Descriptor
| Learning Disabilities | 2 |
| Sequential Approach | 2 |
| Sequential Learning | 2 |
| Abstract Reasoning | 1 |
| Classroom Techniques | 1 |
| Concept Formation | 1 |
| Diagnostic Teaching | 1 |
| Diagnostic Tests | 1 |
| Elementary School Mathematics | 1 |
| Identification | 1 |
| Individualized Instruction | 1 |
| More ▼ | |
Source
| Intervention in School and… | 1 |
Publication Type
| Guides - Classroom - Teacher | 1 |
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
Audience
| Practitioners | 1 |
| Teachers | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Download full textHackman, Judith Dozier; And Others – 1978
This paper examines the effectiveness of the Project MECCA (Make Every Child Capable of Achieving) model for early identification and mainstreaming of children with potential specific learning disabilities (SLD). The MECCA model incorporates collaboration between the learning disabilities teacher and the classroom teacher within the classroom…
Descriptors: Diagnostic Teaching, Diagnostic Tests, Identification, Individualized Instruction
Peer reviewedMiller, Susan Peterson; And Others – Intervention in School and Clinic, 1992
This article presents the "concrete semiconcrete abstract" (CSA) teaching sequence for teaching basic math skills to students with and without learning disabilities. Guidelines include providing a minimum of nine instructional lessons (three at each level), each with four lesson steps. Validation of the CSA sequence and lesson format with 15…
Descriptors: Abstract Reasoning, Classroom Techniques, Concept Formation, Elementary School Mathematics
