Developing and supporting understanding of the meaning of multiplication and multiplicative relationships in students with mathematics learning disabilities requires carefully designed instruction that emphasizes strategic representation use. This article discusses three ways in which teachers can incorporate multiple representations within…

Developing and supporting understanding of the meaning of multiplication and multiplicative relationships in students with mathematics learning disabilities requires carefully designed instruction that emphasizes strategic representation use. This article discusses three ways in which teachers can incorporate multiple representations within…

The purpose of this study was to explore the relationships among (1) special education teachers' knowledge for teaching reading fluency, (2) the specific instructional practices they used in fluency instruction, and (3) gains of students with specific learning disabilities (SLD) on a performance measure of oral reading fluency (ORF). Analyses…

Equality relies on inclusiveness. This is especially true in education. This book raises awareness of inclusiveness in learning and teaching environments. It discusses ways to achieve inclusiveness in education for those with intellectual and learning disabilities. The chapters examine inclusive learning and teaching strategies and approaches, as…

This article presents an interview with Janet W. Lerner, professor emerita of special education at Northeastern Illinois University in Chicago, Illinois. Dr. Lerner also serves as an adjunct professor in the Professional Assistant Center for Education (PACE) for Young Adults with Multiple Learning Disabilities at National Louis University and as…

This article presents the findings from a pilot study exploring the use of video as a self-reflection tool combined with high-quality, collaborative professional development (PD). Participants were in-service, upper-elementary, special education instructors teaching word study and fluency to students with learning disabilities. Participants…

The Individuals With Disabilities Education Act (IDEA) of 2004 encourages schools to use interventions to ensure that students' literacy difficulties are not instructional problems before assuming a learning disability. The law frames these interventions in two ways: as a strategy for identifying students with learning disabilities--a measurement…

This study documents the amount and quality of reading instruction provided to second- through fifth-grade students with learning disabilities provided resource-room services. Reading instruction provided by 10 special education resource-room teachers was observed. Findings reveal that teachers and students were on task during instructional time…

The purpose of this case study is to highlight the integral role that progress monitoring (PM) plays throughout any response to intervention (RTI) process. This example uses a three-level, responsiveness-to-intervention (RTI) method for identifying students with learning difficulties. Using a fictional third-grade classroom as the setting for…

Two procedures significantly improved multiplication skills in six students (nine to 12 years old) with learning disabilities. The procedures were writing out multiplication problems and saying problems aloud while working. (CL)

The Spolin Theater Games consist of more than 200 games and exercises to encourage spontaneity, creativity, and interpersonal communication in group settings. This article describes the use of Spolin games in four classes of six- to nine-year-old educationally handicapped children and looks at changes that occurred, particularly in the way…

Techniques for teaching spelling to learning disabled elementary students are described, including suggestions for reinforcing learning. (JW)

An elementary school teacher relates a method of teaching handwriting through grouping letters into families. The Hanover method, said to be particularly appropriate for children with learning disabilities, is described and examples given. (CL)

The article proposes a simplified handwriting method for learning disabled children having difficulty with conventional cursive writing. The approach is based on the vertical downstroke rather than the diagonal slant and emphasizes the natural connection between manuscript letters. (Author/CL)

Preliminary results involving two classes of 24 learning disabled (LD) students (9- to 11-years-old) revealed that both teacher modeling and participant modeling were effective in increasing student performance on syllabication problems. Participant modeling, especially, appeared to be a promising method for helping LD students in the classroom.…