Describes the use of a mystery substance, Oobleck, in a graduate-level course for secondary special-education teachers that considered ways to teach science. Principles of science instruction, teaching students with diverse disabilities, instructional congruence, student assessment, and modifications are addressed. (DB)

Describes the use of a variety of strategies to teach estimation and other mathematics concepts in an inclusive urban fifth-grade classroom. The collaborative program (involving the teacher, the mathematics consultant, and the special-education consultant) utilized cooperative learning, estimation techniques, calculators, graphic organizers, links…

Describes a comprehension-enhancement strategy for social studies reading, the PEP (Person, Event, Place) Road Map Instructional Framework, that can help middle school students with reading difficulties. The implementation of the PEP Road Map strategies with 27 minority-group students with learning disabilities resulted in academically significant…

Describes six features of instruction that efficiently accommodate and accelerate learning of a diverse range of students in the general education classroom, including organizing instruction around big ideas, using conspicuous strategies, priming students with background knowledge, using mediated scaffolding, judiciously planning and organizing…

This article identifies classroom resources recommended for beginning special education teachers. Resources are grouped into six categories: (1) developing professionalism; (2) basics for effective instruction; (3) academic instruction; (4) cognitive-behavioral instruction; (5) behavioral management; and (6) classroom extras. Resources include…

This article discusses the use of a writing assessment rubric to structure writing instruction with examples from two classes of children who are deaf. It considers strategy modifications, using rubrics for instruction, and creating and using rubrics. Tables provide detail for a universal-type rubric, a modified universal-type rubric, a writing…

Presents a case study showing how traumatic brain injury (TBI) affects a 7-year-old child, his family, and the school. Through Bob's experiences, specific components of a home-school remediation plan and the need for collaboration and support between home and school are discussed. General instructional implications for TBI are explored. (Author/CR)

Offers strategies and accommodations educators can use with students having attention deficit hyperactivity disorder (ADHD), including examples of their application with a 10th-grade student. Suggestions address the ADHD-friendly environment, student organization, following directions, large group instruction, maintaining attention to seatwork,…

Describes collaborative strategic reading (CSR), a technique for teaching students, such as those with learning disabilities, reading comprehension and vocabulary skills in a cooperative setting. Covers teaching the four strategies of CSR (preview, click and clunk, get the gist, and wrap up), as well as teaching students cooperative learning group…

Uses a case study of a third-grade student with a severe learning disability and an attention deficit disorder to illustrate use of word prediction and speech synthesis software to help students with such tasks as communicating via dialog journals. Guidelines (such as using a relatively small word list) and evidence of the method's effectiveness…

The benefits of using storytelling to encourage literacy in children with diverse learning needs are discussed, including providing a social context for literacy, helping children develop interesting ideas, encouraging role-taking and inferential comprehension, developing literary themes, and tapping children's prior knowledge. Tips for the…

This article discusses the challenge that students with disabilities face in high-school settings in trying to succeed within the general education curriculum. The Concept Anchoring Routine is profiled as a way to help adolescents connect new information they are expected to learn to information that is already familiar to them. (CR)

An instructional prereading using American Sign Language (ASL) was effective in improving the ability of 7 prelingually deaf children (ages 11 and 12) to understand and retell a story after reading it in print. A six-step procedure for using the ASL technique is explained. Other applications of the technique and its appropriateness for public…

Instructions for three classroom sessions show how process writing can be introduced to students with learning disabilities by the teacher modeling the processes of planning, writing, sharing, taking criticism, and revising. Teacher modeling helps students overcome their hesitance about sharing their work. (DB)

This article explains how to use instructive feedback (presenting extra information during feedback following students' responses to direct instruction) to intentionally and methodically boost students' learning. The process involves identifying information to be supplied, deciding how to present the information, using the method consistently, and…