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The purpose of the study was to help teachers understand the importance of using the Lattice Method in teaching multiplication with whole numbers and decimals to students with learning disabilities. The common errors made by learning disabled students in multiplication with whole numbers were analyzed. In the study, students with learning disabilities were able to do multiplication by the traditional way only with 15% accuracy, but they skillfully used the Lattice Method to multiply more than 2 digit numbers with more than 97% accuracy. Special education teachers who used the method to teach their students multiplication with whole numbers and decimals achieved great success in their classes. The method ensured that students with learning disabilities avoided misplacing place value and other errors in multiplying algorithms. Proper instructions greatly reduced the repetition of student errors in multiplication. It was also found that students were not able to multiply two or three digits in the traditional way, but they were able to multiply two or more digits with the Lattice Method in accuracy ranging from 90% to 100%. In addition, the method was used to teach decimal multiplication to students with learning disabilities very effectively. Overall, statistically significant differences between the two tests were found on the pre-test (significant at the 0.01 level) and the post-test (significant at the 0.05 level) on the basis of the formula of Chi-square. Students obtained much higher scores in the test with the Lattice Method than with the traditional way of multiplication. Above all, this method improved self-esteem and self-confidence in the students. (YDS)

The purpose of the study was to help teachers understand the importance of using the Lattice Method in teaching multiplication with whole numbers and decimals to students with learning disabilities. The common errors made by learning disabled students in multiplication with whole numbers were analyzed. In the study, students with learning disabilities were able to do multiplication by the traditional way only with 15% accuracy, but they skillfully used the Lattice Method to multiply more than 2 digit numbers with more than 97% accuracy. Special education teachers who used the method to teach their students multiplication with whole numbers and decimals achieved great success in their classes. The method ensured that students with learning disabilities avoided misplacing place value and other errors in multiplying algorithms. Proper instructions greatly reduced the repetition of student errors in multiplication. It was also found that students were not able to multiply two or three digits in the traditional way, but they were able to multiply two or more digits with the Lattice Method in accuracy ranging from 90% to 100%. In addition, the method was used to teach decimal multiplication to students with learning disabilities very effectively. Overall, statistically significant differences between the two tests were found on the pre-test (significant at the 0.01 level) and the post-test (significant at the 0.05 level) on the basis of the formula of Chi-square. Students obtained much higher scores in the test with the Lattice Method than with the traditional way of multiplication. Above all, this method improved self-esteem and self-confidence in the students. (YDS)

The purpose of this study was to review and synthesize available literature to draw a comprehensive picture of what is necessary to teach mathematics to students with learning disabilities. A systematic search was conducted through 5 computerized databases (Academic Search Complete, ERIC, Education Research Complete, and Primary Search) The descriptors used were "teaching mathematics to students with learning disabilities", and "effective mathematics instruction and learning disabilities". Only documents that were available in full text from the databases were included. The next step in the selection process involved a search through the reference list of the obtained articles. This review of literature found that there are four important factors in determining success in mathematics for students with learning disabilities (LD). They are: teacher training, teacher attitudes/perceptions, use of effective strategies, use of assistive technologies, and the application of an effective curriculum. Studies indicated that teachers are inadequately prepared to teach students with learning disabilities, especially in math. The use of effective strategies is especially important to students with LD. Use of strategies is even more important than using drill and practice and mediated instruction strategies. The curriculum's that most students with LD are exposed to are ineffective because little emphasis is put on the everyday application of mathematics in their lives. A comprehensive approach that addresses teacher deficiencies and closes the gap between research and practice is necessary to address the problems faced by students with LD. Well trained teachers will have the knowledge and skills to employ effective strategies, use assistive technologies, and have positive attitudes towards their students. The implementation of an effective mathematics curriculum that is relevant to students' lives and emphasizes problem solving will help students with learning disabilities acquire the mathematics skills necessary for them to be successful.

This brief, co-produced by the National Center on Deaf-Blindness (NCDB) and Accessible Teaching, Learning, and Assessment Systems (ATLAS), provides important information about students with dual sensory loss who also have significant cognitive disabilities, as well as recommendations for identification and implications for instruction. The information is drawn from a more extensive report titled "Students with Significant Cognitive Disabilities and Dual Sensory Loss" [ED627671].

