CEC | Learning Disabilities

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Learning Disabilities

Individuals with LD generally have average or above average intelligence, yet they often do not achieve at the same academic level as their peers. Weaker academic achievement, particularly in reading, written language, and math, is perhaps the most fundamental characteristic of LD. Significant deficits often exist in memory, metacognition, and social skills as well.

Reading

Individuals who have LD in reading have difficulties decoding or recognizing words (e.g., letter/sound omissions, insertions, substitutions, reversals) or comprehending them (e.g., recalling or discerning basic facts, main ideas, sequences, or themes). They also may lose their places while reading or reading in a choppy manner.

Another term used for reading disabilities is dyslexia. Dyslexia is best understood as a type of reading disability. During early childhood, children with dyslexia have difficulties learning spoken language. Later they have trouble decoding and spelling words and, consequently, are likely to experience comprehension problems also. A reading disability affects every aspect of an individual's life, from the early years of school when children learn to read, to later years when students are expected to read in order to learn specific content, and into the community, home, and workplace where every person needs to acquire and understand written information.

Written Language

For students with LD, problems in written language can occur in handwriting, spelling, sentence structure, vocabulary usage, volume of information produced, and organization of written ideas. Many students with LD in reading also have difficulty writing, since both areas are language-based.

Math

Poor math achievement may appear in difficulties differentiating numbers and copying shapes, recalling math facts, writing numbers legibly or in small spaces, and relating math terms to meaning. Other weak areas may include abstract reasoning and metacognition, including identifying, using, and monitoring the use of algorithms to solve math problems.

Memory

Some people with LD have weaknesses in working memory. They have difficulty processing information so that it can be stored in long-term memory. Difficulties in working memory can lead to difficulties in long-term memory when a person needs to search for and retrieve knowledge.

Metacognition

Individuals with LD may have deficits in metacognition, the awareness of how one thinks and the monitoring of one's thinking. Many individuals with LD do not know many effective cognitive strategies for acquiring, processing, storing, and demonstrating understanding of information.

Social and Behavioral Characteristics

Students with LD may demonstrate social or behavioral challenges. Some exhibit fewer socially acceptable behaviors than peers, are unable to predict consequences for behaviors, misinterpret social cues, or are less likely to adapt their behavior to different social situations. Coupled with academic weaknesses, this experience can lead to lowered self-perceptions of competence or worth. Others who have LD have difficulty sitting at a desk for long periods to attend to tasks and may develop social or behavioral problems in response to their frustration with learning tasks.

Prevalence

More than 50 percent of the students receiving special education services in the United States have LD. The number of students identified as having LD and receiving special education services has more than doubled since the original passage of IDEA in 1975. Some educators estimate that between 5 and 10 percent of children between ages 6 and 17 have LD.

Program Options

Most students with LD receive the majority of their education in the general education classroom. However, a continuum of school services should be available to meet each individual student's needs. Support in the general education classroom can exist in the form of a special educator co-teaching with or serving as a consultant to the general educator. Students may also receive services in a resource room or a special classroom. In addition, special schools are available for students whose needs cannot be met in the regular school. The Individualized Education Program team determines where a student with learning disabilities will receive special education services.

This publication is a product of the ERIC Clearinghouse on Disabilities and Gifted Education. ERIC Digests are in the public domain and may be freely reproduced and disseminated, but please acknowledge your source. This publication was prepared with funding from the Office of Educational Research and Improvement, U.S. Department of Education, under contract no. ED-99-CO-0026. The opinions expressed in this report do not necessarily reflect the positions or policies of OERI or the Department of Education.

Perspectives: Creating Opportunities for Intensive Intervention for Students With Learning Disabilities Restricted

NASDSE’s Project Forum Publishes Update on NIMAS State Implementation
This document analyzes new survey findings from 49 state National Instructional Materials Accessibility Standard (NIMAS) coordinators. The purpose of this standard is to ensure that students with print disabilities have access to the general education curriculum through specially adapted print materials.

Best Friendships of Students With and Without Learning Disabilities Across Late Elementary School Restricted

Friendships from fourth to sixth grade for students with and without learning disabilities are compared. Aspects examined include proportion of friends that have learning disabilities as well as presence, number, and stability of relationships.

Assessing the Transition-Related Strengths and Needs of Adolescents With High-Incidence Disabilities Restricted

This study examined the extent to which teachers, parents, and youth with emotional and/or behavioral disorders or learning disabilities aligned in their assessments of students’ transition-related strengths and needs across nine planning domains.

