The article considers various learning disabilities in mathematics and suggests teaching approaches such as ways to increase instructional time and the importance of building both computation skills and concepts. (DB)

This document discusses the importance of time management for learning-disabled students and techniques to enhance the teaching of time management skills. Teaching effective time management calls for consideration of the student's readiness to learn new material, effective transitions between activities, clear prioritization of educational…

A teacher describes the organization of her resource room program for learning disabled elementary grade students emphasizing increased academic learning time through structured direct instruction and independent work time, activities to reinforce individual and small group instruction, and systematic material storage and recordkeeping. (DB)

Five students, aged 10-11, with serious emotional disturbances and/or learning disabilities, recorded their attentive behavior and academic productivity. Then performance was assessed under a choice condition, the treatment program was faded, and maintenance was probed. Results revealed that both treatments produced and maintained improvements in…

Learning disabled students need assistance in mastering self-organizing behaviors that will allow them to focus more time and energy on the learning process. The "get-it-together" (GIT) curriculum is described as a practical approach to helping these students master routines, get started on assignments, and move from one activity to the next. (JW)

Suggestions for teachers who wish to increase academic learning time for learning-disabled students include: reducing transition time; shortening recess or free time; creating more teacher-led instructional groups; teaching more and testing less; increasing teacher questioning; increasing teacher enthusiasm; improving seatwork tasks; giving…

Preschool teachers of children with attentional disorders and delays need to increase pupil engaged time for effective language learning, through such techniques as following the child's lead, providing novelty, using interactive teaching techniques (e.g., incidental teaching, mand-model technique, systematic commenting), and using activity-based…

This final report describes a 3-year project which investigated the relationship between academic learning time (ALT) and achievement in reading and mathematics of mildly handicapped students within the context of different special education delivery systems. Subjects were 24 educably mentally retarded, learning disabled, and emotionally disturbed…

Designed for use by teacher educators, this module provides a framework for examining current practice in training preservice teachers to deal with slow learners in the regular classroom. The focus is on establishing peer and cross-age tutoring programs. A rationale for tutoring is given by describing the relation between academic engaged time and…