In order to succeed at a task, students must organize, prioritize, and activate. The following collection of Landmark teaching strategies focuses on ways to activate students toward successful task completion by exploring the use of reference tools, working on time management, and cueing students to empower them to begin a task, sustain effort, and complete work.
Students’ emotional responses to challenging situations can influence their concentration, perseverance, application of learned skills, and interactions with others. Even with safe and supportive classroom environments, students often have difficulty because they lack the communication skills to address challenging situations.
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.
Psychiatrists Dr. Larry Silver, psychologist Dr. Todd Cunningham, lawyer Matt Cohen, and educational technology expert Dr. Tracy Gray answer selected questions about learning disabilities and ADHD.
Talking to your child about their learning disabilities is crucial. Rick Lavoie explains how parents can dispel misconceptions, highlight the child’s support systems, and provide on going encouragement that will help their child flourish.
This exploratory study extends the research on schema-based strategy instruction by investigating its effects on the mathematical problem solving of four middle school students with learning disabilities who were low-performing in mathematics.
Written in a readable and friendly style, Adults With Learning Disabilities is an invaluable resource not only for learning disabled adults, but also highschool and college students with learning disabilities, parents, professionals across disciplines, and the lay public. Here is information on the causes and symptoms of learning disabilities, specific conditions such as attention-deficit/hyperactivity disorder and dyslexia, a review of definitions, an update of research and advances in the neurosciences, assessment and intervention, pertinent legal issues, making college and employment plans, the role of professionals, and much more. The authors review metacognitive theory and emphasize the role of strategic approaches to learning both in and out of school. Clinical examples make a compelling case that individuals with learning disabilities can—and do—attain significant levels of success.