This brief paper summarizes research on effective instruction in writing for students with learning disabilities. It finds that three components stand out as methods that reliably and consistently lead to improved outcomes in teaching expressive writing to these students. These components are: (1) adhering to a basic framework of planning, writing, and revision; (2) explicitly teaching critical steps in the writing process; and (3) providing feedback guided by the information explicitly taught. The paper also notes two specific teaching methodologies that incorporate these three principles: first, Self-Regulated Strategy Development, which involves self-directed prompts, and second, Cognitive Strategy Instruction in Writing, which focuses on pre-writing strategies. Emerging issues in writing instruction are identified, including the mechanics versus the content of writing, dictation as a means of eliminating mechanical difficulties of expressive writing, and transfer of writing skills and related strategies to other subject-matter areas. (Contains 10 references.) (DB)

This article reports on action research that took place in one section of a college general education mathematics course in which all three students who were enrolled had diagnosed learning disabilities related to mathematics. The project emerged in response to a question about performance in a mathematics course in which making sense of mathematics would be a primary focus, explaining one's work would be expected, and discourse among members would be a routine occurrence. Implications for teaching similar courses to students who have a mathematics-related learning disability are discussed.

This brief paper reviews the literature and provides guidelines on how instructional practices to promote self-determination can be used to help students with learning disabilities make effective choices and decisions. Self-determination is linked to making good choices through five steps: know yourself; value yourself; plan; act; and experience outcomes and learn. Specific barriers faced by students with learning disabilities in learning to make effective choices and decisions include not acknowledging the disability; lack of self-understanding; learned helplessness and self-deprecating attributions; inappropriate or ineffective socialization skills; and difficulty in executive functioning skills. Discussion of curriculum suggests infusing instruction in making effective choices and decisions into school counseling programs, regular and special academic classes, career preparation classes, and extra-curricular activities. Nine factors that support self-determination instruction are listed such as partnerships among students, parents, and professionals in decision-making; opportunities for making choices; encouragement in taking appropriate risks; supportive relationships; accommodations and supports for unique student learning needs; and predictable consequences for actions. Other suggestions include teaching students to use a mnemonic device to remember choice and decision-making steps and using specific instructional programs to teach component skills of choice and decision making through self-determination. (Contains 10 references.) (DB)

In this case study, I have examined teachers' use of co-teaching models to support students with learning disabilities in an inclusive elementary classroom. Co-teachers progressed from the developmental stage of collegial growth to the compromising stage (Gately & Gately, 2001), but struggled to achieve the third stage of collaboration. Teachers used several methods to support students' literacy: explicit prompt sheets, scaffolded mini-lessons, and interactional inclusion. Classroom structures and helping routines played key roles in maintaining teachers' availability to exceptional learners. The students with learning disabilities protected their social status in the classroom, a key factor in their decision to accept teachers' help. (Contains 3 notes.)

In this case study, I have examined teachers' use of co-teaching models to support students with learning disabilities in an inclusive elementary classroom. Co-teachers progressed from the developmental stage of collegial growth to the compromising stage (Gately & Gately, 2001), but struggled to achieve the third stage of collaboration. Teachers used several methods to support students' literacy: explicit prompt sheets, scaffolded mini-lessons, and interactional inclusion. Classroom structures and helping routines played key roles in maintaining teachers' availability to exceptional learners. The students with learning disabilities protected their social status in the classroom, a key factor in their decision to accept teachers' help. (Contains 3 notes.)

In this case study, I have examined teachers' use of co-teaching models to support students with learning disabilities in an inclusive elementary classroom. Co-teachers progressed from the developmental stage of collegial growth to the compromising stage (Gately & Gately, 2001), but struggled to achieve the third stage of collaboration. Teachers used several methods to support students' literacy: explicit prompt sheets, scaffolded mini-lessons, and interactional inclusion. Classroom structures and helping routines played key roles in maintaining teachers' availability to exceptional learners. The students with learning disabilities protected their social status in the classroom, a key factor in their decision to accept teachers' help. (Contains 3 notes.)

