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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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.
Concrete suggestions for teachers who want to communicate well with all of their students, especially English language learners and students with learning disabilities.
Thanks to all our readers who responded to the question; "What makes a good teacher?"
Less is known about the components of effective mathematics instruction than about the components of effective reading instruction, because research in math is less extensive than in reading.
There is no single “best” program for teaching reading. However, scientific investigators agree about the need for instruction to address certain key abilities involved in learning to read.
The ability to conduct research is a critical skill that all students need to be college and career ready. Across the country, it is common for students from the elementary grades through high school to be required to carry out a research project in English Language Arts (ELA), social studies, history, or science.
Diane D. Painter is a former special education teacher who radiates when she talks about her role in developing teacher- researcher models of training in the Fairfax, Virginia Public School system. Diane has her BS in Elementary Education from George Mason University, her M.ED. in Perceptual Impairments from the University of Maryland and her PH.D. in Special Education Technologies from George Mason University.
It's much easier to differentiate instruction if we are experts in four areas: our students, the curriculum, cognitive theory, and differentiated instruction practices. All four must be in play if we are to teach effectively.
How does the mind work — and how does it learn? Teachers' instructional decisions are based on a mix of theories learned in teacher education, trial and error, craft knowledge, and gut instinct. Such gut knowledge often serves us well, but is there anything sturdier to rely on?
How do you choose the best method for measuring reading progress? This brief article describes which assessments to use for different reading skills so that you can make sure all students are making progress towards becoming readers!
Dr. Edwin S. Ellis is a professor of Interdisciplinary Teacher Education at the University of Alabama. He teaches graduate courses in special education and undergraduate courses in the Special Education Collaborative Teacher Program and the Multiple Abilities Program (MAP).
Research-based information and advice for sizing up reading programs and finding the right one for your child with a learning disability.
With so much required of high schools today, there is little time or money to spend on the students who lack basic skills. This article presents important factors leading to success for struggling adolescent readers, taken from successful reading programs.
Students: Are you interested in starting your won business? This article will provide resources and ideas to assist you. Educators: read how to include students with disabilities in entrepreneurship programs. When you participate in these programs, their interest in college increases 32 percent.
Children use executive function to plan, organize, strategize, pay attention, manage details, and schedule themselves. Read this fact sheet from the National Center for Children with Learning Disabilities for helpful strategies.