The purpose of this review is to provide an overview of the empirical data that explores the relationship between educator collaboration and student academic outcomes with an emphasis on outcomes for students with learning disabilities.
One such approach that has been shown to fit naturally into the ebb and flow of the general education classroom, and for which there is substantial empirical evidence of effectiveness for students with learning disabilities, is that of peer-mediated, or peer-assisted learning methods.
Differentiated instruction is a flexible approach to teaching in which a teacher plans and carries out varied approaches to address content, learning processes, learning style, practical procedures, presentation strategies, and assessment tools.
Universal Design for Learning (UDL) is a research-based framework for designing curricula - that is, educational goals, methods, materials, and assessments - that enable all individuals to gain knowledge, skills, and enthusiasm for learning.
This introductory video features interviews with a superintendent, a school board psychologist, a school principal, special education resource teachers, the parent of a student with learning disabilities, and students with learning disabilities. Each participant presents a unique perspective relating to how educators can help their students with learning disabilities succeed in the classroom.
“All students with special needs are unique. Their needs may be recognized by teacher and parent observations and/or assessment by a certified professional. Some students may have their needs formally identified as an exceptionality through and Identification Placement and Review Committee (IPRC). Regardless of the manner by which needs are determined, teachers and school teams [...]
“What works in education? The Best Evidence Encyclopedia (BEE) presents reliable, unbiased reviews of research-proven educational programs to help: POLICY MAKERS use evidence to make informed choices. PRINCIPALS choose proven programs to meet state standards. TEACHERS use the most powerful tools available. RESEARCHERS find rigorous evaluations of educational programs. ...because all children deserve the best in education.” Visit the [...]
“With four to six percent of all students classified as having specific learning disabilities (SLD) in our nation’s public schools, every teacher can expect to find students with learning disabilities in the classroom. Success for these students requires a focus on individual achievement, individual progress, and individual learning. Despite obstacles, recent research tells us that [...]
“The Division for Learning Disabilities (DLD) is a international professional organization consisting of teachers, psychologists, clinicians, administrators, higher education professionals, parents, and others. The major purposes of DLD are: To promote the education and general welfare of persons with learning disabilities. To provide a forum for discussion of issues facing the field of learning disabilities. To [...]
Chapter 7 (pp. 123-149) of this guide is dedicated to teaching Aboriginal students with learning disabilities. The focus of the chapter is “to: refine, or perhaps redefine, their understanding of learning disabilities to enable them to see Aboriginal students with learning disabilities as having unique gifts, strengths and needs, recognize the importance of positive parent [...]