This handbook was developed as one of the objectives of a 3-year federally-funded model project to teach remedial mathematics to community college students with learning disabilities (LD). The underlying theme of this document is to provide a comprehensive plan to assist faculty, tutors, learning center personnel and others engaged in the effort to make basic concepts of arithmetic and algebra comprehension for learning disabled students. The handbook includes: (1) a description of the course for which this curriculum was designed including learning objectives; (2) faculty training materials including, a survey of faculty knowledge and attitudes regarding LD students, a list of the effects of learning disabilities, suggested teaching strategies and course requirement adjustments, sample problems which include task analyses which enumerate the concepts, skills, and strategies involved in each problem, and a discussion of the problems and strategies associated with testing LD students; (3) tutor training materials which include an agenda, suggested teaching methods, and evaluations of the student by the tutor and of the tutor by the student; (4) student workshop materials; (5) computer software listings and evaluation sheets; (6) videotape listings and evaluation sheets; and (7) evaluation checklists. Appendices include a list of 43 references, a list of selected information resources, and descriptions of project materials. (CW)

This article reviews 24 years of research focused on science education for students with learning and other disabilities. Our results are based on 53 articles from 2 relevant databases. We hereby present and discuss the results of the most popular topics investigated, which include: constructivism, exploratory learning, hands-on activities, cross-curricular projects, multiple means of representation, cognitive and social skills, group and peer learning, coursebooks, reading strategies, readability and students' assessment. Our results suggest that topics like teacher education, teacher/researcher co-operation, education policy, school administration and curriculum structure are scatteredly investigated. These experimental approaches and interventions may provide insight into teacher training in higher education and can explain controversial concepts regarding the question of "full inclusion, selective inclusion or excellency."

An impediment to teaching that occurs with many students who have severe disabilities is problem behavior during teaching sessions. This paper describes "preference-based teaching", a recently developed means of reducing problem behavior by making teaching programs enjoyable for students. Preference-based teaching begins with actions taken prior to beginning teaching sessions to set the occasion for an enjoyable student experience. A step-wise process subsequently is used to incorporate student preferences within the teaching process. Brief, preferred activities are conducted immediately before initiating a teaching session to enhance student responsiveness to the teacher. Preferred activities are then built into the instructional process (e.g., interspersing easy instructional tasks or brief breaks), and each teaching session is followed by a highly preferred student activity. Results of applied research have supported the efficacy and practicality of enhancing student enjoyment through preference-based teaching, resulting in benefits for both student and teacher.

An impediment to teaching that occurs with many students who have severe disabilities is problem behavior during teaching sessions. This paper describes "preference-based teaching", a recently developed means of reducing problem behavior by making teaching programs enjoyable for students. Preference-based teaching begins with actions taken prior to beginning teaching sessions to set the occasion for an enjoyable student experience. A step-wise process subsequently is used to incorporate student preferences within the teaching process. Brief, preferred activities are conducted immediately before initiating a teaching session to enhance student responsiveness to the teacher. Preferred activities are then built into the instructional process (e.g., interspersing easy instructional tasks or brief breaks), and each teaching session is followed by a highly preferred student activity. Results of applied research have supported the efficacy and practicality of enhancing student enjoyment through preference-based teaching, resulting in benefits for both student and teacher.

An impediment to teaching that occurs with many students who have severe disabilities is problem behavior during teaching sessions. This paper describes "preference-based teaching", a recently developed means of reducing problem behavior by making teaching programs enjoyable for students. Preference-based teaching begins with actions taken prior to beginning teaching sessions to set the occasion for an enjoyable student experience. A step-wise process subsequently is used to incorporate student preferences within the teaching process. Brief, preferred activities are conducted immediately before initiating a teaching session to enhance student responsiveness to the teacher. Preferred activities are then built into the instructional process (e.g., interspersing easy instructional tasks or brief breaks), and each teaching session is followed by a highly preferred student activity. Results of applied research have supported the efficacy and practicality of enhancing student enjoyment through preference-based teaching, resulting in benefits for both student and teacher.