Effects of a Bundled Accommodations Package on High-Stakes Testing for Middle School Students With Reading Disabilities Restricted

A bundled accommodations package increased the pass rate of middle school students with word reading disabilities on a high-stakes reading test, but less robustly than in a previous study of Grade 3 students.

Repeated Reading Interventions for Students with Learning Disabilities: Status of the Evidence Restricted

Reviewers evaluated studies on repeated reading as an approach for improving reading fluency for students with or at risk for learning disabilities and determined that the intervention is not supported currently as an evidence-based practice.

Teaching Writing to At-Risk Students: The Quality of Evidence for Self-Regulated Strategy Development Restricted

The authors found that self-regulated strategy development was an evidence-based practice for students with and at risk for learning disabilities on the basis of both single-subject and group experimental research.

New Strategies to Help Diverse Students Succeed
English-language learners (ELLs), the fastest-growing segment in American schools, are often overrepresented in special education. The key to preventing misdiagnosis is to better understand second-language acquisition and develop culturally sensitive teaching and assessment practices.

Estimating Reading Growth With Intermittent CBM Progress Monitoring Restricted

This study compared reading growth of students with learning disabilities on CBM assessments taken weekly, every 2 weeks, every 3 weeks, every 4 weeks, and every 9 weeks to an estimate of “true slope.”

Use Digital Storytelling to Improve Your Students’ Writing Skills
Digital storytelling encourages students with learning disabilities to write by allowing them to create their stories in an oral format.

Similarities and Differences of Students Who Don’t Respond to Research-Based Interventions
To successfully implement Response to Intervention (RTI), schools must employ a continuum of systematic, coordinated, evidence-based practices targeted to student needs. Here are some preliminary findings based on analysis of a group of non-responsive students to discern relevant similarities and differences among them.

Fictional Characters With Dyslexia: What Are We Seeing in Books? Restricted

This article discusses books containing a school-age character with dyslexia, including the identification of the character’s dyslexia, any instructional methodology implemented, self-concept of the character, and the portrayal of the teachers.

Instructional Support Teams Help Sustain Responsive Instruction Frameworks
The Instructional Support Team model, evolving in Virginia, provides structure and training to support the creation of an integrated (protocol and problem solving) approach to Response to Intervention. This systematic problem solving approach uses a consultation Case Manager model.

Survey Shows Response to Intervention Use Widespread
There is strong and rapid support for Response to Intervention (RTI), according to a recent survey by CEC’s Council of Administrators of Special Education (CASE) and Spectrum K12.

Improving Executive Function Skills—An Innovative Strategy that May Enhance Learning for All Children
While children who have learning disabilities, autism, ADHD, traumatic brain injury, and conduct disorder often have difficulties with executive function, more children without disabilities are exhibiting EF problems as well.

RTI Summit Delves into Implementation, Current and Future Issues
Education professionals convened at the Summit on Response to Intervention, developed a plan to implement or improve RTI in their respective states, and attended sessions to learn about RTI implementation. Highlights of the session follow.

Piggybacking: A strategy to increase Participation in Classroom Discussion by Students With Learning Disabilities Restricted

Book Club, a literature-based literacy curriculum, emphasizes student-led discussion as a central feature in developing literacy and thinking skills of students

Position on Response to Intervention FINAL

Repeated Reading Versus Continuous Reading: Influences on Reading Fluency and Comprehension Restricted

In this research we evaluated two methods to improve the reading fluency of struggling readers.

Eamining Individual and Ecological Predictors of the Self-Determination of Students With Disabilities Restricted

This article examines the impact of multiple individual and ecological factors on the self-determination of students with learning disabilities, mild and moderate mental retardation, and other health impairments.

Road To Success: Helping Young Adults With Learning Disabilities Plan And Prepare For Employment Restricted

Road to Success is an innovative curricular offering for adolescents with learning disabilities (LD) as they transitionfrom school to employment of post-secondary educational settings.

CEC Tackles Response to Intervention at the 2007 Convention & Expo
While many of the same concerns and issues were brought to the floor at both the RA and the Town Meeting, participants expressed a wide range of views and experience with Response to Intervention.

Response to Intervention: 1997 to 2007 Restricted

There is a basic framework of RTI emerging in research and practice that is common to the most prevalent models.

