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 182 articles in this section.
Sort by: | Date | Title |
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.
Many children labeled at-risk including those disabled by Attention-Deficit/Hyperactivity Disorder (ADHD) fail to thrive, or even survive, in current school environments.
"Cooperative learning" (i.e., jigsaw, learning together, group investigation, student teams-achievement divisions, and teams-games-tournaments) is a generic term that is used to describe an instructional arrangement for teaching academic and collaborative skills to small, heterogeneous groups of students.
Students with learning disabilities (LD) are increasingly receiving most of their mathematics instruction in general education classrooms. Studies show that these students benefit from general education mathematics instruction if it is adapted and modified to meet the individual needs of the learners (Salend, 1994).
Secondary students with learning disabilities generally make inadequate progress in mathematics. Their achievement is often limited by a variety of factors, including prior low achievement, low expectations for success, and inadequate instruction.
The good news is that we have had a scientific breakthrough in our knowledge about the development of literacy. We know a great deal about how to address reading problems even before they begin...The tragedy is that we are not exploiting what we know about reducing the incidence of reading failure. Specifically, the instruction currently being provided to our children does not reflect what we know from research.
The child who repeatedly disrupts your class and who seldom completes assignments may not be deliberately troublesome, but could be showing signs of Attention Deficit Disorder (ADD). Similarly, a student who constantly stares out of the window might not be intentionally ignoring you, but instead could be demonstrating behavior caused by ADD.
The goal of any multisensory structured language program is to develop a student's independent ability to read, write and understand the language studied.