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.
In this exclusive interview special education teacher and mentor Shira Moskovitz talks about teaching students with learning differences (LD) and attention-deficit/hyperactivity disorder (ADHD), and shares recommendations for working with this dynamic student population.
How can educators regularly support the social and emotional learning (SEL) of students with learning disabilities (LD) and attention-deficit/hyperactivity disorder (ADHD)? Here are some recommendations from educators who have made this a core focus of their instruction and student support.
Sometimes, a teacher or student support team will recommend an evaluation for a student who may need additional services or supports, but the family is hesitant or unwilling to take the next step. What can educators do on in this case? Experienced special educators offer some suggestions.
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.
