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 192 articles in this section.
Sort by: | Date | Title |
Rick Lavoie brings teachers information on how to integrate children with special needs into their mainstream class. The Council on Exceptional Children asked students with good social skills for their suggestions to school staff. Here are some of their requests: a) time to "hang out" with peers with disabilities, b) taking a stand against bullying and teasing of students with disabilities, and c) choosing peers to work with students with disabilities carefully.
The SETT Framework aids in gathering, organizing, and analyzing data which can be used to make collaborative assistive technology and programming decisions.
In this article, the leaders of nonprofit organization All Kinds of Minds provide thumbnail case studies of how brain differences affect learning in reading and writing. The article also describes how teachers can use nuerodevelopmental knowledge to help each student learn in the most efficient way.
The ability to set goals and meet them is essential for success of people with learning disabilities. Learn how to help children set goals, persevere toward those goals, and succeed in making their dreams come true.
Handwriting is a complex skill that is not often taught directly. It is not unusual for some students with disabilities to have difficulty with handwriting. These students may also have sensory integration problems. Handwriting Club is a format that provides direct instruction in handwriting combined with sensory integration activities. This article describes all the steps and materials necessary to organize and conduct a handwriting club.
How do you help students understand and cope with their learning disability? At Churchill Center and School, through an annual "Demystification Conference," students are taught individually and with specially tailored plans how to remove the mystery of their learning disability. Learn how it works in this article.
Students must pass a high stakes tests to graduate high school. These tests are a major barrier for students with learning disabilities who often do not test well. Accommodations can help. Learn how to help children with learning disabilities do well on these tests.
In the first chapter of her book, Homeschooling Your Struggling Learner, Kathy Kuhl explains how she came to the realization that school wasn't working for her son and decided to do what she never thought she could: stay home and teach him.
Many young readers are puzzled by the rules and exceptions of spelling. Research shows that learning to spell and learning to read rely on much of the same underlying knowledge. Learn more about the relationships between letters and sounds and how a proper understanding of spelling mechanics can lead to improved reading.
Three research based practices help students with learning disabilities improve their writing. Read this interview with Steve Graham, author of Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High School who explains how you can help your students succeed in communicating through the written word.
Why cant everyone think with numbers? Why do some children learn math readily, handle money and time concepts with ease, retain information from year to year, and think with numbers effortlessly? What cognitive processes do some have that others do not?
Having the opportunity to be appropriately educated in a regular classroom gives your child, for perhaps the first time, the chance to feel "like other kids." The trip to the special education room often has a stigma attached to it.
Suggestions for fostering independent reading include: (a) Give children books that are not too difficult. (b) Help them find books they will enjoy. (c) Encourage them to try many kinds of material. Although independent reading cannot substitute for teaching decoding, it improves reading comprehension and the habit of reading.