Research continues to confirm that we can teach students with disabilities to "learn how to learn". We can put them into a position to compete and hold their own.
Scaffolding is also something that seems to make a real difference. Start out with the teacher using heavily mediated instruction, known as explicit instruction, then slowly begin to let the students acquire the skill, moving towards the goal of student mediated instruction.
Success for the student with learning disabilities requires a focus on individual achievement, individual progress, and individual learning. This requires specific, directed, individualized, intensive remedial instruction for students who are struggling.
Some intervention practices that produce large outcome include:
- Break learning tasks into small steps.
- Probe regularly to check understanding.
- Provide regular quality feedback.
- Present information visually and verbally.
- Use diagrams, graphics, and pictures to support instruction.
- Provide independent practice.
- Model what you want students to do.
Whether the student is in the general education classroom or learning in a special class setting, focus the activities on assessing individual students to monitor their progress through the curriculum. Concerns for the individual must take precedence over concerns for the group or the curriculum or for the organization and management of the general education classroom content.
Article Submission
Mrs. Pinnock - TMSA, Special Education