Smart Kids with Learning Difficulties: Overcoming Obstacles and Realizing Potential

It is hard to find a proposal for improving American education that does not include plans for the widespread use of computers. Yet concerns abound that the benefits will lag behind until the teachers who guide the students have a better understanding of their use. Anne Meyer and David Rose provide a thoughtful book that will help educate teachers in the theories and uses of computers for the teaching of reading. It presents rich knowledge both about computers and about the process of learning to read, relating computers to theories of the brain and to the teaching of reading skills and strategies. Also covered is the variety of computer software available for teaching reading at various levels for students who make normal progress as well as for those who experience problems. This presentation offers an exciting view of the future use of computers in reading instruction.

Universal Design for Learning (UDL) offers education professionals a conceptual framework to create flexible, equitable, and accessible instructional techniques that accommodate individual learning differences in a classroom setting.

First of all, know this — you’re smart and can learn! You just learn differently. This guide will help answer some of your important questions about having LD, such as “Why is it hard for kids with LD to learn?” and “What happens when you grow up?” It will also provide suggestions on how to deal with issues in school and take some of the mystery out of what having LD means (and doesn’t mean). Includes resources for parents and teachers.

Designed for educators who want to help students efficiently manage materials, time and information, this teaching guide provides practical strategies and clear instructions appropriate for students in upper elementary, middle and high school. An effective study skills program can be integrated into your existing classroom curriculum.

Kids with sensory processing disorder SPD may seem unduly sensitive to physical sensations, light, and sound, and they may react strongly to sensory events that adult and other children take in stride or totally ignore. SPD can make it hard for kids to do well in school, participate in social events, and live peaceably with other family members. Until now there have been only limited resources for parents of kids with this condition, but in this book a child advocate and child psychologist offer this comprehensive guide to parenting a child with SPD and integrating his or her care with the needs of the whole family.

The book introduces SPD and offers an overview of what it means to advocate for a child with the condition. It describes a range of activities that help strengthen family relationships, improve communication about the disorder, and deal with problem situations and conditions a child with SPD may encounter. Throughout, the book stresses the importance of whole-family involvement in the care of a child with SPD, especially the roles fathers play in care-giving. Many of the book’s ideas are illustrated with case stories that demonstrate how the book’s ideas can play out in daily life.

Presenting major advances in understanding learning disabilities (LDs) and describing effective educational practices, this authoritative volume has been significantly revised and expanded with more than 70% new material. Foremost LD experts identify effective principles of assessment and instruction within the framework of multi-tiered systems of support (MTSS). With a focus on what works in the classroom, the book explores the full range of reading, mathematics, and writing disabilities. It synthesizes knowledge from neuropsychology, cognitive neuroscience, and special and general education. Illustrations include eight color plates. As a special supplement, a chapter on the history of the LD field from the first edition is provided at the companion website.

New to This Edition
*Heightened emphasis on intervention, including significant new developments in reading comprehension and math.
*Chapter on principles of effective instruction and MTSS.
*Chapter on automaticity in reading, math, and writing.
*Chapter on challenges in real-world implementation of evidence-based practices.
*Chapter on the validity of the LD construct.