Currently, it is required that 2% of total Adult Basic Education (ABE) funding in Minnesota be set aside to provide statewide supplemental services such as staff development, technological development, support for disabled learners, support for communities of color, distance learning, and other innovative projects. Non-profit organizations or…

The population of most Minnesota communities has dramatically changed over the past ten years. The Minnesota State Demographic Center reports the Twin Cities area has the largest Hmong, Somali, and Liberian communities in the United States. In some communities where both jobs and affordable housing are available, the percentage of English as a…

Practical and accessible, this book provides the first step-by-step guide to cognitive strategy instruction, which has been shown to be one of the most effective instructional techniques for students with learning problems. Presented are proven strategies that students can use to improve their self-regulated learning, study skills, and performance…

This study explores teachers' perspective and approaches when teaching at-risk learners with technology. Using an open-ended survey, data was collected from nine experienced teachers within a high school system are analyzed. The learning barriers encountered ranged from learning disabilities to self-esteem issues. The results indicate that…

Strategies for Success provides realistic and accessible teaching techniques for teachers, special educators, and other professionals working with students at the late elementary, middle, and early high school levels. This book is particularly useful for teachers working in inclusive settings. These strategies can help teachers to understand the…

This report summarizes the consensus statements developed by the Learning Disabilities Roundtable (February 2002), a meeting of the 10 member organizations of the National Joint Committee on Learning Disabilities to provide input for the reauthorization of the Individuals with Disabilities Education Act. The Roundtable resulted in defined areas of…

Research has demonstrated that when teachers use curriculum-based measurement (CBM) to inform their instructional decision making, students learn more, teacher decision making improves, and students are more aware of their own performance (e.g., Fuchs, Deno, & Mirkin, 1984). CBM research, conducted over the past 30 years, has also shown CBM to be…

Data were gathered from 65 teachers of students with learning disabilities to assess their perceptions of one of two school-based special education evaluation reports: a primarily deficit-oriented report or the same report with embedded protective factor (resiliency) information added. Results suggested that the learning disability teachers who…

A study investigated what reading and study strategies students with identified reading-related learning disabilities employ at the post-secondary setting and how the use of strategies differ for students who succeed in particular courses versus those who do not do as well. Nine students with reading-related learning disabilities participated in…

An action research project was conducted to measure any difference in spelling achievement after Word Study activities were used during spelling instruction. Word Study approaches to spelling instruction offer hands-on experiences with the manipulation of letters to form words. It was hypothesized that students taught spelling skills with a Word…

This paper addresses the different characteristics of children with hyperlexia, high functioning autism, and Asperger's Syndrome. It describes the pattern of development of 20 children with the characteristics of hyperlexia (precocious reading development and disordered language acquisition, accompanied with concomitant social and behavioral…

In 1994, the National Assessment of Educational Progress (NAEP) discovered that reading difficulties permeate all segments of the school-aged population. As a result, Congress asked the director of the National Institute of Child and Human Development (NICHD) and the former Secretary of Education to assemble a panel on reading. This National…

The Indiana State Board of Education requires all students, including students with learning disabilities, to successfully pass the graduation examination: Indiana Statewide Testing for Educational Progress Plus. Students with learning disabilities who cannot pass the examination receive a Certificate of Completion upon graduation. As a result,…

Project Forum's Policy Forum on Response to Intervention and Early Intervening Services was held October 30-31, 2006. This paper presents the following topics: (1) Issues/Barriers; (2) Policy Recommendations; and (3) Implementation Considerations. This paper is a companion to "Response to Intervention as It Relates to Early Intervening…

It is impossible to overstate the importance of effective interventions for addressing two highly prevalent and potentially devastating disorders affecting school-age children--dyslexia and Attention-Deficit/Hyperactivity Disorder (ADHD). Both have been found to increase children's risk for underachievement, school failure, delinquency, and…