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.
There are 197 articles in this section.
Sort by: | Date | Title |
Spelling difficulties can be enduring in individuals with reading disabilities, sometimes even after reading has been successfully remediated. Addressing spelling difficulties is important, because poor spelling can hamper writing and can convey a negative impression even when the content of the writing is excellent.
Strategies that promote success for students with ADD and ADHD are described including behavior management, modification, preparing your students to learn at the beginning of the lesson, keeping the students on task, making the lessons more interesting and homework.
Teachers and tutors: The Access Center offers a way you can teach math to students with varying learning styles. You can use the concepts in this article to plan almost any of your lessons. You or your students can manipulate objects, display, state, or write. Learn how to teach division to your students who do not yet know subtraction or multiplication using the "Interactive Unit."
LD OnLine packed a virtual beach bag of activities for you to use to get your students and their families ready or a summer of learning. Children with learning disabilities need you to provide ideas for activities that jumpstart their academics for next year
Good communication between schools and parents is crucial for children with ADHD. In this article, there are many ideas to facilitate the home-school collaboration and help students succeed.
Enjoy this resource of practical and thorough strategies for instructing children with ADHD and other children requiring learning modifications. Read about instructional strategies on specific subjects and for various age groups.
What is the best way to engage students with learning disabilities in learning history when the curriculum requires them to think like a historian- analyzing multiple sources and evaluating media such as diary entries, images, songs, and political cartoons. This article tells you how to include them in "Doing History" without watering it down. An extensive resource list is included.
We report the perceptions of a first-year teacher of students with learning disabilities. The teacher describes her first-year challenges and successes; presents her views on assessment, accountability, and inclusion; and makes recommendations for new teachers entering the field. In addition, she suggests steps that teacher educators, school administrators, and experienced teachers can take to ensure the success of first-year teachers. We conclude with observations on teacher retention, first-year teaching experiences, and teacher-education programs.
Teach your students how to improve their time management. Learn to teach task analysis, enabling your students to divide academic projects into smaller tasks, figure out how long each task will take, and produce their work when it needs to be done.
Consider some excellent lesson models for teaching vocabulary, explaining idioms, fostering word consciousness, instruction for English Language Learners, and mnemonic strategies.
The more a new vocabulary word is associated with ideas from students' own experience, the more likely the word will become well 'networked' and a permanent part of memory. Making these links involves elaborating definitions of new terms. This article offers teachers several ways to facilitate elaboration.