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 190 articles in this section.
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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.
Three- to five-year-olds are exuberant little learners, as they make new discoveries and acquire new skills and competencies every day. As discussed in the section "What Are Learning Styles?" children learn best when they experience through all their senses hearing, seeing, touching, feeling, moving, smelling.
The movement toward inclusion of students with disabilities into general education classes has become the overwhelming trend in education (Chow & Kasari, 1999; Mamlin, 1999). Not only does inclusive education for children with disabilities bring improved academic functioning (Manset & Semmel, 1997; Sideridis et al., 1997), but it also offers them the opportunity for socialization with their peers without disabilities in general education classrooms (Giangreco, Dennis, Cloninger, Edelman, & Shattman, 1993; National Center for Educational Restructuring and Inclusion, 1994).
Rick Lavoie provides 21 tips for teachers on how to improve parent/school communication.
Teach your students to avoid the avoidance of writing. Learn how to lead them down the path of enthusiasm and self-confidence about writing through research-proven strategies.