Learning Disabilities

Title, EditionISBN

© 2009 Pearson Education, Inc.All rights reserved.

Exceptional Children: An Introduction to Special Education, 9th EditionISBN 013514454X

© 2009 Pearson Education, Inc.All rights reserved.

Chapter 5Learning Disabilities

© 2009 Pearson Education, Inc.All Rights Reserved.2

Exceptional Children: An Introduction to Special Education, 9th EditionHewardISBN 013514454X


Focus QuestionsWhy has the concept of learning disabilities proven so difficult to define?What characteristic encompasses all students with learning disabilities?What factors might account for the huge increase in the prevalence of students identified with learning disabilities since the category was officially recognized in the mid-1970s?Are the achievement deficits of most students diagnosed with learning disabilities the result of neurological impairment or poor instruction?




Focus Questions (cont.)What can a student’s responsiveness to evidence-based instruction reveal about the need and focus of special education?

How can academic tool skills and learning strategies relate to each other?

What skills are most important to the success of an elementary-age student with learning disabilities in the general education classroom? for a secondary student?

Key Terms and Concepts LD – (What IS and IS NOT an LD) IDEA definition of Learning Disabilities. Characteristics of

children with LD. (For children with Reading, Writing, and Math disabilities)

Response to Intervention – What is it and how does it work? RTI versus Discrepancy Approach Dyslexia, Dysgraphia, Dyscalculia Teaching and testing methodologies such as: Curriculum

Based Measure, Explicit Instruction, Content Enhancement, Guided Notes

Teaching methods (graphic organizers, mnemonics, guided notes, aides, etc.

LD and LRE Behavior Problems and LD Typical Services Provided Phonemic Awareness




IDEA Definition of Learning Disabilities (LD) A disorder in one or more of the basic psychological

processes involved in understanding or using language (Federal and State)

May manifest itself in an imperfect ability to: Listen, think, speak, read, write, spell, or do math

(mathematical calculations) Includes such conditions as perceptual disabilities, brain

injury, minimal brain dysfunction, dyslexia, and developmental aphasia

Does not include learning problems that are the result of visual, hearing, or motor disabilities, or intellectual disabilities, of emotional disturbance, or of environmental, cultural, or economic disadvantage




The NJCLD Definition of LD A general term that refers to a group of disorders

manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or math abilities (National Joint Commissions on Learning Disabilities)

These disorders are intrinsic to the individual and presumed to be due to central nervous system dysfunction and may appear across the life span

Problems with self-regulatory behaviors, social perception, and social interaction may coexist but do not themselves constitute a learning disability

Although learning disabilities may occur with other handicapping conditions or with extrinsic influences, they are not the result of those influences




NJCLD Problems with IDEA LD Definition Exclusion of Adults

Learning disabilities can occur at all ages, IDEA only refers to school age children

Referent to “basic psychological processes” Left to debate on how to teach students with LD

Inclusion of spelling as a learning disability Can be subsumed under written expression, should be eliminated

from the definition Inclusion of obsolete terms

Dyslexia, minimal brain function, perceptual impairment, developmental aphasia (confuses definition)

Wording of the exclusion clause Suggests that learning disabilities cannot occur with other disabilities,

however a student can have an LD along with another disability




Operationalizing the Definition

Most states require three criteria be met to receive services:

Discrepancy between intelligence and achievement An “unexpected” difference between general ability (IQ)

and achievement p 160-161

Exclusion criterion The student’s difficulties are not the result of another

known condition that can cause learning problems

A need for special education services The student shows specific and severe learning

problems despite normal educational efforts




NJAC 6A:14 Definition of LD A disorder in one of more of the basic

psychological processes involved in understanding or using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury minimal brain dysfunction, dyslexia, and developmental aphasia (same as federal)




NJAC6A:14 Definition of LD A specific disability can be determined when a severe discrepancy is found between the student’s current achievement and intellectual ability in one or more of the following areas:

Basic Reading SkillsReading ComprehensionOral ExpressionListening ComprehensionMathematical CalculationMathematical Problem SolvingWritten ExpressionReading Fluency




NJAC6A:14 Definition of LD The term severe discrepancy does not apply to students

who have learning problems that are primarily the result of visual, hearing, or motor disabilities, general cognitive deficits, emotional disturbance or environmental, cultural or economic disadvantage

The district shall, if it utilizes the severe discrepancy methodology, adopt procedures that utilize a statistical formula and criteria for determining severe discrepancy. Evaluations shall include assessment of current academic achievement and intellectual ability




Let’s Review…A learning disability cannot be caused by…

A. emotional problemsB. developmental delaysC. dyslexiaD. an injury to the brain




Reauthorization of IDEA in 2004 “When determining whether a child has a

specific learning disability … a local educational agency shall not be required to take into consideration whether a child has a severe discrepancy between achievement and intellectual ability…a local agency may use a process that determine if the child respond to scientific, research-based intervention as part of the evaluation procedures.”




