The more a new vocabulary word is associated with ideas from students’ own experience, the more likely the word will become well ‘networked’ and a permanent part of memory. Making these links involves elaborating definitions of new terms.
Many accommodations, though designed to ensure success of adolescents with learning disabilities in content area classes, water down the curriculum by reducing opportunities to learn and emphasizing memorization of facts.
This article addresses issues associated with common pedagogical practices that impede effective development of adolescents with learning disabilities.
