LD OnLine packed a virtual beach bag of activities for you to use to get your students and their families ready or a summer of learning. Children with learning disabilities need you to provide ideas for activities that jumpstart their academics for next year
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.
Good communication between schools and parents is crucial for children with ADHD. In this article, there are many ideas to facilitate the home-school collaboration and help students succeed.
From tailored learning experiences to flexible school structures, there are certain characteristics of instruction that is designed to meet the needs of individual students. Learn about these characteristics in this overview of what it means to teach every child.
U.S. Department of Education, Office of Special Education Programs
Enjoy this resource of practical and thorough strategies for instructing children with ADHD and other children requiring learning modifications. Read about instructional strategies on specific subjects and for various age groups.
What is the best way to engage students with learning disabilities in learning history when the curriculum requires them to think like a historian- analyzing multiple sources and evaluating media such as diary entries, images, songs, and political cartoons. This article tells you how to include them in “Doing History” without watering it down. An extensive resource list is included.
We report the perceptions of a first-year teacher of students with learning disabilities. The teacher describes her first-year challenges and successes; presents her views on assessment, accountability, and inclusion; and makes recommendations for new teachers entering the field. In addition, she suggests steps that teacher educators, school administrators, and experienced teachers can take to ensure the success of first-year teachers. We conclude with observations on teacher retention, first-year teaching experiences, and teacher-education programs.