Responsiveness to Intervention

A local education agency may use a process that determines if the child responds to scientific, research-based intervention as a part of the evaluation procedures

The responsiveness to intervention approach shifts the identification of learning disabilities from a “wait-to-fail” model to one of early identification and prevention

Began in 2004 in response to problems with the discrepancy approach

RTI is a sequence of tiered interventions with each tier providing more support than the previous tier.

Discrepancy approach is “wait to fail” model




NJAC 6A:14 Definition of RTI

A specific learning disability may also be determined by utilizing a response to scientifically based interventions methodology as described: Methodology includes scientifically based

instruction by highly qualified instructors, and that multiple assessments of student progress are included in the evaluation of the student

Not be required to include more than the assessment conducted pursuant to the district’s response to scientifically based intervention methodology in the evaluation of a student

If the parent consent in writing extend, as necessary, the time to complete an evaluation pursuant to above




RTIBasic premise of RTI:

• Measuring low-achieving student’s response to increasingly intensive, scientifically validated instruction can determine whether the child’s struggles to learn are the result of poor or insufficient instruction or of a disability for which special education is needed

Two functions of RTI• Screening/identification and prevention

Trustworthiness of RTI depends on• The consistent, rigorous implementation of research-

based interventions• Accurate, reliable, easy to use measures for

monitoring student progress




RTI Three Tier Model Tier One: Primary Interventions in the General Education Classroom

Evidenced based curriculum and instruction in general education classroom

Frequent progress monitoring If scores fall below criteria, or are well below that of their

classmates considered at-risk Tier Two: Secondary Interventions

Intensive fixed-duration trial (10-12 weeks) or small-group supplemental tutoring using a research based program provided by a qualified professional (reading specialist, basic skills instructor)

If successful then determined to be “remediated” and moved to tier 1; if not successful then may be referred to third tier, or try another tier 2 intervention

Dual discrepancy- student fails to make adequate growth, completes tier two intervention below benchmark criteria

Tier Three: Tertiary Intervention (Special Education) Child is evaluated and eligibility/classification is determined




Scientifically Based Interventions Wilson Reading Program Orton-Gillingham Reading Program Touch Math Computer Aided Instruction

Success Maker Study Island

http://www.interventioncentral.org/

http://www.interventioncentral.org/




Scientifically Based InterventionsWilson Reading Demohttp://www.youtube.com/watch?v=EaAmdjHGla0

Orton Reading Demohttp://www.youtube.com/watch?v=fWpDm6Iwdzk

Touch Math Demohttp://www.youtube.com/watch?v=gQt4JDrlbEo&feature=related

Success Maker Demohttp://www.youtube.com/watch?v=upiQgEqAdgM

http://www.youtube.com/watch?v=EaAmdjHGla0

http://www.youtube.com/watch?v=fWpDm6Iwdzk

http://www.youtube.com/watch?v=gQt4JDrlbEo&feature=related

http://www.youtube.com/watch?v=upiQgEqAdgM




Benefits of Responsiveness to Intervention Earlier identification of students using a problem-solving approach Reduction in the number of students referred for special education

(Prevention) Reduction in the over-identification of minority students Provision of more instructionally useful data than that provided by

traditional methods of assessment and identification Increased likelihood that students are being exposed to high-quality

instruction in the general education classroom by stipulating that schools use evidence-based instructional practices and routinely monitor the progress of all students

Encourages access to early intervention because at-risk students are identified early and an infrastructure for the appropriate delivery of services is already established

Service to all students with achievement problems, so that only those students who fail to respond to multiple levels of intervention efforts receive the label of having learning disabilities




Concerns with RTI Consistent use of effective, evidence

based instruction does not occur in many classrooms (Tier 1)

Many professionals still favor discrepancy model




Learning “Disabilities”: No Shame in the Name

“Let’s get a few things on the table right up front. There is no shame in having a learning disability (LD). Learning disabilities are not the result of laziness or inadequate instruction. They are not the same as hearing or vision impairments and are not a mild form of intellectual disability (formerly known as mental retardation). Learning disabilities do not go away and are not the same as learning “differences.” And learning “preferences” are a universal phenomenon — not unique to any one group of individuals — and do not contribute meaningfully to the issue of LD. “…

http://ncld.org/ld-basics/ld-explained/basic-facts/learning-disabilities-no-shame-name?utm_source=newsletter_july_24_2012&utm_medium=email&utm_content=introtext&utm_campaign=ldnews#.UA8VHdPXgB0.facebook

