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.
We know from research that an effective reading program must address several aspects of reading. Among others, these aspects include the alphabetic code, fluency, comprehension, and motivation.
Kristine Burgess, M.S.Ed. (Reading Department Head at Landmark High School)
In this digital age, students are inundated with technology. From social media to texting, their personal lives revolve around their phones and computers. Additionally, school work is becoming increasingly digital as schools seek to reduce paper and increase their focus on implementing technology to enhance the academic experience.
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).
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).
Many children labeled at-risk – including those disabled by Attention-Deficit/Hyperactivity Disorder (ADHD) – fail to thrive, or even survive, in current school environments.
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.
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.
Ms. Vorenberg has a BA from the University of New Hampshire and a MS in Early Education from Wheelock College. She has worked extensively in independent schools in the Boston area. A special interest is the effects of the media on children. She is a Felton Media Scholar who has made a video program for children “On My Own - Kids’ Learning Adventures.” A Shady Hill School teacher featured in the video “ADHD and the 21st Century,” Ms Vorenberg is now the head of the lower school program at Shady Hills School.
