Many of the adults in your child’s life are unfamiliar with learning disorders in general, or your child’s unique pattern of strengths and limitations. Help others understand by writing a short one- to three-page dossier that provides useful information about your child. This article describes key elements of such a document, and provides a sample.
The basic mission of Designs for Change is to serve as a catalyst for major improvements in the public schools serving the 50 largest cities in the country, with a particular emphasis on Chicago.
Automatic recall of basic math facts, sometimes termed math fluency, is generally considered to be a key foundation for higher-level math skills. When children have automatic recall of facts, they can quickly retrieve answers from memory without having to rely on counting procedures, such as counting on fingers. Lack of automatic recall is a problem as children advance into the middle and later elementary grades, because the need to rely on laborious counting procedures creates a drain on mental resources needed for learning more advanced mathematics.
Glenn Buck, Edward Polloway, Michael Kirkpatrick, James Patton
Learn the rules from 1997 Amendments to IDEA for students who have behavior problems- including developing functional behavioral assessment and behavioral intervention plans, particularly as they pertain to discipline.
Bradley S. Witzel, Christine J. Ferguson, Dale S. Brown
Children with dyscalculia often lack “number sense,” a term which refers to the ability to understand mathematics. Learn detailed tips on how to improve the number sense of students having difficulties. Read about how to give your students concrete experience with mathematics, teach the skills until they master them, and teach them to understand the language of mathematics.
The typical school campus presents students with multiple, constantly changing challenges every day. For the child with nonverbal learning disorders (NLD) these demands can prove to be totally overwhelming and may appear insurmountable at times.
This book is designed to help recreation leaders better understand individuals with learning disabilities in order that they may better implement quality leisure experiences. The book describes in detail characteristics of various learning disabilities; the instruments used to diagnose learning disabilities; self-awareness of a learning disabled in regard to learning, living, and leisure; the benefits of leisure to a learning disabled individual; and possible modifications needed in the delivery of recreation and leisure services to these individuals. Packed with helpful appendices and suggestions, it sheds new light on helping create quality leisure experiences for all individuals.
A tutoring program that will best serve children’s needs should be carefully developed with those needs in mind. Here are eight steps to developing a tutoring program, from setting goals to developing a curriculum.
