The IEP team at school decides which assistive technology tools each student needs. Many teams make these decisions using something called the SETT Framework. Learn how the overall process works.
If you think your child might have a learning disability, this article will help. Dr. Larry Silver tells parents the clues to look for in pre-school and elementary school children. Then the article talks about how to get a “psychoeducational evaluation” to find out for sure.
Some children can master decoding and still be poor comprehenders. Learn what interventions have been found to help these children read narrative and expository texts more strategically.
Inclusion means ensuring that children with disabilities go to school with their non-disabled peers, while providing them with the individual instruction and support they need. In this article, read about inclusion and how it differs from mainstreaming.
Teachers’ grouping practices during reading instruction can serve as a critical component in facilitating effective implementation of reading instruction and inclusion of students with disabilities in general education classes. In this article, we provide an overview of the recent research on grouping practices (whole class, small group, pairs, one-on-one) during reading instruction for students with disabilities.
The National Joint Committee on Learning Disabilities developed an overview on screening, diagnosing and serving children age four or younger. The document was developed for researchers, administrators, and people who need an academic overview.
The American Academy of Pediatrics, the American Academy of Ophthalmology, and the Council on Children with Disabilities published a statement summarizing what is currently known about visual problems and dyslexia. The statement also covers what treatments are and are not recommended when diagnosing and treating vision problems, learning disabilities, and dyslexia.
For English language learners, proper identification of learning disabilities can be crucial to success. The author offers practical tips for identifying learning disabilities and developing appropriate accommodations.
Audiobooks are a wonderful way to expose your child to complex language, expressive reading, and fantastic stories. Listening to audiobooks also gives kids the valuable and enjoyable experience of using their own imaginations to visualize the people and places they’re hearing about. Here, you’ll find guidance on what to look for in choosing audiobooks as well as listening tips.
In these three video presentations, teachers, administrators, and parents learn from the experts about how to identify students who are at risk for reading struggles in pre-k and early elementary school. You will also discover best practices for teaching all students to read, including those who need additional interventions.
Explicit instruction in core literacy skills (phonemic awareness, phonics, fluency, vocabulary, and comprehension) combined with multisensory supports, are key to helping children with language-based learning disabilities thrive in a virtual learning environment. Try these ideas and online learning tools with your students.
These tips for parents of children with learning disabilities emphasize to all parents the importance of helping children learn about letters and sounds. Get concrete advice for teaching the alphabet, raising awareness about sounds, and promoting letter-sound knowledge.
The literacy-rich environment emphasizes the importance of speaking, reading, and writing in the learning of all students. This involves the selection of materials that will facilitate language and literacy opportunities; reflection and thought regarding classroom design; and intentional instruction and facilitation by teachers and staff.
Motivation is key to school success. Just as the actor asks a director, “What is my motivation, for this scene?,” the child turns to teachers, parents, and peers to discover the “why” of learning. Motivation is often defined as a need or drive that energizes behavior toward a goal.
Many children with learning disabilities have a hard time staying organized. As your child begins a new school year, find out more about the concept of organizational skills and learn some strategies to help your child.
Orton–Gillingham was the first teaching approach specifically designed to help struggling readers by explicitly teaching the connections between letters and sounds. Many reading programs include Orton–Gillingham ideas, including a “multisensory” approach, which is considered highly effective for teaching students with dyslexia.
Entering kindergarten can a joyful but also an anxious time, particularly for parents of children with disabilities. These best practices can help make for a smoother transition: using a collaborative team approach to involve families, setting transition goals, and focusing on the needs and strengths of individual children.
Many teachers will be using supplemental phonics and word-recognition materials to enhance reading instruction for their students. In this article, the authors provide guidelines for determining the accessibility of these phonics and word recognition programs.
Teaching experience supports a multi-sensory instruction approach in the early grades to improve phonemic awareness, phonics, and reading comprehension skills. Multi-sensory instruction combines listening, speaking, reading, and a tactile or kinesthetic activity.
Research-based guidelines for teaching phonological awareness and phonemic awareness to all children are described. Additional instructional design guidelines are offered for teaching children with learning disabilities who are experiencing difficulties with early reading.