An impediment to teaching that occurs with many students who have severe disabilities is problem behavior during teaching sessions. This paper describes "preference-based teaching", a recently developed means of reducing problem behavior by making teaching programs enjoyable for students. Preference-based teaching begins with actions taken prior to beginning teaching sessions to set the occasion for an enjoyable student experience. A step-wise process subsequently is used to incorporate student preferences within the teaching process. Brief, preferred activities are conducted immediately before initiating a teaching session to enhance student responsiveness to the teacher. Preferred activities are then built into the instructional process (e.g., interspersing easy instructional tasks or brief breaks), and each teaching session is followed by a highly preferred student activity. Results of applied research have supported the efficacy and practicality of enhancing student enjoyment through preference-based teaching, resulting in benefits for both student and teacher.

An impediment to teaching that occurs with many students who have severe disabilities is problem behavior during teaching sessions. This paper describes "preference-based teaching", a recently developed means of reducing problem behavior by making teaching programs enjoyable for students. Preference-based teaching begins with actions taken prior to beginning teaching sessions to set the occasion for an enjoyable student experience. A step-wise process subsequently is used to incorporate student preferences within the teaching process. Brief, preferred activities are conducted immediately before initiating a teaching session to enhance student responsiveness to the teacher. Preferred activities are then built into the instructional process (e.g., interspersing easy instructional tasks or brief breaks), and each teaching session is followed by a highly preferred student activity. Results of applied research have supported the efficacy and practicality of enhancing student enjoyment through preference-based teaching, resulting in benefits for both student and teacher.

An impediment to teaching that occurs with many students who have severe disabilities is problem behavior during teaching sessions. This paper describes "preference-based teaching", a recently developed means of reducing problem behavior by making teaching programs enjoyable for students. Preference-based teaching begins with actions taken prior to beginning teaching sessions to set the occasion for an enjoyable student experience. A step-wise process subsequently is used to incorporate student preferences within the teaching process. Brief, preferred activities are conducted immediately before initiating a teaching session to enhance student responsiveness to the teacher. Preferred activities are then built into the instructional process (e.g., interspersing easy instructional tasks or brief breaks), and each teaching session is followed by a highly preferred student activity. Results of applied research have supported the efficacy and practicality of enhancing student enjoyment through preference-based teaching, resulting in benefits for both student and teacher.

The purpose of this study was to examine the effects of inquiry-based science instruction for five elementary students with learning disabilities (LD). Students participated in a series of inquiry-based activities targeting conceptual and application-based understanding of simple electric circuits, conductors and insulators, parallel circuits, and electricity and magnetism. Students' conceptual understanding of these concepts was measured through a test designed by the investigators. The students' attitudes towards science were measured through scientific attitudes inventory (SAI-II). The results indicated that all students acquired the science content covered during the intervention and maintained their performance six weeks later. In addition, students improved their attitudes towards science. Our discussion focuses on the ways in which we can make science learning accessible to students with learning disabilities by making changes in curriculum, instruction and assessment. (Contains 4 tables and 5 figures.)

The purpose of this study was to examine the effects of inquiry-based science instruction for five elementary students with learning disabilities (LD). Students participated in a series of inquiry-based activities targeting conceptual and application-based understanding of simple electric circuits, conductors and insulators, parallel circuits, and electricity and magnetism. Students' conceptual understanding of these concepts was measured through a test designed by the investigators. The students' attitudes towards science were measured through scientific attitudes inventory (SAI-II). The results indicated that all students acquired the science content covered during the intervention and maintained their performance six weeks later. In addition, students improved their attitudes towards science. Our discussion focuses on the ways in which we can make science learning accessible to students with learning disabilities by making changes in curriculum, instruction and assessment. (Contains 4 tables and 5 figures.)

The purpose of this study was to examine the effects of inquiry-based science instruction for five elementary students with learning disabilities (LD). Students participated in a series of inquiry-based activities targeting conceptual and application-based understanding of simple electric circuits, conductors and insulators, parallel circuits, and electricity and magnetism. Students' conceptual understanding of these concepts was measured through a test designed by the investigators. The students' attitudes towards science were measured through scientific attitudes inventory (SAI-II). The results indicated that all students acquired the science content covered during the intervention and maintained their performance six weeks later. In addition, students improved their attitudes towards science. Our discussion focuses on the ways in which we can make science learning accessible to students with learning disabilities by making changes in curriculum, instruction and assessment. (Contains 4 tables and 5 figures.)

