Review well-established scientific findings about reading and their practical implications, for children with and without reading disabilities. In addition, consider some broader ways that science may be useful to educators and get suggestions for individual teachers interested in becoming more familiar with scientific research on reading.
Response to Intervention (RTI) is a complex subject and states and districts have a lot of discretion with the implementation of this three-step, research-based approach to intervention and placement. Learn about some of the common misconceptions of the RTI process and read about additional RTI web sources.
If you think your child might have a learning disability, this article can help. With early intervention, children with learning disabilities can learn strategies to achieve as well as other children do. Organizing information about your child will help you to monitor progress. This information will be valuable in planning for your child.
For some kids, every step of the writing process is difficult — including spelling, handwriting and getting organized ideas onto paper. Learn more about dysgraphia and how you can support your child’s writing.
Knowing which children are more likely to be at risk for reading problems allows for early intervention to prevent the majority of these problems from developing. Learn what group and individual factors make certain children at risk.
Many professionals are involved in the diagnosis of LD: psychologists, educational specialists, and other professionals who work in specialized fields such as speech and language. This article identifies licensure requirements and who can diagnose LD and/or ADHD.
This Q&A provides a brief overview of the responsibility of public schools to provide and pay for a student’s assistive technology under the federal IDEA law and Section 504.
Occupational therapist Roger Ideishi shares his strategies for providing supportive environments in the general education classroom for children with autism. You’ll also learn about Ideishi’s innovative ideas for collaborating with museums, performing arts spaces, and other cultural institutions to make them more accessible and welcoming for children with diverse sensory and cognitive abilities.
Learn how to write Individualized Education Plan (IEP) goals that are SMART (specific, measurable, use action words, realistic, and time-limited) and based on research-based educational practice.
This article discusses one component of writing mechanics — finesse with sound/symbol correspondence. It describes a method, called Memory Foundations for Reading, that can be used by a parent with a single child or a teacher with a group and which helps children use many senses to recall letter sounds.
Many learners with disabilities are visual learners and are best able to understand and remember content when they can see it represented in some way; in other words, they need to “see what we mean.” Three visual supports helpful for teaching and supporting literacy development are described here: picture books, graphic notes, and story kits.
Evaluation is used to identify the children who are eligible for special education and the type of help they need. Find out four steps in the evaluation process, from analyzing known information to developing a program.
