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…

Students with high incidence disabilities (i.e., specific learning disabilities, emotional disturbance, intellectual disability, etc.) exhibit impairments in the areas of attention, memory, perception, processing linguistic information, and reasoning that affects their ability to learn. Hence, the ability to design and deliver explicit, enhanced…

Twenty ways are presented to help students with special needs gain and apply learning strategies more efficiently, including helping students discriminate whether information is useful or irrelevant, focusing on metacognitive development, encouraging self-sufficiency, helping students organize material into meaningful units, and having student…

This paper discusses the two important domains affecting the success of learning strategy training for students with learning disabilities or other mild handicaps: students' knowledge of critical skills and information potentially related to strategy use, and students' motivation to learn and use the strategy. The paper presents an eight-stage…

Describes six features of instruction that efficiently accommodate and accelerate learning of a diverse range of students in the general education classroom, including organizing instruction around big ideas, using conspicuous strategies, priming students with background knowledge, using mediated scaffolding, judiciously planning and organizing…

This book describes the nurturing of a variety of learning styles through the use of the Logo programming approach, especially for persons with special needs. The book interweaves case descriptions of microcomputer uses with theoretical analysis, to provide educators with a framework for thinking about their students' thinking. Descriptions of the…

This handbook is designed to address teachers' most common concerns about learning disabilities (LDs) and teaching adults with LDs. Section 1 defines LDs by describing traits that adults with LDs share. Section 2 focuses on identification of students with LDs. LD characteristics are divided into eight categories: academics, speech/language, motor…

This paper reviews the literature validating inclusive practices that benefit most students in the classroom, maintain the integrity of the curriculum, and can be practically implemented. Peer tutoring, cooperative learning, content enhancement routines, curriculum revision, and strategies instruction are all examined and evaluated. (PB)

The article presents informal assessment techniques for assessing classroom demands, written language, studying and test-taking skills, notetaking, and gaining information from text. The content of the assessment is conceptualized in terms of the University of Kansas learning strategies curriculum. A test down approach to assessment is suggested.…

To work productively with all students, teachers need to examine four major determinants of human learning: neural equipment; learning history; learning strategies, such as imaging, paraphrasing, summarizing, and generating examples; and quality of teaching. (JDD)

Describes the Cognitive Credit Card, an individualized approach to helping students with learning disabilities select and apply appropriate learning strategies. The CCC is a credit card-sized laminated set of cognitive or metacognitive cues for a specific topic. Feedback from students, teachers, and parents has been highly positive. (DB)

This foundation guide is addressed to Head Start staff, parents, and consultants to help them develop a broader view of their roles and to support the program's efforts to include children with disabilities in the various worlds around them. The guide includes the following sections: (1) "Module 1: There's Room for All of Us," which…

The use of both low structure and high structure teaching strategies is recommended for the teaching of reading to learning disabled children, with the goal of children becoming independent users of appropriate strategies. (Author/DB)

A music reading program for developmentally disabled children is based on 16 teaching principles drawn from research. The "Shapes and Sounds" method concentrates first on counting rhythms, then introduces notes using different shapes for each. Case studies introducing piano to three handicapped children, ages 6, 8, and 13, are given. (VW)

Explores policies and practices that support the creation of a successful learning environment for postsecondary students with learning disabilities. Outlines the learning challenges that learning-disabled students face and discusses the legal mandate for accommodating students with learning disabilities. Outlines the pedagogical rationale for…