The purpose of this study was to examine the effects of inquiry-based science instruction for five elementary students with learning disabilities (LD). Students participated in a series of inquiry-based activities targeting conceptual and application-based understanding of simple electric circuits, conductors and insulators, parallel circuits, and electricity and magnetism. Students' conceptual understanding of these concepts was measured through a test designed by the investigators. The students' attitudes towards science were measured through scientific attitudes inventory (SAI-II). The results indicated that all students acquired the science content covered during the intervention and maintained their performance six weeks later. In addition, students improved their attitudes towards science. Our discussion focuses on the ways in which we can make science learning accessible to students with learning disabilities by making changes in curriculum, instruction and assessment. (Contains 4 tables and 5 figures.)

"Programming for students with special needs series, 6"--Cover

The idea of this book arose out of an awareness that students with language learning disabilities are completely ignored in the Egyptian school system and there are no special programs that cater to these students. They are placed in normal schools that are not prepared to deal with their unique difficulties. This book, therefore, is an attempt to provide teachers with multiple-strategies models for teaching English language skills to these students at the intermediate level and beyond. More specifically, this book will help pre-and in-service teachers to: (1) identify effective strategies for learning and using language skills, (2) use multiple-strategies models for teaching language skills, (3) interweave strategies for language learning and language use into regular language activities, and (4) improve both the processes and products of language learning of students with learning disabilities. Thus, the target audience of this book includes pre-and in-service regular teachers, special education teachers, school psychologists, counselors, and administrators.

Part of a seven-book series called "Programming for Students with Special Needs," this book offers all teachers information to enhance their understanding of learning disabilities and provides practical strategies to assist in teaching students with special needs. Section 1 discusses the definition of learning disabilities, labeling, and the domain model, which organizes student characteristics into interacting domains (metacognition, information processing, communication, academic, and social/adaptive). A domain model checklist is provided. Section 2 includes identification and program planning information that addresses early identification, student support teams, assessment, individualized program plans, maximizing student success, and long-range/transition planning. Examples illustrating the process of providing services are described. Section 3 describes practical strategies within specific domains. Strategies are provided for: (1) metacognition, thinking, and study and organizational skills; (2) receiving, organizing, storing and retrieving information, and gross and fine motor skills; (3) auditory skills, language skills, and language output; (4) reading, written expression, spelling, mathematics, science, social studies, and using textbooks; and (5) self-esteem, prosocial skills, and self-monitoring. Section 4 addresses other learning difficulties, including attention deficit hyperactivity disorder and fetal alcohol syndrome/effects. Sections 5 through 9 contain blackline masters, a list of other teaching resources, an annotated test inventory, and support network contacts. (Contains 143 references.) (CR)

This digest summarizes the issues involved in the instruction of college students with learning disabilities and offers a practical approach to teaching these students. It notes first that disability law at the college level is not as prescriptive as that for the elementary secondary level. Since the instructional climate in higher education is changing toward an increased emphasis on pedagogy, the digest suggests the Universal Design for Instruction (UDI) model as appropriate for serving these students. It briefly explains each of the nine principles of UDI: (1) equitable use, (2) flexibility in use, (3) simple and intuitive instruction, (4) perceptible information, (5) tolerance for error, (6) low physical effort, (7) size and space for approach and use, (8) a community of learners, and (9) instructional climate. Examples are offered for the practical application of two of these principles. (DB)

This digest summarizes the issues involved in the instruction of college students with learning disabilities and offers a practical approach to teaching these students. It notes first that disability law at the college level is not as prescriptive as that for the elementary secondary level. Since the instructional climate in higher education is changing toward an increased emphasis on pedagogy, the digest suggests the Universal Design for Instruction (UDI) model as appropriate for serving these students. It briefly explains each of the nine principles of UDI: (1) equitable use, (2) flexibility in use, (3) simple and intuitive instruction, (4) perceptible information, (5) tolerance for error, (6) low physical effort, (7) size and space for approach and use, (8) a community of learners, and (9) instructional climate. Examples are offered for the practical application of two of these principles. (DB)

