Although data-based individualization (DBI) has positive effects on learning outcomes for students with learning difficulties, this framework can be difficult for teachers to implement due to its complexity and contextual barriers. The first aim of this synthesis was to investigate the effects of ongoing professional development (PD) support for…

Although data-based individualization (DBI) has positive effects on learning outcomes for students with learning difficulties, this framework can be difficult for teachers to implement due to its complexity and contextual barriers. The first aim of this synthesis was to investigate the effects of ongoing professional development (PD) support for…

This meta-analysis synthesized the available empirical evidence on the impact of interventions on the development and enhancement of mathematical word problem solving skills for K-12 students with learning disabilities (LD) and those with mathematics difficulties (MD). A total of 33 studies met inclusion criteria for this meta-analysis. After…

Foetal alcohol spectrum disorder (FASD) is the most common non-genetic cause of learning disability, affecting around 1% of live births in Europe, and costing an estimated $2.9 million per individual across their lifespan. In adulthood, non-reversible brain damage is often compounded by secondary disabilities in adulthood, such as mental health…

This toolkit provides activities and resources to assist practitioners in designing and delivering intensive interventions in reading and mathematics for K-12 students with significant learning difficulties and disabilities. Grounded in research, this toolkit is based on the Center on Instruction's "Intensive Interventions for Students Struggling…

We analyzed two nationally representative, longitudinal data sets of U.S. children to identify risk factors for persistent mathematics difficulties (PMD). Results indicated that children from low socioeconomic households are at elevated risk of PMD at 48 and 60 months of age, as are children with cognitive delays, identified developmental delays…

This meta-analysis synthesizes experimental and quasi-experimental research on instruction that enhances the mathematics performance of K-12 students with learning disabilities. It reports the findings from this synthesis, discusses the implications for practice, and suggests next steps for research and professional development efforts in this…

This guide for teachers is a companion piece to the meta-analysis from the Center on Instruction, "Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics: A Synthesis of the Intervention Research". Based on the findings of this report, seven effective instructional practices were identified for teaching…

During the past several years, one of the most frequently addressed topics at conferences and in professional journals is responsiveness to intervention (RTI). This is because it is viewed by many as a new way to think about both early intervention and disability identification. Despite its relative newness, a subset of RTI proponents contend…

Problems in modern math instruction for learning disabled students include language and vocabulary, a lack of appropriate emphasis on mastery, the use of set notation in the primary grades, inadequate teacher inservice education in modern math, and the elimination of parents as teaching partners. (CL)

Reviews four professional resources about dyslexia and learning disabilities that differ in perspective but have many commonalities in their advice to teachers. (MG)

Making math concepts understandable is a challenge--one that is more complex when a classroom includes students with learning difficulties. With this highly practical resource, teachers will have just what they need to teach a critical content area with confidence: research-based strategies that really work with students who have learning…

The position paper of the Division for Learning Disabilities of the Council for Exceptional Children proposes seven components (including the differentiation of learning disabilities from learning problems) of the final policy of the Office of Special Education and Rehabilitative Services concerning the Regular Education/Special Education…

The paper on learning disability (LD) definition and subtypes considers the nature of the definition and differentiation problems, the importance of placing and keeping LD in perspective vis a vis other learning problems, and future development of a LD classification schema using dimensions of cause, severity, pervasiveness, and chronicity.…

A telephone helpline in California designed to answer questions about learning problems and provide resources and referrals produced a dramatic increase in calls since its beginning. Such a system can be of further help by analyzing community information needs, preparing resource material, and providing training to professionals. (CL)