers *Proofreaders *Scribes *Special education: *Prescribed hours in a resource room *Placement in a resource room *Enrollment in a special school or a separate classroom in a regular school for<unk>  disabled students *Individual education plan (IEP) *Educational therapy Sternberg has argued that early remediation can greatly reduce the number of children meeting diagnostic criteria for<unk> es. He has also suggested that the focus on<unk> es and the provision of accommodations in school fails to acknowledge that people have a range of strengths and weaknesses, and places undue emphasis on academic success by insisting that people should receive additional support in this arena but not in music or sports. Other research has pinpointed the use of resource rooms as an important—yet often politicized component of educating students with<unk> es.
Learning disability
Attention deficit hyperactivity disorder
Developmental disability
Intellectual disability
Communication disorder
Specific developmental disorder
Neurodevelopmental disorder
Motor disorder