A New Paradigm: Response to Intervention Restricted

This special issue on Response to Intervention (RTI) is both timely and premature.

Dynamic Assessment as Responsiveness to Intervention: A Scripted Protocol to Identify Young At-Risk Readers Restricted

The essence of RTI as a method of disability identification is that instructionbecomes the “test”.

Secondary Interventions in Reading: Providing Additional Instruction for Students At Risk Restricted

This article will focus on secondary prevention within a three-tiered system, where as many as 20% to 30% of students will require supplemental intervention.

Tertiary Intervention: Using Progress Monitoring With Intensive Services Restricted

The third tier, or tertiary intervention, is the main focus of this article. In this model, tier 3 includes the provision a special education services.

A Model for Implementing Responsiveness to Intervention Restricted

As schools consider implementing RTI, they must make decisions about how to operationalize six components constituting the RTI process.

DLD’s Views on Response to Intervention and Learning Disabilities
Though research-based instruction for all children in the general education curriculum is a component of RTI, the Division for Learning Disabilities is concerned about its implementation and use to identify learning disabilities.

How Variable Are the Interstate Prevalence Rates of Learning Disabilities and Other Special Education Categories? A Longitudinal Comparison Restricted

This study compared interstate variability of prevalence rates for special education categories over 8 years. Learning disabilities was consistently the least variable. Using prevalence variability to criticize identification practices in high incidence categories, especially learning disabilities, is largely unfounded.

Improving Sentence Writing Ability Through Sentence-Combining Practice Restricted

An instructional method called sentence combining is used to teach sentence construction skills to young writers of various ability levels. The sentence construction difficulties of less skilled writers are discussed and the effect sentence combining may have on those skills is explained.

Engaging Older Students With Reading Disabilities: Multimedia Inquiry Projects Supported by Reading Assistive Technology
Multimedia and reading assistive technology combined with the UDL principles of access, presentation, and motivation were used in developing a summer reading clinic project where students created Microsoft PowerPoint 10.0.6 inquiry projects.

Improving the Organizational Skills of Students with Learning and Attention Problems
To help students with learning and attention problems, teachers must teach the “how” and “why” of organization, as well as the process, and provide routine and consistency.

A Primer on the IDEA 2004 Regulations
The new Individuals with Disabilities Education Act (IDEA) 2004 regulations contain changes in several important areas, including methods to identify students with learning disabilities, early intervening services, highly qualified teachers, discipline, and meeting accessibility standards

Early Intervention for Young Children At-Risk for Learning Disabilities
A new system, Recognition and Response, is being developed for young children (ages 3-5) that will help teachers and parents identify young children who may be at-risk for learning disabilities and provide strategies to assist them.

Learning Disabilities
Individuals with LD generally have average or above average intelligence, yet they often do not achieve at the same academic level as their peers. Their weaker academic achievement, particularly in reading, written language, and math, is perhaps the most fundamental characteristic of individuals with LD.

What Research Says About Vacabulary Instruction for Students With Learning Disabilities Restricted

A review of research shows that there are several instructional implications for promoting word knowledge in students with disabilities.

Outcomes for Students with Learning Disabilities in Inclusive and Pullout Programs Restricted

A study investigated the relationship between placement in inclusive (n=36) and pullout (n=22) special education programs and academic and behavior outcomes for students with disabilities. Eighth-graders in inclusive classrooms earned higher grades, achieved higher or comparable standardized test scores, committed no more behavioral infractions, and attended more days of school.

Postsecondary Education for Students With Learning Disabilities: A Synthesis of the Literature Restricted

This article is an analysis and synthesis of 26 published (1985-2000) research reports concerning postsecondary education services for students with learning disabilities. Eleven program factors are examined: definition of learning disability, characteristics of adult learners, institution type, special admission procedures, assessment services, program accommodations, support services, instructional adjustments, instructional and direct staff training, and program evaluation.

Phases of Career Development: Case Studies of Young Women With Learning Disabilities Restricted

The career development process of young women with learning disabilities is investigated through case studies. Individual motivation, family support and advocacy, opportunities, training, and supportive work environments were key elements.

Teaching Social Studies to Students with Learning Disabilities (July 1999)
Teachers in inclusive classrooms regularly face the difficult task of having to modify the curriculum to reach all of their students, many of whom have special needs."