This digest summarizes the issues involved in the instruction of college students with learning disabilities and offers a practical approach to teaching these students. It notes first that disability law at the college level is not as prescriptive as that for the elementary secondary level. Since the instructional climate in higher education is changing toward an increased emphasis on pedagogy, the digest suggests the Universal Design for Instruction (UDI) model as appropriate for serving these students. It briefly explains each of the nine principles of UDI: (1) equitable use, (2) flexibility in use, (3) simple and intuitive instruction, (4) perceptible information, (5) tolerance for error, (6) low physical effort, (7) size and space for approach and use, (8) a community of learners, and (9) instructional climate. Examples are offered for the practical application of two of these principles. (DB)

This digest summarizes the issues involved in the instruction of college students with learning disabilities and offers a practical approach to teaching these students. It notes first that disability law at the college level is not as prescriptive as that for the elementary secondary level. Since the instructional climate in higher education is changing toward an increased emphasis on pedagogy, the digest suggests the Universal Design for Instruction (UDI) model as appropriate for serving these students. It briefly explains each of the nine principles of UDI: (1) equitable use, (2) flexibility in use, (3) simple and intuitive instruction, (4) perceptible information, (5) tolerance for error, (6) low physical effort, (7) size and space for approach and use, (8) a community of learners, and (9) instructional climate. Examples are offered for the practical application of two of these principles. (DB)

The effectiveness of two instructional interventions was investigated in the context of teaching Arithmetic Combinations (ACs) of multiplication and division to students with Learning Disabilities (LD) or Mild Intellectual Disability (MID). The intervention for the control group (LD = 20, MID = 10) was based on principles of effective instruction, while the intervention for the experimental group (LD = 19, MID = 4) combined the intervention for the control group and an alternative grouping and presentation scheme of ACs. Correlations between cognitive and learning characteristics of the two disability categories and participants' performance in ACs learning were also investigated. Intra-group comparisons showed that post-intervention performance of both groups (control and experimental) was significantly higher than their pre-intervention performance. However, inter-group comparisons revealed that there was no significant difference between the results obtained through the two interventions. Students with LD outperformed their counterparts with MID. Differences of the two disability categories in domains such as speed of information processing and counting skills correlated with performance. Results are discussed in reference to the organization of effective intervention programs for supporting students with LD or MID in their effort to learn arithmetic combinations of multiplication and division.

Implications of the HELDS (Higher Education for Learning Disabled Students) project for college health education are considered. The importance of a course syllabus is noted, and suggestions are given for identifying LD students. A sample lesson plan is presented with eight activities on the topic of wholistic health. The article concludes with a listing of 24 additional suggestions for accommodating LD students in college classroooms. Suggestions address environmental factors, speech, lecture organization, and assignments. Among appended information are a course description and a scheduling chart. (CL)

A program for intermediate-grade children (4, 5, and 6) with severe learning disabilities is described. The typical student involved in the program has been unsuccessful in a regular classroom, has had special help with reading, does not fit the criteria for any special education program, and has average or above-average intelligence. The program objectives, the skills taught, and the teaching methodology are described. Also described are the materials employed, the architectual requirements, and the backup services. A multidisciplinary analysis of the program and evaluation of each student are emphasized. Charts, tables, and a bibliography are included. (RT)

This revised edition updates and expands on the first edition published in 2016. In this revised edition, theories of different types of learning strategies are expanded and more recent studies are added. A large amount of tabular information is also reconstructed in a more meaningful manner. The book is divided into five chapters. Chapter one covers the different definitions of learning disabilities to reach a consensus with respect to the meaning of this term. Chapter two discusses learning strategies as a general instructional intervention for students with learning disabilities at the intermediate level and beyond. Each of the other three chapters in this book presents detailed theoretical and experimental information on a specific type of learning strategies and introduces an innovative multiple-strategies model for teaching a specific language skill to those students. Chapter three addresses the teaching of communication strategies to students with oral communication disabilities. Chapter four deals with the teaching of reading strategies to students with comprehension disabilities. The last chapter is concerned with the teaching of writing strategies to students with written expression disabilities. The book also contains a list of references and a subject index. [For the 2016 edition of this book, see ED568128.]

