V.2 #3 Recommended Practices - What I Missed in Educating Tim: The Role of Morphology Instruction in
Tim was a student with learning disabilities I had the opportunity to teach during his elementary years and again during his high school years. This unique circumstance allowed me to see the long-term impact of the intervention program employed and to identify an area that I failed to address. I first worked with Tim in my primary special education classroom from second through fifth grades where he received systematic, intensive reading intervention designed to develop his d
V.2 #3 Social Development - Social Skills Interventions in Inclusive Settings
Educational settings are under pressure to become inclusive communities. Inclusion in schools is most often thought about in regard to academic inclusion, where students of differing needs and levels of academic abilities learn together in the same class setting. However, inclusion practices can also be about social inclusion. Although social inclusion has been defined in many ways, the definitions include the notion that participation in the multiple social aspects that are
V.2 #3 Early Intervention - Parent Involvement in Early Intervention and Education
Parent involvement, engagement, and participation in children’s education (hereafter parent involvement) takes many forms, including volunteering in schools and classrooms, communicating with teachers and other school staff, and attending parent teacher conferences, among other activities. Parent involvement has been a key component in several early intervention programs, including Head Start, Early Head Start, and Early Reading First, to name a few. Parent involvement is so
V.2 #3 Reading - Key Features of Exemplary Reading Instruction
Simply put, there’s no perfect method or commercial program for teaching struggling readers how to read. Every method or program has flaws. As Richard Allington, past President of the International Reading Association, has noted, no program is complete, no program is as important as the teacher: Study after study points to teacher expertise as the critical variable in effective literacy instruction…. I've never encountered any product that by itself comprises even a full read
V.2 #3 Mathematics - Algebraic Learning and Students with Learning Disabilities
Algebraic learning constitutes a challenging goal for students with Learning Disabilities (LD), as it presupposes the possession of skills in the performance of which students with LD often encounter considerable difficulties. Some of these skills are: the recognition of operational signs and numerals, the performance of arithmetic operations, the understanding of mathematical laws, the application of procedures for deriving the value of unknown variables, and the use of symb