Teaching Science to Students with Disabilities (updated July 2003)
What strategies can be used for teaching science to students with disabilities? "

Teaching Expressive Writing to Students with Learning Disabilities
Instructional approaches for teaching written expression to students with learning disabilities, including ways to teach students how to analyze material learned in the classroom and how to write personal narratives, persuasive essays, and other genres improve the quality of students' written products.

Teaching Decision Making to Students with Learning Disabilities by Promoting Self-Determination
This digest specifically examines how instructional practices to promote self-determination can be used to help students with learning disabilities make effective choices and decisions. "

Teaching College Students with Learning Disabilities
At the college level, issues in educating students with disabilities are often different than those affecting K-12 education. This calls for a more systematic method of accommodating diverse learning needs. This digest presents the issues and offers a practical approach to improving instruction for college students with learning disabilities (LD)."

Students with Disabilities in Correctional Facilities
This digest presents findings on the prevalence of students with disabilities in correctional facilities and the educational and related services offered to them. "

Strengthening the Third "R": Knowing and Doing Math Improve Mathematics Achievement
Researchers are developing approaches that enhance students' math performance by focusing on both the knowing and the doing aspects of mathematics. The following examples show that effective math instruction must address the students' deeper understanding of mathematics."

Strengthening the Third "R": Helping Students with Disabilities Participate in Statewide Math Assessments
Emerging research is shedding light on what practitioners can do to ensure that students with disabilities participate and achieve their potential on state- and district-wide assessments"

Strengthening the Second "R": Instructional Approaches that Improve Written Performance
Researchers are developing approaches that enhance students' performance on written compositions. The following examples show that effective instruction cannot take place in isolation of a strong writing program-it must take place within the context of a rich literacy environment. "

Strengthening the Second "R": Helping Students with Disabilities Participate in Statewide Writing Proficiency Assessments
Many of these large-scale assessments measure achievement in writing. Emerging research is shedding light on what practitioners may do to ensure that students participate and achieve to their potential on such assessments."

Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities
While 20 years ago research on the reading comprehension problems of students with learning disabilities focused on difficulties with decoding text, researchers today view such problems as arising from difficulties across a wide range of language and thinking activities. They recognize that some students have mastered the mechanics of reading but still have comprehension problems."

Selecting A College for Students with Learning Disabilities or Attention Deficit Hyperactivity Disorder (ADHD)
Students with learning disabilities (LD) or attention deficit hyperactivity disorder (ADHD) approach the transition from high school to college with an array of learning strengths and needs."

“RR UU RREEAADDYY??” Helping Students Assess Their Readiness for Postsecondary Education Restricted

This article presents a review of the literature about the transitional needs of students with disabilities to higher education, discusses the challenges these students face, and introduces a questionnaire that addresses these areas of concern.

Woodshop, Technology, and Reading! Restricted

A team of teachers considered the kinds of instructional models that could ensure academic success for students with learning disabilities. One result was a team-teaching model that would enhance learning by integrating reading, writing, and math skills development -- a course combining woodshop and English. Students built a model wooden house for Anne Frank and her family.

What High School Students With Learning Disabilities Need to Know About College Foreign Language Requirements Restricted

This article provides information to secondary school personnel on issues related to postsecondary foreign language study and students with learning disabilities. It also provides perspectives on transition and suggestions for assisting students with learning disabilities and their families.

What Should We Expect of Assistive Technology? Being Sensitive to Family Goals Restricted

This article examines family concerns, goals, and expectations related to students' use of assistive technology. IEP teams must be sensitive to family and cultural issues surrounding the use of assistive technology in the school, home, and community.

What Every Special Educator Should Know About High-Stakes Testing Restricted

This article explains what teachers should know about accommodations, test preparation, test administration, outcomes, and legal and ethical concerns surrounding high-stakes exams. High-stakes testing is becoming a nationwide phenomenon, and special educators must meet the challenges it presents.

Understanding Nonverbal Learning Disorders in Children With Spina Bifida Restricted

This article provides information regarding nonverbal learning disorders (NLD) and NLD specific to children with spina bifida. Discussion includes who should diagnose NLD and the important role of intervention.

Transfiguring It Out: Converting Disengaged Learners to Active Participants Restricted

This article addresses the challenge of disengaged students and provides teacherswith a "transfiguration" model that uses a practical and robust strategy to transform disengaged learners to active participants.

Understanding and Addressing Oppositional and Defiant Classroom Behaviors Restricted

Suggestions are provided for understanding and addressing the difficulties associated with educating students who exhibit oppositional and defiant disorders. These suggestions can be used to support the learning of all students.

