The special education process under IDEA is designed to ensure that each individual child’s needs are carefully considered and addressed. Learn ten steps in the special education process, from evaluation to reviewing student progress.
About 10 million children have difficulties learning to read. The good news is that more than 90 percent of struggling readers can overcome their difficulties if they receive appropriate treatment at early ages.
Writing is a highly complex language skill. Without skilled, systematic instruction, many students — particularly those with disabilities — may not become proficient writers. At stake is access to the general education curriculum. This brief discusses developmental stages, why writing may pose particular challenges for students with disabilities, and what areas should be the focus for remediation.
Handheld formative assessment technology provides teachers with a virtually real-time picture on which students need help, where they need it, and how the teachers can help best.
Children with auditory processing disorder (APD) often do not recognized the subtle differences between sounds in words because a dysfunction makes it difficult for the brain to interpret the information. The National Institute on Deafness and Other Communication Disorders presents basic information on symptoms, diagnosis, and current research of APD.
Learn about three common terms and descriptions related to reading instruction that may help give you a better understanding of what’s happening in your child’s classroom and what it means for your young learner.
Studies show that screening English language learners for abilities in phonological processing, letter knowledge, and word and text reading will help identify those who are progressing well and/or who require additional instructional support.
Providing small-group reading instruction in five core reading elements (phonological awareness, phonics, reading fluency, vocabulary, and comprehension) can really help English language learners in the elementary grades.
After reviewing the research, the What Works Clearninghouse recommends that in tier 1 of Response To Intervention, schools provide differentiated reading instruction for all students based on assessments of students’ current reading levels.
The What Works Clearninghouse reviewed the research available about using Response To Intervention to help primary grade students overcome reading struggles. WWC’s recommendation for tier 2 of RTI is to provide intensive, systematic instruction on up to three foundational reading skills in small groups to students.
After reviewing the research, the What Works Clearninghouse recommends that students in tier 2 of RTI be monitored at least monthly, and use this data to determine if and how primary grade students may need additional reading instructional support.
After reviewing the research, the What Works Clearninghouse recommends that in tier 3 of Response To Intervention, schools provide provide intensive instruction on a daily basis that promotes the development of the various components of reading proficiency to students who show minimal progress after reasonable time. It also provides some specific features that should be considered in carrying out this recommendation.
According to research, the Education Department’s What Works Clearinghouse finds that the first step in using Response To Intervention to help early elementary-aged students learn to read is to screen all students and regularly monitor students who are at elevated risk of reading problems.
Early identification is crucial when it comes to helping children who are having trouble learning to read. This seminal article by Joseph Torgesen explains the assessment process and reviews the more commonly used assessment tools.
This is a checklist to help educators carry out the five recommendations made in the What Works Clearninghouse report “Assisting Students Struggling with Reading: Response to Intervention (RTI) and Multi-Tier Intervention in the Primary Grades.”
From annual goals to special education services, there are certain categories of information required by law to be included in a student’s Individualized Education Plan (IEP). Learn what these categories are in this overview of the content of IEP’s.
The earliest clues involve mostly spoken language. The very first clue to a language (and reading) problem may be delayed language. Once the child begins to speak, look for difficulties with rhyming, phonemic awareness, and the ability to read common one-syllable words.
The specific signs of dyslexia, both weaknesses and strengths, vary widely. Problems with oral language, decoding, fluency, spelling, and handwriting are addressed, as well as strengths in higher order thinking skills.
Three patterns of reading difficulties are common. This article explains how recognizing these three patterns can provide a valuable starting point for planning reading instruction and interventions.
Learn more about social communication problems in young children, how delays in social communication skills can be the earliest signs of autism spectrum disorder (ASD), and what early intervention looks like.
Use Curriculum-Based Measurement to make sure students are on track for academic success by charting their trajectory of improvement all the way through the school year. CBM calculates rate of improvement during the first month of school and determines how much a student will need to improve each month to reach benchmark goals.
Learn more about where to find help if you suspect that your child may have a developmental delay. A developmental evaluation will be used to decide if your child needs early intervention services and/or a treatment plan specifically tailored to meet a child’s individual needs.
While some young writers may struggle with traditional literacy, tapping into new literacies like digital storytelling may boost motivation and scaffold understanding of traditional literacies. Three types of struggling writers are introduced followed by descriptions of ways digital storytelling can support their development.
