Many students with learning disabilities (LD) struggle to develop text-writing fluency: the skill of accurately and efficiently composing multiple words into sentences and passages understandable to readers. In prior studies, researchers have used instructional assessments to control for task difficulty and identify precise areas of text-writing…

Early adolescents entering middle school are at a pivotal developmental phase as they become less dependent on parents/guardians and seek greater autonomy while encountering a complexity of social demands requiring them to regulate their emotions, thoughts, and behaviors to achieve academic and social success. Yet, students who receive services…

Automaticity in discrete skills is vital to developing proficiency in the higher-order abilities necessary for successful school, work, and social outcomes. Unfortunately, many students struggle with this automaticity. Strategic incremental rehearsal (SIR) is an efficient flashcard intervention that improves discrete skill acquisition. This…

Fractions are an important concept used throughout advanced mathematical ideas and everyday life. Students need a solid understanding of fraction concepts, such as magnitude, equivalence, and operations. However, many students, including students with learning disabilities (LD) in mathematics, struggle with fractions. In this article, the use of…

Self-regulated strategy development (SRSD) is an effective instructional approach used to teach academic strategies for skills such as writing and reading comprehension. Included in SRSD are direct strategy instruction and explicit procedures for teaching self-regulation skills, a method that has been effective at improving academic skills of…

High-leverage practices are essential components of specially designed instruction required by the Individuals with Disabilities Education Improvement Act. High-leverage practices such as explicit instruction and use of instructional and assistive technology have research evidence demonstrating their effectiveness when teaching students with…

Being able to identify the main ideas within a complex multi-paragraph content-area text is an essential reading comprehension skill. It is especially important for content-area and special education co-teachers to provide explicit instruction in this skill to meet the needs of their students with learning disabilities who frequently struggle with…

The Second Chance Act and the Individuals with Disabilities Education Improvement Act encourage juvenile justice personnel to collaborate with not-for-profit organizations, employers, and community schools to provide incarcerated girls with disabilities transition support to reenter their community after incarceration. The "Career and College…

The increase in enrollment in online programs for Grades K-12 students, including students with disabilities, requires teachers to consider how to provide effective online instruction. Although schools may offer students a fully online curriculum, teachers serve an essential role in supporting students with disabilities in meeting (a) learning…

Middle grade students with disabilities that impact reading, including learning disabilities (LD) in reading, high functioning autism (ASD), and emotional and behavioral disorders (EBD), and students atrisk for reading failure due to the effects of poverty often struggle to make knowledge-based inferences while reading informational texts. As a…

Problem solving is recognized as a critical component to becoming a self-determined individual. The development of this skill should be fostered in the early years through the use of age-appropriate direct and embedded activities. However, many early childhood teachers may not be providing adequate instruction in this area. This column provides a…

Students with learning disabilities (LD) often face significant difficulties in reading. Research has found a variety of different evidence-based practices to support the reading development of students with LD in areas such as word work, vocabulary, and reading comprehension. However, these practices are most often intended for use in traditional…

Students with disabilities or who are at risk for disabilities, and from culturally and linguistically diverse backgrounds typically receive disproportionately more negative consequences in schools, including office disciplinary referrals and referrals for special education evaluation. In an effort to decrease the overrepresentation of culturally,…

Many adolescent students who are learning English and are identified with learning disabilities have difficulties with both reading comprehension and English language proficiency. In the secondary grades, these students have fewer opportunities to improve their reading comprehension and to learn from a range of disciplinary texts. To address these…

This article presents a checklist of 10 evidence-based practices for educators to apply in mathematics instruction for students with learning disabilities. The checklist is "actionable," meaning the items on the checklist can be put into action immediately. It provides practical strategies teachers can adopt to fit their lessons…