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 174 articles in this section.
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Basic Principles of APD Management: All the World's a Stage: Environmental Modification at School
When Older Students Can't Read
Both students and educators become frustrated when students beyond 3rd grade display reading difficulties. Research-based reading strategies can build a foundation for reading success in students of all ages.
Jane Quenneville - Mentor Teacher
This month our mentor teacher is Jane Quenneville, an assistive technology specialist for the Virginia Beach City Public Schools in Virginia Beach, Virginia. Jane, was most recently chosen as teacher of the year for the Special Education Annex, an itinerant group of professionals who serve students with disabilities. Jane began her career as an occupational therapist.
Mr. Self comes to teaching math to adolescents with learning disabilities from an unlikely route. He began in the business world. After his last child finished college he decided to follow his passion-teaching students to understand the concepts of math.
Prevention and Intervention of Writing Difficulties for Students with Learning Disabilities
Enhancing the Note-Taking Skills of Students with Mild Disabilities
Handwriting Club: Using Sensory Integration Strategies to Improve Handwriting
Handwriting is a complex skill that is not often taught directly. It is not unusual for some students with disabilities to have difficulty with handwriting. These students may also have sensory integration problems. Handwriting Club is a format that provides direct instruction in handwriting combined with sensory integration activities. This article describes all the steps and materials necessary to organize and conduct a handwriting club.
Work More Effectively with Your Paraeducator
Assessing Learning and Evaluating Progress
Out of frustration, many high school teachers today ask 'why test?' This book chapter describes authentic ways to evaluate student progress and, thus, the true effectiveness of instruction. Other topics are a discussion of grading students with disabilities, their participation in high stakes assessments, and making accommodations and modifications in testing.
Audrey Di Maria - Mentor Teacher
Institute Puts Professional Artists in Little Ones' Classrooms
Art therapy is a psychotherapeutic discipline that utilizes plastic and graphic art expression as a means of facilitating the expression of thoughts and feelings that an individual may be unable or unwilling to verbalize.
On Taking Risks in Your Teaching: A Teacher Speaks Out
Mathew Jennings, a teacher from New Jersey, tells about a service-learning program with his Middle School students with learning and behavior problems that allows them to use their gifts: energy, enthusiasm, specific skills, to serve others.
Three- to five-year-olds are exuberant little learners, as they make new discoveries and acquire new skills and competencies every day. As discussed in the section "What Are Learning Styles?" children learn best when they experience through all their senses – hearing, seeing, touching, feeling, moving, smelling.
Bobbi Barrows - Mentor Teacher
Bobbi Barrows began as an AmeriCorps volunteer. Americorps volunteers work to help teach children to read, build houses, and respond to natural disasters. Bobbie was one of only ten national winners from across America to receive the All AmeriCorps Award at a national ceremony from President Clinton on January 15, 2001.
Five Homework Strategies for Teaching Students With Learning Disabilities
Many students with learning or reading disabilities find homework challenging. Here are five research-based strategies that teachers can use to help students.
Nanette Danielson, MS - Mentor Teacher
Number Sense: Rethinking Arithmetic Instruction for Students with Mathematical Disabilities
This article demonstrates how the number sense concept can offer a useful framework for conceptualizing interventions that will significantly enhance mathematics instruction for students with mathematical disabilities.
