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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The SETT Framework aids in gathering, organizing, and analyzing data which can be used to make collaborative assistive technology and programming decisions.
Many teachers will be using supplemental phonics and word-recognition materials to enhance reading instruction for their students. In this article, the authors provide guidelines for determining the accessibility of these phonics and word recognition programs.
Technology can help students learn math. They work harder and enjoy learning more. But how can you choose the right technology? Read these ten tips to select software that works for your learning disabled students. Some sample tips: You need software that is a) modifiable b) has small increments between levels, and c) has good record-keeping capabilities.
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.