The Write Technology Restricted

The classroom integration of Electronic Read Around and online synchronous chats via a local area network improve students' writing.

Teaching Students Math Problem-Solving Through Graphic Representations Restricted

Problem-solving instruction that emphasizes conceptual understanding can help children with learning disabilities master general education math content. Includes the graphic representational technique and how to assess students' problem-solving performance.

Succeeding in Postsecondary Ed Through Self-Advocacy Restricted

College students with disabilities can enhance their success by determining their cognitive strengths and weaknesses and developing a Self-Advocacy Plan, which works as an advanced organizer for guiding discussions with professors

Storytelling: Addressing the Literacy Needs of Diverse Learners Restricted

Storytelling in literacy instruction in the general education classroom can serve as a bridge for diverse literacy needs.

Responding to Students with Nonverbal Learning Disabilities Restricted

Learn how to identify nonverbal learning disabilties and strategies to assist children with nonverbal learning disabilities.

Providing Support for Student Independence Through Scaffolded Instruction Restricted

A special education teacher practiced effective scaffolding and assisted her student with learning disabilities achievie independence.

Promoting Social Skills among Students With Nonverbal Learning Disabilities Restricted

Learn practical classroom strategies and interventions to improve the social-skill deficits frequently exhibited by students with nonverbal learning disabilities.

Postsecondary Options for Students With Significant Disabilities Restricted

This article describes the goals of the On-Campus Outreach program to provide technical assistance to students between the ages of 18 and 21 with significant disabilities in postsecondary settings. The aim is to develop options other than remaining in the public high school.

PROVE-ing What You Know: Using a Learning Strategy in an Inclusive Class Restricted

The PROVE Strategy was helps students identify, explain, and defend what they know in inclusive classrooms.

No More Friday Spelling Tests? An Alternative Spelling Assessment for Students with Learning Disabilities Restricted

Learning to spell is a complex cognitive and linguistic process rather than one of rote memorization. A spelling rubric can measure the student's ability to find misspelled words, correct them, and use an appropriate spelling strategy.

Navigating the College Transition Maze: A Guide for Students With Learning Disabilities Restricted

The transition from high school to college can be confusing and overwhelming for students with learning disabilities (LD), their families, and the secondary-level professionals who assist them. Some of the most common questions and misconceptions related to transition and LD services at the postsecondary level are explained.

Self-Determination and the Education of Students with Disabilities
Students with disabilities who are self-determined are more likely to succeed as adults, and efforts to build self-determination skills are integrated into the practices of schools that provide high-quality transition programs. However, promoting self-determination should not begin in high school. Students in elementary and middle school need to receive such instruction as well.

Nonverbal Learning Disability: How to Recognize It and Minimize Its Effects
This digest provides an overview of Nonverbal Learning Disability and principles for designing and implementing instructional interventions to address its effects."

Teaching Strategies for Twice Exceptional Students

The Warning Signs of Learning Disabilities
Learning disabilities are presumed to arise from dysfunctions in the brain. Individuals with learning disabilities have significant difficulties in perceiving information (input), in processing and remembering information (integration) and/or in expressing information (output). Outward manifestations of any of these difficulties serve as indicators-or warning signs-of a learning disability "

Peer-Assisted Learning Strategies for English Language Learners With Learning Disabilities Restricted

This study assessed the effects of Peer-Assisted Learning Strategies for 132 native Spanish-speaking English language learners, some with learning disabilities. The authors conclude that PALS improves the reading comprehension of students.

Social Support in Inclusive Schools: Student and Teacher Perspectives Restricted

Thirty students with learning disabilities (LD) in inclusive third- to fifth-grade classrooms and 60 educators were interviewed regarding social support in school. While students with LD felt part of a social network, many reported loneliness. Results indicate a discrepancy between students' and teachers' choices of preferred social support strategies.

Sociocultural Context Effects on Teachers' Readiness to Refer for Learning Disabilities Restricted

Special education referrals are influened by many variables, including teachers' perception of a learning disability, educational level, grade level, instructional practices, and prereferral intervention models. Results of a study show that teacher training programs can help raise awareness and ability to accurately detect learning difficulties in students.

How Does One Identify the Learning Disabled Gifted?
It is difficult to describe or list typical characteristics of learning disabled gifted people because there are so many types of giftedness and so many possible learning disabilities.

