V.4 #4 Best Practices - Improving Social-Communication Skills: Work it into the Lesson Plan, Again a
Brought to you by Learning Disabilities Worldwide (LDW®) through the generosity of Saint Joseph's University. Assuring that the skills our students lack (or are weak in) are worked into the plan for the day cannot be understated. As important as it is to assure that we work critical thinking questions into a lesson plan, or assure proper amounts of individual and guided practice in our academic skill areas, the key to effective planning for our students with learning disabili
V.4 #4 - Counseling/School Psychology - Curriculum-Based Assessment
Brought to you by Learning Disabilities Worldwide (LDW®) through the generosity of Saint Joseph's University. Empirical research has reinforced the notion that curriculum-based assessment (CBA) procedures result in positive effects on the academic achievement of students with special needs (Jones, Southern, & Brigham, 1998). Most educators (Jones et al., 1998) agree that CBA is a systematic process of developing and implementing standards for identifying academic difficulties
V.4 #4 Social-Emotional Development - Aesthetic Education: Benefits for Children with Learning Disab
Brought to you by Learning Disabilities Worldwide (LDW®) through the generosity of Saint Joseph's University. Research has suggested that humans have three basic needs—1) to feel competent, 2) to feel socially attached, and 3) to have autonomous control over their own life (Connell and Wellborn, 1991). As students spend the majority of their days in classroom settings, it would be optimal if these classrooms provided opportunities for all three of these basic needs to be met.
V.4 #4 Literacy - Progress-Monitoring: Measuring Success in Literacy
Brought to you by Learning Disabilities Worldwide (LDW®) through the generosity of Saint Joseph's University. Progress monitoring is a scientifically-based practice that is used to assess students’ academic performance and evaluate the effectiveness of instruction (Fuchs & Fuchs, 2009). This practice of monitoring instruction forms the very foundation of the Response to Intervention movement that is required in schools through federal regulations. It is progress monitoring th
V.4 #4 Mathematics - Math and Real Life: Important Connections
Brought to you by Learning Disabilities Worldwide (LDW®) through the generosity of Saint Joseph's University. I was never a strong mathematics student. I got by, and passed the necessary assessments that eventually earned me a diploma, but looking back I am saddened that no one ever made mathematics come alive for me. Had I known then what I know now, perhaps I would have had a different attitude about coming to understand and love mathematics, especially realizing the many r