This revised edition updates and expands on the first edition published in 2016. In this revised edition, theories of different types of learning strategies are expanded and more recent studies are added. A large amount of tabular information is also reconstructed in a more meaningful manner. The book is divided into five chapters. Chapter one covers the different definitions of learning disabilities to reach a consensus with respect to the meaning of this term. Chapter two discusses learning strategies as a general instructional intervention for students with learning disabilities at the intermediate level and beyond. Each of the other three chapters in this book presents detailed theoretical and experimental information on a specific type of learning strategies and introduces an innovative multiple-strategies model for teaching a specific language skill to those students. Chapter three addresses the teaching of communication strategies to students with oral communication disabilities. Chapter four deals with the teaching of reading strategies to students with comprehension disabilities. The last chapter is concerned with the teaching of writing strategies to students with written expression disabilities. The book also contains a list of references and a subject index. [For the 2016 edition of this book, see ED568128.]

This revised edition updates and expands on the first edition published in 2016. In this revised edition, theories of different types of learning strategies are expanded and more recent studies are added. A large amount of tabular information is also reconstructed in a more meaningful manner. The book is divided into five chapters. Chapter one covers the different definitions of learning disabilities to reach a consensus with respect to the meaning of this term. Chapter two discusses learning strategies as a general instructional intervention for students with learning disabilities at the intermediate level and beyond. Each of the other three chapters in this book presents detailed theoretical and experimental information on a specific type of learning strategies and introduces an innovative multiple-strategies model for teaching a specific language skill to those students. Chapter three addresses the teaching of communication strategies to students with oral communication disabilities. Chapter four deals with the teaching of reading strategies to students with comprehension disabilities. The last chapter is concerned with the teaching of writing strategies to students with written expression disabilities. The book also contains a list of references and a subject index. [For the 2016 edition of this book, see ED568128.]

This revised edition updates and expands on the first edition published in 2016. In this revised edition, theories of different types of learning strategies are expanded and more recent studies are added. A large amount of tabular information is also reconstructed in a more meaningful manner. The book is divided into five chapters. Chapter one covers the different definitions of learning disabilities to reach a consensus with respect to the meaning of this term. Chapter two discusses learning strategies as a general instructional intervention for students with learning disabilities at the intermediate level and beyond. Each of the other three chapters in this book presents detailed theoretical and experimental information on a specific type of learning strategies and introduces an innovative multiple-strategies model for teaching a specific language skill to those students. Chapter three addresses the teaching of communication strategies to students with oral communication disabilities. Chapter four deals with the teaching of reading strategies to students with comprehension disabilities. The last chapter is concerned with the teaching of writing strategies to students with written expression disabilities. The book also contains a list of references and a subject index.

The first in a series of guides on the inclusive classroom that offers teachers research-based instructional strategies with real-life examples from Northwest classrooms, this publication focuses on the educational needs of students with learning disabilities in inclusive classrooms. It highlights methods for teaching mathematics and science, and suggests ways to foster collaborative relationships with special education teachers and families of students with learning disabilities. These strategies are drawn from key principles in standards-based reform, inclusion, special education, and multicultural education. Specific sections address: (1) the definition of a learning disability; (2) inclusion and education reform; (3) cultural diversity and the inclusive classroom; and the use of cooperative learning, peer tutors, assessment, special education teachers, and family involvement; (4) science instructional strategies, including inquiry-based science, structured inquiry, vocabulary acquisition, and mnemonics; (5) structured inquiry in an inclusive classroom; (6) mathematics instructional strategies, including problem solving by working backward, simplifying and reducing, recognizing patterns, drawing and modeling, making tables or graphs, acting it out, simulating, and using calculators and computers; and (7) textbook adaptations, including using study guides, graphic organizers, and computerized information organizers. A list of resource organizations is included. (Contains 59 references.) (CR)