Helping Students with Disabilities Succeed in State and District Writing
This digest presents findings on the prevalence of students with disabilities in correctional facilities and the educational and related services offered to them. "

Interventions for Students with Dyslexia (updated April 2000)
What are academic interventions for children and adults with dyslexia?"

Improving Family Involvement in Special Education: Opportunities and Solutions for Improving Family Involvement
Researchers are developing approaches that enhance families' abilities to contribute to their children's learning in the home and community. They also are identifying barriers to full family participation and suggesting solutions."

Dual Exceptionalities
Gifted students with disabling conditions remain a major group of underserved and understimulated youth. For these children to reach their potential, it is imperative that their intellectual strengths be recognized and nurtured, at the same time as their disability is accommodated appropriately.

Homework Practices that Support Students with Disabilities: What Have We Learned about Homework and Students with Disabilities
This section shows how practitioners and families can ensure that homework is effective."

Gifted Children with Attention Deficit Hyperactivity Disorder (ADHD)
In what ways are gifted ADHD children different from gifted children without the disorder and from other ADHD children? Does the emerging research suggest any differences in intervention or support?

Gifted But Learning Disabled: A Puzzling Paradox
Some students are both learning disabled and gifted. Identifying and serving these students offer challenges.

Foreign language requirements (updated January 2003)
Should students with learning disabilities be exempt from foreign language requirements? What are some factors to be considered, and is there any research on teaching strategies?"

GT-LD Test (updated December 2003)
This file includes information about the use of the Wechsler Intelligence Scale for Children (WISC) to identify learning disabilities in gifted students.

Art Activities for Children with Disabilities (December 2003)
How can art activities be structured for students with disabilities?

Action Research in the Classroom: Assisting a Linguistically Different Learner With Special Needs Restricted

This article follows a 10-year old boy with learning disabilities and English as a second language (ESL) as his teacher participates in an action research project to find ways to enhance his learning. Strategies for working with students with ESL are included.

Chocolate Chip Cookies and Rubrics: Helping Students Understand Rubrics in Inclusive Settings Restricted

As special education students become more involved in high-stakes assessment, teachers need to be aware of how rubrics can help their students understand a given task. This article can help you familiarize your students with the terminology and the use of rubrics.

E-Pal Writing! Restricted

An e-mail penpal correspondence project positively affect on the writing skills of students with and without disabilities.

Developing Concept of Word: The Work of Emergent Readers Restricted

Concept of word has been demonstrated as a pivotal event in learning to read. Activities to help students achieve concept of word are described, including environmental print, picture-word matching, repeated reading of predictable and leveled texts, language experience stories, and scaffolded writing.

Emerging Reading and Writing Strategies Using Technology Restricted

Internet-based reading and writing resources and multimedia can enhance instruction.Learn the literacy needs of students with disabiltiies and how to Web resources to meet those needs.

Consistent, Coherent, Creative: The 3 C’s of Graphic Organizers Restricted

To be effective, especially for students with special learning needs, graphic organizers must be used coherently, consistently, and creatively. This article focuses on these principles and provides examples of how common graphic organizers can be used in inclusive classrooms.

Evaluating the Suitability of Phonological Awareness Programs for Children Who Are at Risk Restricted

This article shows how an understanding of phonological awareness can help teachers improve the reading skills of their students—particularly those at risk of failure. Students at risk for reading disabilities can benefit from effective instruction in phonological awareness.

Getting Together in College: An Inclusion Program for Young Adults With Disabilities Restricted

Social isolation continues to be a concern for young adults with developmental disabilities. Social relationships often precede social acceptance. This article describes a university-based inclusion program to encourage social relationships between students with and without disabilities.

Group Intervention: Improving Social Skills of Adolescents With Learning Disabilities Restricted

One Israeli middle school developed a social skills intervention program as part of the general support framework that was offered to students with learning disabilities. Read about the program, its results, and their implications.

Modifying “Jeopardy!” Games to Benefit All Students Restricted

With some simple modifications to the “Jeopardy!” game, many pupils, including those with learning disabilities, can benefit. This article describes strategies teachers can use to ensure inclusion of all students in this fun, instructional game.

Levels of Awareness: A Closer Look at Communication between Parents and Professionals Restricted

This article can help professionals and parents learn and grow as they work together for the children in their charge. Communication is part of the answer. This article discusses an alternative way to help families adjust to and provid for a child with a disability.

