File Name: learning disabilities characteristics identification and teaching strategies .zip
The severity of the intellectual disability is determined by the discrepancy between the individual's capabilities in learning and in and the expectations of the social environment.
- Teaching Students With Learning Disabilities A Step-by-Step Guide for Educators.pdf
- Identification of Specific Learning Disabilities
- Learning disabilities : characteristics, identification, and teaching strategies
- Learning Disabilities: Characteristics, Identification, and Teaching Strategies
Teaching Students With Learning Disabilities A Step-by-Step Guide for Educators.pdf
It is important to implement strategies that address the needs of the individual. We recommend that you apply these strategies across home, school, and community contexts. Go to the Site Map for a full list of resources and activities!
Your Basket. Show Basket. Probe regularly to check understanding. Provide regular quality feedback. Present information visually and verbally. Use diagrams, graphics and pictures to support instruction. Provide independent practice. Model what you want students to do. Clearly define and post classroom expectations for work and behavior. Explicitly teach study and organizational skills. Teach student how to use planner or agenda to record assignments and due dates. Provide prompts of strategies to use and when to use them.
Use Direct Instruction. Provide simple instructions preferably one at a time. Sequence slowly, using examples. Speak clearly and turn so students can see your face. Allow time for students to process requests and allow them to ask questions. Use graphic organizers to support understanding of relationships between ideas. Use adaptive equipment if appropriate books on tape, laptop computers, etc. Ask questions in a clarifying manner, then have student describe understanding of the questions.
Use an overhead projector with an outline of the lesson or unit of the day. Reduce course load. Provide clear photocopies of notes and overhead transparencies.
Provide a detailed course outline before class begins. Keep oral instructions logical and concise and reinforce them with brief cue words. Repeat or re-word complicated directions. Frequently verbalize what is being written on the board. At the end of class, summarize the important segments of each presentation.
Eliminate classroom distractions e. Give assignments both in written and oral form. Have more complex lessons recorded and available to the students. Have practice exercises available for lessons, in case the student has problems. Have student underline key words or directions on activity sheets then review the sheets with them. Provide and teach memory strategies, such as mnemonic strategies and elaborative rehearsal. Write legibly, use large type, and do not clutter the board. Assist the student in borrowing notes from a peer if necessary.
Clearly label equipment, tools, and materials, and use color-coding. Review relevant material, preview the material to be presented, present the new material, and then summarize the material just presented.
Provide a peer tutor or assign the student to a study group. Allow the student to use a tape recorder. Use specific language and state expectations.
Reading Provide a quiet area for reading activities. Use books on tape, and books with large print and big spaces between lines. Provide a copy of class notes to student. Allow alternative forms for book reports. Have students use both visual and auditory senses when reading text.
Present material in small units. Use graphic organizers to connect ideas. Read and share stories with students. Provide students with chapter outlines or study guides that highlight key points in their reading. Announce reading assignments well in advance. Offer to read written material aloud, when necessary. Share informational texts and invite students to wonder about the new ideas presented. Point out ways in which reading is important in everyday life e. Teach students how books are organized.
Use stories that have predictable words and words that occur frequently in the text. Label objects in classroom. Help students notice the letters in the environmental print that surrounds them. Engage students in activities that help them learn to recognize letters visually. Teach students to attend to the sounds in language.
Model and demonstrate how to break short sentences into individual words. Have students clap out syllables and listen for and generate rhymes.
Focus on activities that involve sounds of words, not on letters or spellings. Model specific sounds, and ask students to produce each sound in isolation. Teach students to blend, identify sounds, and break up words into sounds. When teaching the letters of the alphabet, activities should be explicit and unambiguous. When teaching decoding, begin with small, familiar words.
Model sounding out words, blending the sounds together, and saying the word. Have students read new stories and reread old stories every day to build fluency. Engage students in discussion of reading topics that are of interest. Provide high interest reading selections whenever possible. Model comprehension strategies and provide students with guided assistance. Point out how titles, headings, and graphics reveal main ideas and tell what a book is about.
Teach students to identify main ideas presented in the text, as well as the supporting details. Point out unfamiliar words, revisit them, and explore their meaning. Teach students to use contextual clues to figure out meanings of unfamiliar words.
Build background for reading selections and create a mental scheme for text organization. Set a purpose for reading — to gain meaning from text.
Writing Use oral exams in place of written exams when possible. Allow use of tape recorder in class. Assign a note taker for student. Provide notes or outlines to reduce the amount of writing.
Provide a partially completed outline that allows student to fill in details under major headings. Allow use of a laptop or other computer for writing assignments. Provide computer with spell check, grammar, and cut and paste features. Reduce copying that the student is required to do e. Have wide rule paper, graph paper, and pencil grips available. Provide alternatives to written assignments video-taping or audio recording. Use mnemonic devices to teach writing process e.