This guide examines the effect of learning disorders on the writing process and gives practical advice to writing teachers, lab tutors, tutors in private practice, learning specialists, and other professionals who regularly meet student writers with learning disorders. The guide also suggests ways writers with learning disorders can write more easily and get better results. Part 1, The Effect of Learning Disorders on the Writing Process, contains: Chapter One (Common Problems of Writers with Learning Disorders); and Self Quiz (Indicators of Possible Learning Disorders in Writing). Part 2, Teaching Writing to Students with Learning Disorders, contains: Chapter Two (General Suggestions for Writing Instructors) which includes the subsections Learning More about Learning Disorders, Fostering a Sense of Safety and Competence, Helping Students Develop a Sense of Purpose and Audience, Making Assignments and Helping Students Meet Deadlines, Encouraging Good Writing Habits, and Teaching Writing in a Systematic Way. Part 2 also includes Chapter Three (Teaching Students to Use Computers for Writing); and Chapter Four (Teaching Students with Learning Disorders about Prewriting, Writing, and Rewriting.) (Contains 56 references.) (RS)

This paper discusses a case study that explored how six preservice teachers perceived their experiences in using an oral and written retelling strategy in teaching reading to students with learning disabilities. A qualitative research design was used in the form of a descriptive case study approach. The 6 subjects were undergraduate female students (ages 21-28), who were completing their student teaching semester in four elementary schools, one middle school, and one senior high school. Five of the subjects were placed in a varying exceptionality setting and one in an inclusion setting. Data included written surveys, weekly audiotaped and transcribed focus group sessions, written samples of retells, analysis of scores, checklists, surveys, and rubrics, as well as observation/debriefing. Findings from the study indicate the six preservice teachers engaged in retelling activities during their student teaching semester, finding it a positive and productive strategy to increase reading skills, writing proficiency, vocabulary experiences, and oral language; encourage risk-taking and positive social interactions; and increase self-esteem. The sharing of student teaching experiences and perceptions in weekly sessions, coupled with an observation and debriefing, also enabled the preservice teachers to experience a positive growth of confidence and competency. (Contains 46 references.) (CR)

This paper discusses a case study that explored how six preservice teachers perceived their experiences in using an oral and written retelling strategy in teaching reading to students with learning disabilities. A qualitative research design was used in the form of a descriptive case study approach. The 6 subjects were undergraduate female students (ages 21-28), who were completing their student teaching semester in four elementary schools, one middle school, and one senior high school. Five of the subjects were placed in a varying exceptionality setting and one in an inclusion setting. Data included written surveys, weekly audiotaped and transcribed focus group sessions, written samples of retells, analysis of scores, checklists, surveys, and rubrics, as well as observation/debriefing. Findings from the study indicate the six preservice teachers engaged in retelling activities during their student teaching semester, finding it a positive and productive strategy to increase reading skills, writing proficiency, vocabulary experiences, and oral language; encourage risk-taking and positive social interactions; and increase self-esteem. The sharing of student teaching experiences and perceptions in weekly sessions, coupled with an observation and debriefing, also enabled the preservice teachers to experience a positive growth of confidence and competency. (Contains 46 references.) (CR)

The monograph describes various aspects of data collection, analysis and data-based decision-making for the regular or special education classroom teacher. Direct and repeated measurement of student progress and program effectiveness is advocated. Four fundamental steps are outlined: (1) identify instructional objectives and collect data on student performance; (2) display the data graphically; (3) examine the data and identify trends; and (4) use basic data decision rules to guide instructional decisions. The concept of "stages of learning" is introduced in relation to use of percent and rate data. Use of correct-to-error ratios and trials-at-criterion standards for setting performance goals is presented. Strategies for determining objectively when and how to change instruction are discussed. Instructional modification involves changing one or more of four basic program elements: general setting events, antecedent events, subsequent events, and the contingency arrangement. Finally, guidelines for implementing data-based instruction and making data-based decisions with students who are low achieving, exceptional and at-risk for dropping out are offered. (Author/DB)

This study was conducted to determine the relative efficacy of text-structure strategy instruction compared to traditional instruction on the reading comprehension of 40 postsecondary students with learning disabilities (LD). Participants were randomly assigned to either a text-structure strategy condition or a traditional instruction condition. Participants completed pretests of prior knowledge, received instructional sessions using expository science passages, and completed immediate and delayed retell tests. Data analyzed with repeated-measures ANOVAs indicated that students in the text-structure strategy condition outperformed students in the traditional instruction condition on both immediate- and delayed-retell measures. Results are discussed in terms of the participant sample, the efficacy of strategy instruction, and type of text structures. Implications for future research are also discussed. (Contains 9 tables.)