Teaching & Instruction
Teaching and effective instruction for students with learning disabilities requires specialized knowledge in the areas of spoken language, reading, writing, and math. This section contains readings that reflect knowledge of best practices and evidence based instruction within each area.
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The Relationship between Language-Based Learning Disabilities (LBLD) & Anxiety
The 10 Essentials to Keep in Mind When Working with Children with LD
Rick Lavoie's essential 10-point philosophy for understanding and managing the behavior of children with learning disabilities.
When the Chips Are Down with Rick Lavoie
Richard Lavoie, nationally known expert on learning disabilities, offers practical advice on dealing with behavioral problems quickly and effectively.
Study outcomes suggest that mindful meditation decreases anxiety and detrimental self-focus, which, in turn, promotes social skills and academic success for students with learning disabilities.
Anxiety is a sense of fear and worry, and it is not uncommon among students with language-based learning disabilities. Here are several strategies from the Landmark School Outreach Program that focus on reducing anxiety.
Visualizing and Verbalizing: Q and A with Nanci Bell of Lindamood-Bell
Learn some best practices in helping children with language processing issues learn to read in this Q&A with expert Nanci Bell, director of Lindamood-Bell Learning Processes. Find out what works with children who have weaknesses in concept imagery or symbol imagery.
Sentence-Level Concepts and Skills: An Introduction
Boosting Student Effort Using Brainstorming Activities
Class lessons that engage students’ visual, auditory, and tactile/kinesthetic learning modes contribute to effective learning. But what about homework?
Benefits of Cross-Curricular Skill Development
Ensure Automatization through Practice and Review
9 Technology Tips to Support Study Skills
Include Students in the Learning Process
Executive Function: Activation Routines
John Sweller’s Cognitive Load Theory (CLT) supports the idea that students can learn only if their mental capacity is not overloaded. In consideration of this theory, it is important to be aware of the amount of information a student is asked to learn.
Executive Function: Addressing Emotion through Communication
Students' emotional responses to challenging situations can influence their concentration, perseverance, application of learned skills, and interactions with others. Even with safe and supportive classroom environments, students often have difficulty because they lack the communication skills to address challenging situations.
Understanding and Addressing Processing Speed Deficits in the Classroom
School Leadership Teams for Technology Implementation
The goal of a sustained, school-wide technology implementation program is to meet the needs of all students. It takes a School Leadership Team to meet this goal.
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