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Emily C. Bouck; Jonte A. Myers; Brad S. Witzel – TEACHING Exceptional Children, 2024
The COVID-19 pandemic of 2020 forced many schools to deliver remote and/or online instruction, at least intermittently, to all students, including those with learning disabilities (LD; Grant, 2020). The move to remote (i.e., education provided not in the physical classroom or school) or virtual (i.e., learning facilitated by digital tools)…
Descriptors: Mathematics Instruction, Electronic Learning, Secondary School Students, Students with Disabilities
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Candace A. Mulcahy; Joseph C. Gagnon; V. Sue Atkinson; Jason A. Miller – TEACHING Exceptional Children, 2024
In the era of 21st century learning, many secondary students with learning disabilities continue to struggle with mathematics problem solving. Emerging evidence suggests self-regulated strategy development can be combined with existing evidence-based and promising practices during mathematics instruction. These practices include explicit…
Descriptors: Self Management, Algebra, Problem Solving, Secondary School Students
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Shawn M. Datchuk; Leah M. Zimmermann; Kyle Wagner; Apryl L. Poch – TEACHING Exceptional Children, 2024
Many students with learning disabilities struggle with sentence writing fluency, the skill of quickly and accurately generating words that follow rules of semantics, spelling, syntax, and usage within sentence structures understandable to readers. Students who struggle with sentence writing fluency may face difficulty fully expressing their ideas…
Descriptors: Students with Disabilities, Learning Disabilities, Sentences, Teaching Methods
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Brennan W. Chandler; Kristin L. Sayeski – TEACHING Exceptional Children, 2024
Writing is a complex activity requiring a wide range of skills. Sentence construction, a foundational writing skill, is necessary for paragraph and composition writing. Unfortunately, many current approaches to teaching writing place a priority on the product--focusing on teaching the process of writing lengthy pieces rather than providing…
Descriptors: Writing Instruction, Writing Skills, Sentences, Students with Disabilities
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Amber B. Ray; Erin FitzPatrick – TEACHING Exceptional Children, 2024
Students with disabilities need high-quality instruction to effectively wield writing as a tool to powerfully shape both academic and economic outcomes. Self-regulated strategy development (SRSD) is a powerful intervention demonstrated to improve student growth and writing performance for students with learning disabilities, emotional and…
Descriptors: Metacognition, Self Efficacy, Writing Skills, Students with Disabilities
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Asha K. Jitendra; Barbara Dougherty; Victoria Sanchez; Luisana Suchilt – TEACHING Exceptional Children, 2024
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…
Descriptors: Multiplication, Mathematics Instruction, Students with Disabilities, Learning Disabilities
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Wang, Peishi; Jackson, Dia; Freeman-Green, Shaqwana; Kamuru, Jessica; Driver, Melissa – TEACHING Exceptional Children, 2023
This article provides a practical illustration of how culturally sustaining pedagogy (CSP) and evidence-based practices (EBPs) can be integrated into a mathematics curriculum to address social justice issues. A vignette is provided to illustrate how a secondary teacher infused social justice education in a seventh-grade mathematics lesson through…
Descriptors: Culturally Relevant Education, Evidence Based Practice, Mathematics Education, Social Justice
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Sean J. Smith; Amber Rowland; K. Alisa Lowrey – TEACHING Exceptional Children, 2023
Middle school learners with disabilities, particularly learning disabilities, struggle with organizing their thoughts, expressing their ideas, spelling, the use of content vocabulary, the mechanics of writing, fluency, and overall, the primary elements of written expression (Graham et al., 2015). While writing complicates learning for students…
Descriptors: Middle School Students, Students with Disabilities, Learning Disabilities, Writing Instruction
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Hughes, Elizabeth M.; Witzel, Bradley S.; Myers, Jonte; Lin, Tzu Hsing – TEACHING Exceptional Children, 2023
Mathematical knowledge and skills are critical in the development of students. In this article, we begin to unpack the concept of mathematics disabilities and how they are presented across classrooms. We explain commonly used terms such as, specific learning disability and dyscalculia, and emphasize how students qualify for math support. We…
Descriptors: Mathematics Education, Learning Disabilities, Student Development, Educational Development
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Kong, Jennifer E.; Arizmendi, Genesis D.; Doabler, Christian T. – TEACHING Exceptional Children, 2023
This article focuses on implementing the Science of Math through a culturally responsive framework designed to support culturally and linguistically diverse students in math classrooms. We consider the influence of (second) language acquisition and instructional environments for students in addition to specific ways to increase instructional…
Descriptors: Culturally Relevant Education, Student Diversity, Second Language Learning, Educational Environment
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Witzel, Bradley; Myers, Jonté A. – TEACHING Exceptional Children, 2023
Solving word problems is a large part of algebra coursework and statewide testing. However, solving secondary mathematics word problems is difficult for most students and extremely challenging for students with specific learning disabilities (SLD). In recent meta-analyses, two problem solving strategies emerged as effective for secondary students…
Descriptors: Problem Solving, Word Problems (Mathematics), Algebra, Heuristics
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Butler, Whitney Sommers; Hord, Casey; Watts-Taffe, Susan – TEACHING Exceptional Children, 2022
In spite of the prevailing assumption that formal reading instruction is no longer needed once adolescents reach high school, students at the secondary level still benefit from explicit reading instruction to continue developing advanced literacy skills enabling them to access complex narrative texts. This article argues for the importance of…
Descriptors: Secondary School Students, Reading Comprehension, Reading Instruction, Students with Disabilities
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Griffith, Catherine A.; Hirsch, Shanna E.; Burns, Tracy – TEACHING Exceptional Children, 2022
Secondary students with specific learning disabilities (SLD) can often demonstrate skill deficits and problem behaviors in general education classes. Teachers generally understand how to implement intensive interventions, yet may not know how to address skill deficits and off-task behaviors using a function-based approach or may encounter barriers…
Descriptors: Secondary School Students, Students with Disabilities, Learning Disabilities, Functional Behavioral Assessment
Hall, Colby; Dahl-Leonard, Katlynn; Denton, Carolyn A.; Stevens, Elizabeth A.; Capin, Philip – TEACHING Exceptional Children, 2021
The Gradual Release of Responsibility (GRR) model for instructional delivery is well supported by research evidence and is often identified as a critical element of instruction for students with learning difficulties. However, there are challenges associated with effectively releasing responsibility to students. This may be especially true during…
Descriptors: Students with Disabilities, Reading Difficulties, Teaching Methods, Student Responsibility
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Anderson, Alida; Valero, Liora – TEACHING Exceptional Children, 2020
The reading and writing challenges that students with learning disabilities (LD) face in academic classroom settings, such as social studies classrooms, are ever present because students are expected to read, understand, and use text-based language that they cannot access due to text-reading difficulties. Visual, performing or drama, music, and…
Descriptors: Vocabulary Development, Social Development, Emotional Development, Students with Disabilities
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