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Patricia M. Barbetta – Preventing School Failure, 2024
As students enter middle school, they face increased writing expectations. Middle school teachers expect students to write lengthier compositions across genres that are more technically correct and thoughtfully written than those required in elementary school. Some students will meet the increased expectations, while others will not. Most students…
Descriptors: Middle School Students, Students with Disabilities, Learning Disabilities, Inclusion
Educating and Involving Parents in the Response to Intervention Process: The School's Important Role
Byrd, E. Stephen – TEACHING Exceptional Children, 2011
Parents are encountering a new system that addresses struggling learners. This system is called "response to intervention" or "RTI." Schools are using this philosophy and process to direct choices about school curriculum, ongoing assessment procedures, and decisions about special education services. One positive result of the RTI system is that…
Descriptors: Parent Role, Disabilities, Response to Intervention, Family Role
Kupzyk, Sara; Daly, Edward J., III; Ihlo, Tanya; Young, Nicholas D. – Psychology in the Schools, 2012
Response to Intervention provides a continuum of instruction across intensity levels through multitiered intervention models. A lot of work to date has been devoted to how to configure tiers to ensure the appropriate increases in intensity. Much less work has been devoted to making adjustments "within" tiers to attempt to forestall the need for…
Descriptors: Learning Disabilities, Response to Intervention, Program Implementation, Fidelity
Corson, Sarah L. – Pointer, 1982
The process of writing a play serves as a remediation method for developing writing skills in the learning disabled student. The case of an 11-year-old student, who neither writes nor spells, illustrates this method. (SB)
Descriptors: Elementary Education, Learning Disabilities, Playwriting, Remedial Instruction
Bennett, Lorna – B. C. Journal of Special Education, 1986
The article discusses a diagnostic remediation centre in North Vancouver, for severely learning disabled individuals. The procedures for admission, exit, and follow-up are outlined. (Author/CL)
Descriptors: Educational Diagnosis, Elementary Secondary Education, Learning Disabilities, Remedial Instruction
Poindexter, Starletta Barber – NADE Digest, 2005
I have long believed that many of the students in my developmental/remedial/pre-college courses who have been labeled as " developmental," actually are students who, unknowingly, have learning disabilities. These students have failed to learn simply because they have different learning styles than "the norm." It is extremely…
Descriptors: Developmental Disabilities, Learning Disabilities, Cognitive Style, Teaching Styles
Schenck, Susan J.; Pelosi, Phillip A. – 1979
The paper addresses provisions for a diagnostically based remedial component for children manifesting clear and specific learning disabilities in mathematics. A model, the interactive unit, upon which a sequential program that systematically minimizes learning disabilities on mathematics performance is introduced. It is explained that the…
Descriptors: Elementary Secondary Education, Error Patterns, Learning Disabilities, Mathematics Instruction
Hasselbring, Ted S. – Educational Technology, 1982
Describes a program designed to provide students with individualized spelling remediation using imitation and modeling techniques. (Author)
Descriptors: Computer Assisted Instruction, Elementary Education, Learning Disabilities, Microcomputers

Reid, D. Kim – Journal of Reading, Writing, and Learning Disabilities International, 1989
Cooperative learning arrangements for students with learning disabilities are discussed. Cooperative learning appears to be as effective as teacher-led instruction because it replicates natural learning contexts, enhances self-efficacy, provides level-appropriate information processing models, and addresses the specific needs of such students.…
Descriptors: Cooperation, Elementary Secondary Education, Instructional Effectiveness, Learning Disabilities

Zakaluk, Beverley L.; Klassen, Mary – Journal of Reading, 1992
Describes a remedial program (developed for a ninth grade student labeled learning disabled) that incorporated principles of direct-explicit instruction, metacognition, and language to mediate thinking and learning. Notes that the program helped the student succeed and advance to the next grade. (SR)
Descriptors: Case Studies, Grade 9, High School Students, High Schools
Fox, Barbara – 1980
The paper describes the Stepping Stone Model, a model for the remediation and mainstreaming of secondary learning disabled students and the adaptation of curriculum and materials for the model. The Stepping Stone Model is designed to establish the independence of students in the mainstream through content reading. Five areas of concern common to…
Descriptors: Curriculum Development, Learning Disabilities, Mainstreaming, Models
Cook, Ann – B. C. Journal of Special Education, 1980
The Learning and Diagnostic Centre provides the following services: a remedial clinic program, academic assessment and programing services, and an assessment unit. (DLS)
Descriptors: Educational Diagnosis, Foreign Countries, Learning Disabilities, Learning Problems

Schmidt, John L.; And Others – Journal of Reading, Writing, and Learning Disabilities International, 1989
The study designed and validated an instructional sequence to promote the generalization of learning strategies to improve written expression acquired in remedial settings to mainstream settings. The article delineates elements necessary to promote generalization of skills with learning disabled populations. (Author/DB)
Descriptors: Elementary Secondary Education, Generalization, Learning Disabilities, Learning Strategies
Smith, Virginia M. – Academic Therapy, 1985
A 10-day aquatics program for learning disabled children with hand-eye coordination problems and low self-esteem is described. Activities for each session (including relaxation exercises) are listed. (CL)
Descriptors: Elementary Education, Eye Hand Coordination, Learning Disabilities, Motor Development
Franson, Joseph Paul – 1979
The author describes an approach to mainstreaming handicapped middle school students in which students were placed in a regular remedial class with a regular education teacher, a special education teacher, and an aide. The model evolved originally because of staffing problems, but achievement in both self confidence and academics resulted in its…
Descriptors: Disabilities, Elementary Education, Learning Disabilities, Mainstreaming