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 183 articles in this section.
Sort by: | Date | Title |
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.
Teachers and tutors: The Access Center offers a way you can teach math to students with varying learning styles. You can use the concepts in this article to plan almost any of your lessons. You or your students can manipulate objects, display, state, or write. Learn how to teach division to your students who do not yet know subtraction or multiplication using the "Interactive Unit."
How do you choose the best method for measuring reading progress? This brief article describes which assessments to use for different reading skills so that you can make sure all students are making progress towards becoming readers!
Strategies that promote success for students with ADD and ADHD are described including behavior management, modification, preparing your students to learn at the beginning of the lesson, keeping the students on task, making the lessons more interesting and homework.
Enjoy this resource of practical and thorough strategies for instructing children with ADHD and other children requiring learning modifications. Read about instructional strategies on specific subjects and for various age groups.
When instructional materials present a barrier to student learning, teachers often adapt the materials to allow students greater access to the information to be taught. These adaptations may involve changing the content of the materials (the nature or amount of information to be learned) or changing the format of the materials (the way information is presented to the learner).
El procesamiento auditivo es el término usado para describir lo que sucede cuando el cerebro reconoce e interpreta los sonidos a su alrededor. Los seres humanos oyen cuando la energía, que reconocemos como sonido, se desplaza a través del oído y se transforma en información eléctrica que puede ser interpretada por el cerebro. El término "desorden" en el desorden del procesamiento auditivo (APD, por su sigla en inglés) significa que algo está perjudicando el procesamiento o la interpretación de la información.
Why cant everyone think with numbers? Why do some children learn math readily, handle money and time concepts with ease, retain information from year to year, and think with numbers effortlessly? What cognitive processes do some have that others do not?
Neil Sturomski has worked for over 20 years in the learning disabilities field. He has taught both children and adults with learning disabilities, first as a teacher in grades K-12 and then as the Director of the Night School program of the Lab School of Washington.
It's much easier to differentiate instruction if we are experts in four areas: our students, the curriculum, cognitive theory, and differentiated instruction practices. All four must be in play if we are to teach effectively.
A nueropsychologist and former middle special education teacher lists the qualities of an ideal teacher for kids with learning disabilities. "I am optimistic," he says, "for I have been to the classroom (hundreds of them, in fact) and there is light."
Thanks to all our readers who responded to the question; "What makes a good teacher?"
This month we change course as we learn more about teaching students with LD and ADHD. There are not enough special education teachers to meet demand. We wondered what a student whose goal is to become a special education teacher thought about her goal after working in a school as an intern for one semester. We also wanted to know more about special education programs in an inner city school. We contacted a supervising long-time special education teacher from Washington, D.C. Public Schools. She suggested we inteview Rachael, an intern who "has excellent classroom rapport with the students and whose goal was to become a special education teacher." Our interview with Rachael follows.