The idea of this book arose out of an awareness that students with language learning disabilities are completely ignored in the Egyptian school system and there are no special programs that cater to these students. They are placed in normal schools that are not prepared to deal with their unique difficulties. This book, therefore, is an attempt to…

The article presents informal assessment techniques for assessing classroom demands, written language, studying and test-taking skills, notetaking, and gaining information from text. The content of the assessment is conceptualized in terms of the University of Kansas learning strategies curriculum. A test down approach to assessment is suggested.…

Describes the Cognitive Credit Card, an individualized approach to helping students with learning disabilities select and apply appropriate learning strategies. The CCC is a credit card-sized laminated set of cognitive or metacognitive cues for a specific topic. Feedback from students, teachers, and parents has been highly positive. (DB)

The use of both low structure and high structure teaching strategies is recommended for the teaching of reading to learning disabled children, with the goal of children becoming independent users of appropriate strategies. (Author/DB)

Explores policies and practices that support the creation of a successful learning environment for postsecondary students with learning disabilities. Outlines the learning challenges that learning-disabled students face and discusses the legal mandate for accommodating students with learning disabilities. Outlines the pedagogical rationale for…

Learning-disabled students in mainstream settings can use guided notes to help them actively participate in notetaking, follow the sequence of lectures/discussions, and produce useful summaries of important information for future review. This article defines guided notes, describes how to develop guided notes, and offers tips to maximize their…

The article gives suggestions for teaching mainstreamed secondary level learning-disabled and other students notetaking skills. Adaptations to help the student when notes are taken from a lecture and when notes are taken from the chalkboard are offered and include giving the student a lecture outline on which to add notes. (DB)

Intended to assist teachers in evaluation of specific learning strategies for learning disabled students, the article summarizes 14 metacognitive strategies (sets of steps used by the student to talk his or her way through a problem) based on principles of rehearsal, transformation, organization, mnemonics, monitoring, motivation, and…

A program designed to teach cognitive strategies through logical problem-solving and developed for elementary learning disabled students is presented. For each problem set, the instructional procedure involves a discovery activity, discussion, conclusion, follow-up activities, and integration. Five samples of the program's problem sets (e.g.,…

The poor achievement of secondary students with learning disabilities in mathematics is often affected by prior low achievement, low expectations for success, and inadequate instruction. Good instruction involves careful selection of examples; explicit instructional design; a parsimonious use of time and resources; and techniques such as direct…

A step-by-step plan is presented for teaching a mnemonic strategy that students with and without learning disabilities can use to improve word recognition skills. The SCUBA-D strategy involves (1) Sounding it out, (2) Checking sentence clues; (3) Using main idea and picture clues, (4) Breaking words into parts, (5) Asking for help, and (6) Diving…

This article describes instructional procedures for helping students with learning disabilities become more effective mnemonic keyword strategy users. The procedures involve providing a rationale, providing explicit strategy-attribution instruction, modeling strategy use with think-alouds, providing verbal practice, providing guided practice with…

The nature of strategy instruction combined with prevailing teaching models necessitated that the University of Kansas Institute for Research in Learning Disabilities create a new inservice teacher education format, based on such "best practices" as having ongoing training, requiring active and continued participation by key…

In order to determine whether the institution is a good match for a learning disabled college applicant, the admissions counselor needs to ask appropriate questions concerning the student's academic survival strategies. (MSE)

Describes and illustrates five areas of instructional design in mathematics well suited to students with learning disabilities. Suggested learning strategies for teachers to incorporate include using big ideas and conspicuous strategies; teaching efficient use of time; giving clear, explicit instruction on strategies; and taking time for…