In this webinar, Dr. Carol Tomlinson of the University of Virginia presented the research base supporting the practice of differentiation and described the characteristics of effective differentiation. She led a discussion of how quality preparation can build and strengthen teachers' knowledge and skills in implementing differentiated instruction…

When educators hear the term "universal design for learning" (UDL), most associate it with technology. However, UDL is not solely about the use of technology in education. UDL is also about the pedagogy, or instructional practices, used for students with and without disabilities. The concept of universal design, which originated in the field of…

Previous efforts at leveling the learning field for all students have not met with success. In 1955 Johnny allegedly could not read because of the "look-and-say method" of teaching reading; 26 years later he still could not read because most elementary schools continued to use the aforementioned unproductive system. Perhaps now is…

It is difficult to deny that many U.S. middle and high school students are in need of special literacy supports. Several indicators of declining literacy achievement have shifted national attention toward struggling and striving adolescent readers. More than ever, secondary schools are under enormous pressure to find ways of improving performance…

In response to Crockett's analysis of the relation of science and the instruction of students with learning disabilities, we discuss reasons why teaching in special education is infrequently affected by science and research, and we propose a model of naturalistic decision making and make recommendations for bridging the gap between research and…

Interviews with 23 adult college students with learning disabilities explored the metaphors they use to describe their disabilities. This strategy can help learners gain a sense of control over their disabilities. Adult educators can stimulate critical reflection and help them to make meaning of their experience.(JOW)

The author was asked to address the future of the field of learning disabilities (LD) from the perspective of a director of one of the five Institutes for Research on Learning Disabilities (IRLD) funded by the Office of Special Education Programs more than 25 years ago. The theme of each of the Institutes differed; the Minnesota IRLD focused on…

The purpose of this article is to offer insights into the complex area of learning disabilities, to provide tips on how to recognize children with various types of learning disabilities, and to offer suggestions for teaching students who are learning disabled. The hope is that with some information and "teaching tips" in this area, more and more…

Concentrating on linguistic and logical-mathematical intelligence in elementary school classrooms ignores the dominant strengths of most children, who may possess alternative spatial, bodily kinesthetic, interpersonal, or intrapersonal intelligence. Explains how elementary teachers can transform "dysteachea" into learning strategies for…

In the article the major principles of a whole language approach are identified and discussed as they may be applied with learning disabled (LD) children. Theoretical assumptions and specific educational practices are described, with recommendations for increasing the effectiveness of whole language programs for LD children. For related…

Discusses the reform efforts of the National Council of Teachers of Mathematics' Standards documents and presents six research-based instructional strategies to use with students with learning disabilities: big ideas, conspicuous strategies, mediated scaffolding, strategic integration, ground knowledge, and judicious review. Contains 55…

A reinterpretation of survey results concerning teacher-education programs in learning disabilities indicates that (1) most large programs advocate a reasonably consistent instructional approach and (2) despite the appearance of the same topics in textbooks for both special and regular education teachers, the same set of skills are not necessarily…

The potential uses of telecomputing in the education of learning disabled secondary students are described, including electronic mail, interactive one-to-one discussions, and database searches. Related staff and administrative concerns are discussed. (JW)

Suggests that reading instruction, guided by a knowledgeable and sensitive teacher, is one means of complementing and facilitating oral language learning for the language-impaired child. Argues that the complex relationship between reading and oral language must be explored in depth. (RS)

The article uses case histories and anecdotes to describe the math difficulties of learning disabled children and to explain a variety of remedial therapies that match particular problems. (Author/DB)