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Explicit Instruction: A Teaching Strategy in Reading, Writing, and Mathematics for Students with Learning Disabilities

Explicit instruction involves using highly structured and sequenced steps to teach a specific skill. With this approach, the educator intentionally aims to teach students with learning disabilities using a series of actions in three main stages.

By |December 17th, 2014|Categories: Educator Supports, Literacy, Math|Tags: , , , , , , |Comments Off on Explicit Instruction: A Teaching Strategy in Reading, Writing, and Mathematics for Students with Learning Disabilities
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Integrating Vocabulary Instruction with Reading Comprehension Strategies

To be effective for students with LDs, instructional activities must be focused on explicit instruction, not only instruction relating to the meanings and illustrations of words, but equally relating to the teaching of one or more reading comprehension strategies.

By |December 8th, 2014|Categories: Literacy|Tags: , , |Comments Off on Integrating Vocabulary Instruction with Reading Comprehension Strategies
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Collaboration Between Teachers in Secondary Schools

By Kyle Robinson and Dr. Nancy L. Hutchinson Introduction: Why Focus on Secondary School? The school cultures of elementary and secondary school are very different, as any teacher who has taught in both settings can attest to. Numerous studies have alluded to the fractured (alternatively “balkanized” or “siloed”) nature of secondary schools; the division of [...]

By |September 24th, 2014|Categories: Educator Supports|Tags: , , , |Comments Off on Collaboration Between Teachers in Secondary Schools
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Teaching Science to High School Students with Learning Disabilities: Rising to the Challenge

Supporting secondary students with learning disabilities to verbalize what they understand of a text; select the important information; and articulate their thoughts sets an intention for reading that improves comprehension.

By |September 16th, 2014|Categories: Educator Supports|Tags: , , , |Comments Off on Teaching Science to High School Students with Learning Disabilities: Rising to the Challenge

Supporting the Development of Self-Advocacy

For young people with LDs, self-advocacy is a long-term goal - one that should drive the choices that we make as educators. Working in this way, we can offer young people the means to be proactive, take charge of their lives, persevere in the face of obstacles, and learn from their mistakes.

By |September 11th, 2014|Categories: Self-Advocacy|Tags: , , , , |Comments Off on Supporting the Development of Self-Advocacy
  • Tiered Approach represented in a pyramid. At the base there’s Tier 1: Universal Programming : General classroom education, taught by the regular classroom teacher. Conforms to basic principles of Differentiated Instruction (DI) and Universal Design for Learning (UDL). May include tiered lessons and assessment. All students monitored closely for potential need to move up a tier. (This tier targets 80 % of students). In the middle of the pyramid there’s Tier 2: Targeted Group Interventions: Small (2 to 5 students) group instruction in addition to continued universal programming from Tier 1. Typically 10 to 20 weeks of extra instruction, 30 – 45 minute duration per session. Students may shift back to Tier 1 after successfully mastering a concept or skill. (This tier targets 15% of students). At the tip of the pyramid there’s Tier 3: Intensive Individual Instruction: Intense, individual interventions and instruction. Can include teaching basic learning skills such as organization and note taking. Includes help from outside the classroom, including special education teachers and administration. Students who are struggle in Tier 1 and 2 to this tier are also often referred for further psycho-educational testing, including screening for LDs. (This tier targets 5% of students).

Tiered Approaches to the Education of Students with Learning Disabilities

The Ministry has devised a three-tier system. This is often referred to as Response to Intervention (RTI) outside of Ontario, a process whereby sound, evidence-based, differentiated teaching is used to instruct all students, but students who do not respond to this instruction, or who need further help, are moved up through a series of increasingly intensive interventions.

By |August 6th, 2014|Categories: Educator Supports|Tags: , , , , , |Comments Off on Tiered Approaches to the Education of Students with Learning Disabilities
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Math Heuristics

The use of heuristics, or self-strategies, in mathematics can have a profound impact on a student’s ability to quickly and accurately solve a math fact or word problem. Students with learning disabilities (whether math specific or not) will especially benefit from the structure and sequence a heuristic provides.

By |July 30th, 2014|Categories: Math|Tags: , , , , |Comments Off on Math Heuristics
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Combining Writing and Self-Regulation Strategies: The SRSD Approach

Students who present with learning disabilities often experience difficulty with writing. These difficulties result from limitations in terms of writing strategies, skills, and knowledge, and in motivation (Graham, Harris, & McKeown, 2013). The Self-Regulated Strategy Development (SRSD) approach is based on what has been learned about students with learning disabilities and other students in difficulty (Harris, 1982). The goal is to teach the strategies, skills, and knowledge that students need in order to write, while supporting them to be motivated, with the overall goal of improving their written production. Taking the specific needs of each student into account is central to this approach. It can be used with an entire class, small groups, and individual students, from Grade 2 to secondary school.

By |July 29th, 2014|Categories: Executive Function, Literacy|Tags: , , , , , |Comments Off on Combining Writing and Self-Regulation Strategies: The SRSD Approach
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Visual Representation in Mathematics

Although there are a number of problem solving strategies that students use in mathematics, good problem solvers usually construct a representation of the problem to help them comprehend it. The use of visual representation during instruction and learning tends to be an effective practice across a number of subjects, including mathematics.

By |July 17th, 2014|Categories: Math|Tags: , , , , |Comments Off on Visual Representation in Mathematics
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Narrative Story Writing: The Ask, Reflect, Text Strategy

Ask, Reflect, Text (ART) is a six-step evidence-informed mnemonic story development strategy created to motivate students to write, to stimulate more elaborate story content, to enhance students' knowledge about the writing process and promote their capabilities as writers, including students with learning disabilities (LDs), who are struggling writers.

By |July 14th, 2014|Categories: Literacy|Tags: , , , |Comments Off on Narrative Story Writing: The Ask, Reflect, Text Strategy
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