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.
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.
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.
The first article in our series on blended professional development (PD) provided an overview, drawing on the exciting resources and information available at PowerUp What Works. Taking the next step, here you will learn about ways to access the needs of your intended audience for blended PD which might include general and special education teachers, school administrators, specialists, and other staff.
A well-designed needs assessment will allow you to identify more specific objectives aligned to the short- and long- term goals of your district or school. What is the source of those goals? Are they aligned with the Common Core Standards, College and Career Readiness Standards, those of your state or local school district?
Clarity about overarching goals helps set the context for determining specific PD objectives in English Language Arts (reading, writing, listening, and speaking), mathematics, science, social studies, history, technology, and/or vocational skills.
It's a given that high-quality, ongoing, and student-focused professional development (PD) is key to improving teaching and learning. But questions about time, adult learning needs, relevancy, and technology integration plague PD coordinators, team leaders, coaches, district and school administrators, and consultants. Recently, a growing number of schools are finding answers to these compelling questions by exploring, designing, and conducting blended PD.
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.
By incorporating differentiated models, practicing visualization, and supporting your students as they visualize (drawing on principles for Universal Design for Learning), you can help your students learn to use all of their senses to engage with and imagine the world of a text, and to bring that world to life as they read.
Fifty years ago, the learning disabilities (LD) advocacy movement began. This article by Landmark College education professor Dr. Jim Baucom explores the history of the movement and future directions. The article originally appeared on the Washington Post web site on April 12th, 2013.
Language-based learning disabilities (LBLD) encompass a spectrum of cognitive and behavioral differences in processing, comprehending, and using language. Students with LBLD commonly experience difficulties with listening, speaking, reading, writing, spelling, math, organization, attention, memory, social skills, perseverance, and self-regulation. However, a teaching style that is specialized and structured enables students with LBLD to succeed. Learn the essential facts about how to foster the strengths of students with LBLD in this article.
For students with learning disabilities (LD), a sense of competence and ability (also known as self-efficacy) plays a vital role in their social and emotional development as well as academic achievement. Discover how educators can adapt their teaching style to support social and emotional development (including self-efficacy) in students with language-based LD.