The special education process under IDEA is designed to ensure that each individual child’s needs are carefully considered and addressed. Learn ten steps in the special education process, from evaluation to reviewing student progress.
The term “learning and attention issues” covers a wide range of challenges kids may face in school, at home and in the community. It includes all children who are struggling — whether their issues have been formally identified or not. Learning and attention issues are brain-based difficulties, and they often run in families. Find resources that can help kids be successful in school and in life!
We know from research that an effective reading program must address several aspects of reading. Among others, these aspects include the alphabetic code, fluency, comprehension, and motivation.
Reading difficulties likely occur on a continuum, meaning that there is a wide range of students who experience reading difficulties. There are those students who are diagnosed with a learning disability. There is also an even larger group of students who do not have diagnoses but who need targeted reading assistance.
Accessible Instructional Materials Center of Virginia
For children with print-based reading disabilities, accessible formats provide alternate versions of print-based books that function in much the same way as a print-based textbook. Learn about the different kinds of accessible formats, including digital talking books, enlarged text, electronic publications, and more.
This report describes the adolescent literacy problem (grades 4 to 12), its consequences, and contributing factors. Guiding principles for assessment, instruction, and professional development, as well as recommendations for short-term and future consideration, are also addressed.
A majority of federal funding for intervention programs is allocated to elementary schools, but happens when students still struggle in middle and high school? This article investigates why some adolescent readers need more assistance, and what should be done to help them.
From pre-K through second grade, Asher Meytin attended a Jewish day school where each fall, the kids were asked what they most looked forward to that year. Asher’s number one goal was to learn to read. That was it. But he just couldn’t get it.
Good reading comprehension is the ultimate goal of reading instruction at all grade levels and for all children, including those with learning disabilities. However, many scientific investigators of reading agree that further work on measures of reading comprehension is essential.
