Empirical evidence suggests a phonological loop deficit associated with Down syndrome. A trisomy 21 may be associated with a narrowing of visual attention to fewer than four objects at a time too. In a study with computer tachistoscopy, the hypothesis was confirmed in all 194 persons with trisomy 21. The subitising limit of persons with trisomy 21…

Students with disabilities are entering higher education at higher rates than ever before. However, the retention rates of these students are disproportionately low compared to peers without disabilities. More so, students with learning disabilities are less likely to be retained compared to those with other types of disabilities. This study…

Dyscalculia is a Specific Learning Disorder that affects ones' ability to comprehend, retain, and recall mathematical principles and basic facts. Approximately five million students in the United States have dyscalculia; these students are eligible to receive interventions and accommodations in math class. This study examined the efficacy of extra…

Developing and supporting understanding of the meaning of multiplication and multiplicative relationships in students with mathematics learning disabilities requires carefully designed instruction that emphasizes strategic representation use. This article discusses three ways in which teachers can incorporate multiple representations within…

Humans' participation positively impacts society and individuals, suggesting that children's participation in activities carried out in supportive environments promotes positive health and the development of key capacities. COVID-19 abruptly changed the daily lives of children and their caregivers due to the general duty of home confinement with…

Students with learning disabilities often struggle to explore and apply problem-solving strategies to mathematical word problems, with challenges becoming particularly evident when learning fractions due to their abstract nature and conceptual complexity. This study investigated the effects of Solve It! strategy combined with video modeling on…

Little information is available about how writing is taught in the classroom for students with learning disabilities. Researchers addressed this gap in the literature by conducting an observation study exploring the writing instruction of 66 fourth-grade teachers (31 special education; 35 general education). The aims of this study were to explore…

Students who receive special education services are identified as having one of the 13 disabilities categories recognized by the Individuals with Disabilities Education Act. This identification allows for services such as educational, social-emotional, and/or behavioral supports. However, labeling students with a disability can also have…

Individual Education Programs (IEPs) are the entry point to the design of teaching and learning for students with disabilities. This guidebook provides teachers with reflective questions, a sample response bank, strategies from the research-based Learner Variability Navigator, and other resources to write strength-based IEPs. Strength-based…

The causes underlying comorbid learning difficulties in reading (RD) and math (MD) are still a matter of debate. Based on current research, two models for the relation of the cognitive profile of isolated and combined learning difficulties (RDMD) are discussed. Regarding the "multi-deficit model", the profile of RDMD is characterized by…

An A-B-A-B withdrawal design was used to explore the effects of a text-to-speech (TTS) program (Read & Write Gold 11) on reading comprehension scores for two fourth-grade students with learning disabilities in an urban school. For each session, students used the TTS program to read a fourth-grade-level comprehension passage. The number of…

Background: People with learning disabilities are at increased risk of physical health conditions and mortality compared to the general population. Initiatives to address these health inequalities include the introduction of learning disability registers, through which people with learning disabilities can be identified and offered annual health…

Students with learning disabilities in word-level reading typically require explicit, systematic, and intensive phonics intervention. Teachers' capacity to provide effective intervention depends largely on their depth of understanding of language and their proficiency with evidence-based instructional methods. This article outlines the key…

Data-based instruction (DBI) is a process of collecting and using student progress data to guide decision-making related to intervention intensity and individualization for students with learning disabilities (LD). However, effective DBI requires that teachers have a range of knowledge and skills across multiple domains. Past research has shown…

Increasing the performance of secondary students with learning disabilities (LD) in mathematics on word problem-solving tasks involving ratios and proportions is challenging for secondary math teachers. Teachers must use evidence-based practices to enhance secondary students' problem-solving proficiency and math achievement. Schema-based…