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 189 articles in this section.
Sort by: | Date | Title |
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.
Out of frustration, many high school teachers today ask 'why test?' This book chapter describes authentic ways to evaluate student progress and, thus, the true effectiveness of instruction. Other topics are a discussion of grading students with disabilities, their participation in high stakes assessments, and making accommodations and modifications in testing.
Art therapy is a psychotherapeutic discipline that utilizes plastic and graphic art expression as a means of facilitating the expression of thoughts and feelings that an individual may be unable or unwilling to verbalize.
Mathew Jennings, a teacher from New Jersey, tells about a service-learning program with his Middle School students with learning and behavior problems that allows them to use their gifts: energy, enthusiasm, specific skills, to serve others.
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.
Bobbi Barrows began as an AmeriCorps volunteer. Americorps volunteers work to help teach children to read, build houses, and respond to natural disasters. Bobbie was one of only ten national winners from across America to receive the All AmeriCorps Award at a national ceremony from President Clinton on January 15, 2001.
Many students with learning or reading disabilities find homework challenging. Here are five research-based strategies that teachers can use to help students.
This article demonstrates how the number sense concept can offer a useful framework for conceptualizing interventions that will significantly enhance mathematics instruction for students with mathematical disabilities.
Becky Young Arlin, M.S. is the middle and high school learning specialist for The Churchill School and Center, a K-12 school and resource center for children with learning disabilities. Mrs. Young Arlin, a Washington D.C. native, came to New York to attend SUNY Binghampton, where she majored in Music and English. She received her Masters of Science in Special Education at Bank Street College of Education in New York.
When you walk on the campus of the Charles Armstrong school you see the work of John Osner. School yards with complicated geometric designs created by his students for math projects and other projects reflect the passion of his teaching and of his students. John as tught children with dyslexia for over twenty years at the Charles Armstrong school.
It all started with one student who wanted to know how his accommodation of extra time was going to help if he did not know how to study for the test. This simple question led to great things at Louisburg College where, like other colleges/universities, legally mandated accommodations have been common provisions for students with learning disabilities (LD).
Lauren Ebel is a Special Education Teacher with the Fairfax County Public School in Fairfax, Virginia. She has taught in both public and private settings. She designed, wrote, and implemented "The Developmental Classroom", a speech and language-based primary program. She has worked with children who have learning disabilities and/or emotional problems, stating that many children with LD often experience emotional and behavioral outbursts. Two important classroom strategies she stresses are: (1) Laying ground rules for students and (2) Reinforcement of good behaviors. Her teaching involves much more as you will see as you learn about Mrs. Piggle Wiggle and Monsters.
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).