Keywords Make the Difference! Mnemonic Instruction in Inclusive Classrooms Restricted

This article presents the perspective of a special education teacher who introduced and evaluated the keyword method of instruction in inclusive classrooms. The keyword method improves learning and retention of verbal material by students with learning disabilities.

Laying the Foundation for Self-Advocacy: Fourth Graders With Learning Disabilities Invite Their Peers into the Resource Room Restricted

To become effective self-advocates, students with learning disabilities need to develop self-awareness skills and acquire knowledge about LD. The article describes a workshop in disability awareness for general and special education students.

Listening to Students About Learning Differences Restricted

The author discusses the definitions of learning and learning differences and relays the perspectives of three sets of students on their experiences of the policies and practices that educators put into place. By listening to the students and incorporating their ideas, a wider definition of learning emerges.

Disproportionate Representation of Minority Students in Special Education: Academic, Demographic, and Economic Predictors Restricted

This study examined prediction of representation of students from various minority groups using district-level academic, demographic, and economic variables. Results of this study do not indicate that achievement differences cause disproportionate representation, rather they only indicate that the two are related.

Academic and Participation Profiles of School-Age Dropouts With and Without Disabilities Restricted

Young adults (N=277) with and without learning disabilities or emotional or behavioral disorders were interviewed regarding their school and post-drop out experiences. Findings indicate that factors such as disability status, when individuals drop out, and self-perspectives influence education participation. Strategies for helping students who drop out are discussed.

Autism
Autism is a complex developmental disability that typically appears during the first three years of life. . Autism impacts the normal development of the brain in the areas of social interaction and communications skills. "

Academic Interventions for Children with Dyslexia Who Have Phonological Core Deficits
Current research indicates that the vast majority of children with dyslexia have phonological core deficits. The severity of the phonological deficits varies across individuals, and children with these deficits have been shown to make significantly less progress in basic word reading skills compared to children with equivalent IQs.

Asperger Syndrome (updated July 2002)
Asperger syndrome (AS) is a neurobiological disorder, which most researchers feel falls at the 'high end' of the autistic spectrum. Individuals with Asperger syndrome can have symptoms ranging from mild to severe."

Beginning Reading And Phonological Awareness for Students with Learning Disabilities
Key to the process of learning to read is a child's ability to identify the different sounds that make words and to associate these sounds with written words. That is known as phonological awareness.

Educating Children Who Are Deaf or Hard of Hearing:English-Based Sign Systems
English-based sign systems were developed by educators. These systems adopted much of the vocabulary of ASL but added grammatical features of English such as articles (a, an, the), verb endings (-s, -ing, -ed, -en), and other markers of English.

Adults with Attention Deficit Hyperactivity Disorder (ADHD)
This digest presents findings on the prevalence of students with disabilities in correctional facilities and the educational and related services offered to them. "

Meet Catherine Kelly's Students - Media Stars One and All
Disney award-winner Catherine Kelly's students with disabilities are media stars, starring in their own newscasts and movies they make themselves.

Gail Kreher Teaches that Success Is Very, Very Cool!
Special education teacher Gail Kreher, who teachers English to students with moderate disabilities, prepares her students for college using unique and innovative teaching methods

Auditory Processing Disorders: An Overview
Children who have difficulty using information they hear may have central auditory processing disorder (CAPD). These children can hear information but have difficulty attending to, storing, locating, retrieving, and/or clarifying that information to make it useful for academic and social purposes. This can have a negative impact on both language acquisition and academic performance. "

Assistive Technology for Students with Mild Disabilities: Update 2002
This digest presents findings on the prevalence of students with disabilities in correctional facilities and the educational and related services offered to them. "

Auditory Processing (CAPD) (updated April 2000)
Do you have any information on central auditory processing disorders (CAPD)?

Critical Social Skills for Adolescents With High Incidence Disabilities: Parental Perspectives Restricted

Parent perspectives regarding social skills that children with high-incidence disabilities need to learn in school settings was collected. Results indicate that parents believe schools are not teaching critical skills.

Action Research: Decreasing Acting-Out Behavior and Increasing Learning Restricted

An action research project helped one student with learning disabilities increase his positive behavior and be more successful socially, behaviorally, and cognitively. Four steps to better behavior are described.

How Speech-Feedback and Word-Prediction Software Can Help Students Write Restricted

A student with learning disabilities improves written expression using word prediction and speech feedback software during journal writing.