Allow the student to use print or cursive. Teach pre-organization strategies, such as use of graphic organizers. Use a speech recognition program combined with the word processor so students can dictate rather than type for older students.
Do not count off for poor spelling on first drafts, in-class assignments, or on tests. Have student proofread papers using a checklist not immediately after writing. Shorten writing assignments and allow extra time if necessary. Have students complete writing tasks in small steps.
Identification of Specific Learning Disabilities
It is important to implement strategies that address the needs of the individual. We recommend that you apply these strategies across home, school, and community contexts. Go to the Site Map for a full list of resources and activities! Your Basket. Show Basket.
The provisions of the Act became effective on July 1, , with the exception of some of the elements pertaining to the definition of a "highly qualified teacher" that took effect upon the signing of the Act. The final regulations were published on August 14, Department of Education that covers a variety of high-interest topics and brings together the regulatory requirements related to those topics to support constituents in preparing to implement the new regulations. This document addresses significant changes from preexisting regulations to the final regulatory requirements regarding the identification of specific learning disabilities. A State must adopt, consistent with 34 CFR In addition, the criteria adopted by the State:. A public agency must use the State criteria adopted pursuant to 34 CFR
Jump to navigation. A learning difficulty is a condition that can cause an individual to experience problems in a traditional classroom learning context. A child or adult with a learning difficulty may require additional time to complete assignments at school and can often benefit from strategy instruction and classroom accommodations, such as material delivered in special fonts or the ability to use a computer to take notes. No two individuals with a learning difficulty are exactly alike and many conditions, such as dyslexia, attention deficit disorder, attention deficit hyperactive disorder, dyscalculia, and dysgraphia, exist on a wide-spectrum. Learning difficulties are sometimes referred to as learning disabilities. You may also encounter the terms learning differences or specific learning differences. The differences between these labels can seem subtle but may have implications for how an individual with a learning difficulty views him or herself.
Learning disabilities : characteristics, identification, and teaching strategies
A brief overview of the approach is provided, including attributes, characteristics, and promising features, as well as issues, concerns, unanswered questions, and research needs. Issues related to RTI implementation, including use as an eligibility mechanism, parent participation, structure and components, professional roles and competencies, and needed research, are addressed. The report is neither a position paper nor a "how-to guide" for implementing an RTI approach. In the past few years, RTI has taken on a more specific connotation, especially in the Individuals with Disabilities Education Improvement Act of IDEA , 2 as an approach to remedial intervention that also generates data to inform instruction and identify students who may require special education and related services. Today, many educators, researchers, and other professionals are exploring the usefulness of an RTI approach as an alternative that can provide 1 data for more effective and earlier identification of students with LD and 2 a systematic way to ensure that students experiencing educational difficulties receive more timely and effective support Gresham, ; Learning Disabilities Roundtable, , ; National Research Council, ; President's Commission on Excellence in Special Education,
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Learning Disabilities: Characteristics, Identification, and Teaching Strategies
Бринкерхофф уже пожалел, что не дал ей спокойно уйти домой. Телефонный разговор со Стратмором взбесил. После истории с Попрыгунчиком всякий раз, когда Мидж казалось, что происходит что-то подозрительное, она сразу же превращалась из кокетки в дьявола, и, пока не выясняла все досконально, ничто не могло ее остановить. - Мидж, скорее всего это наши данные неточны, - решительно заявил Бринкерхофф. - Ты только подумай: ТРАНСТЕКСТ бьется над одним-единственным файлом целых восемнадцать часов.
Learning disabilities: characteristics, identification, and teaching strategies Changing definitions of learning disabilities -- Medical aspects of.
Не знаю, почему Фонтейн прикидывается идиотом, но ТРАНСТЕКСТ в опасности. Там происходит что-то очень серьезное. - Мидж.
К своему будущему. Шифровалка снова купалась в ярких огнях. Внизу фреон протекал сквозь дымящийся ТРАНСТЕКСТ, как обогащенная кислородом кровь.
Преступники, террористы и шпионы, которым надоело прослушивание их телефонов, с радостью встретили это новое средство глобальной коммуникации. Электронная почта соединила безопасность обычной почты со скоростью телефонной связи. С тех пор как сообщения стали передаваться по подземным волоконно-оптическим линиям, а не с помощью радиоволн, они оказались полностью защищенными от перехвата - таков по крайней мере был замысел.
Звонок был сделан из страны с кодом один - из Соединенных Штатов.
Да, если верить ему - не английские. - Стратмор приподнял брови, точно ждал объяснений. - Японские иероглифы. Стратмор покачал головой.
Теперь предстояло принять решение. Бросить все и ехать в аэропорт. Вопрос национальной безопасности. Он тихо выругался.
Беккер не мог выдавить ни слова. Проваливай и умри. Он не верил своим глазам. Немец не хотел его оскорбить, он пытался помочь.