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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Significant progress has been made in developing effective interventions for adolescents with learning disabilities. This article presents an agenda on how schools can present excellent instruction that allows adolescents with learning disabilities to flourish.
IDEA 2004 mandates that supplemental services and assistive technology (AT) be provided when necessary to students who receive special education services. This article provides suggestions for how supplemental services can contribute beyond the realm of academics by helping to make activities outside the regular school day more inclusive for students with special needs.
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.
As we discover more about how students learn and how different minds learn differently, our schools have a golden opportunity to increase the percentage of their students who experience true academic success.
Teachers, help you students learn to do word problems. Learn to use the STAR approach. (S) Search the problem. (T) Translate the problem. (A) Answer the problem. (R) Review the solution. Examples and sample scripts are given for this empirically validated technique.
With so much required of high schools today, there is little time or money to spend on the students who lack basic skills. This article presents important factors leading to success for struggling adolescent readers, taken from successful reading programs.
Consider some excellent lesson models for teaching vocabulary, explaining idioms, fostering word consciousness, instruction for English Language Learners, and mnemonic strategies.
A majority of federal funding for intervention programs is allocated to elementary schools, but happens when students still struggle in middle and high school? This article investigates why some adolescent readers need more assistance, and what should be done to help them.
Helping struggling readers in the general classroom is a challenge, but The Access Center offers a solution. By using Response-to-Instruction’s tiered approach and Universal Design’s equal access philosophy, you can bridge the gap so that you are truly leaving no child behind.
Dysgraphia is a learning disability that affects writing abilities. Learn the warning signs and strategies that can help. There are techniques for teaching and accommodating early writers, young students, or help yourself if you struggle with dysgraphia.
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.
Students with language learning difficulties can learn foreign languages in school, when they have appropriate instructional modifications. This article looks at the kinds of students who may have difficulty successfully fulfilling a foreign language requirement in school, instructional methods that help, and additional adaptations at-risk students might need.
RTI is not a particular method or instructional approach, rather it is a process that aims to shift educational resources toward the delivery and evaluation of instruction that works best for students. This article provides a quick overview of RTI as it relates to reading.
Spelling difficulties can be enduring in individuals with reading disabilities, sometimes even after reading has been successfully remediated. Addressing spelling difficulties is important, because poor spelling can hamper writing and can convey a negative impression even when the content of the writing is excellent.
Less is known about the components of effective mathematics instruction than about the components of effective reading instruction, because research in math is less extensive than in reading.
There is no single “best” program for teaching reading. However, scientific investigators agree about the need for instruction to address certain key abilities involved in learning to read.
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.
Children use executive function to plan, organize, strategize, pay attention, manage details, and schedule themselves. Read this fact sheet from the National Center for Children with Learning Disabilities for helpful strategies.