“Right or wrong, individuals with disabilities (not differences, not preferences) are entitled to protections under federal law. Whether its education law or civil rights law, individuals with disabilities have rights and entitlements that those with “differences” or “preferences” do not. Ask a child, parent, or adult who has been on the LD journey about the ways that they have benefited from the LD classification: extended time for testing, note takers, assistive technologies that capture text and convert it into speech or that capture speech and convert it into written narrative, talking calculators, and much more.”…







CharacteristicsStudents with LD experience one or more of the following difficulties:

Reading problems - 80% of all children identified

Deficits in written language - Perform lower than their age-matched peers without disabilities across most written expression tasks

Underachievement in math – More than 50% have math IEP goals

Poor social skills - 75% have social skills deficits Attention deficits and hyperactivity Behavioral problems-Higher than usual

incidence of behavior problems Low rates of self-esteem/self-efficacy-lower levels

of self-efficacy, mood, effort, and hope




CharacteristicsThe Defining Characteristic

Specific and significant achievement deficits in the presence of adequate overall intelligence

The performance gap becomes especially noticeable and handicapping in the middle and secondary grades

The difficulties experienced by children with learning disabilities, especially for those who cannot read at grade level, are substantial and pervasive and usually last across the life span

Difficulties experienced are substantial and pervasive and usually last across the life span




Reading Problems Most common form of LD Children who fail to learn to ready by

1st grade tend to fall farther and farther behind their peers in reading and general academics

Large percentage of students still receive special education services in reading in 9th grade




Reading Problems Dyslexia

According to International Dyslexia Association, DYSLEXIA is “a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities…”

Result from deficits in phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of classroom instruction

Problems at the word level of text, dysfunction in phonological awareness

Double deficit hypothesis - May also have deficits in visual naming speed (ability to rapidly name visually presented stimuli)

“What is Dyslexia?As with other learning disabilities, dyslexia is a lifelong challenge that people are born with. This language processing disorder can hinder reading, writing, spelling, and sometimes even speaking. Dyslexia is not a sign of poor intelligence or laziness. It is also not the result of impaired vision. Children and adults with dyslexia simply have a neurological disorder that causes their brains to process and interpret information differently.

Dyslexia occurs among people of all economic and ethnic backgrounds. Often more than one member of a family has dyslexia. According to the National Institute of Child and Human Development, as many as 15 percent of Americans have major troubles with reading.

Much of what happens in a classroom is based on reading and writing. So it's important to identify dyslexia as early as possible. Using alternate learning methods, people with dyslexia can achieve success.

What are the Effects of Dyslexia? Dyslexia can affect people differently. This depends, in part, upon the severity of the learning disability and the success of alternate learning methods. Some with dyslexia can have trouble with reading and spelling, while others struggle to write, or to tell left from right. Some children show few signs of difficulty with early reading and writing. But later on, they may have trouble with complex language skills, such as grammar, reading comprehension, and more in-depth writing.

Dyslexia can also make it difficult for people to express themselves clearly. It can be hard for them to use vocabulary and to structure their thoughts during conversation. Others struggle to understand when people speak to them. This isn't due to hearing problems. Instead, it's from trouble processing verbal information. It becomes even harder with abstract thoughts and non-literal language, such as jokes and proverbs.”http://www.ncld.org/ld-basics/ld-aamp-language/reading/dyslexia?tmpl=component&print=1&page=

http://www.ncld.org/ld-basics/ld-aamp-language/reading/dyslexia?tmpl=component&print=1&page




Reading Problems Phonological Awareness

Conscious understanding and knowledge that language is made up of sounds

Phonemic Awareness- knowledge that words consist of separate sounds (phonemes) and the ability to manipulate these individual sound units

A child with phonemic awareness can: Orally blend sounds to make a word (What word do you have if I

put these sounds together? /c/-/a/-/t/) Isolate beginning, middle and ending sounds (What is the first

sound in rose?) Segment a word into sounds (Say the sounds in the word “cat”) Manipulate sounds within a word (What word do you have if you

change the /s/ sound in sat to the /m/ sound?




Reading Problems-NJAC 6A:14

Basic Reading Skills Phonological awareness

Reading Fluency Age appropriate/accurate reading rate

Reading Comprehension Understanding what is read Vocabulary/word knowledge (synonyms,

antonyms and analogies)




Early Reading Instruction Begin teaching phonemic awareness directly in kindergarten

Phoneme deletion Word-to-word matching Phoneme counting Odd word out

Teach each letter-phoneme relationship explicitly (/m/ says “mmmm”)

Teach frequent, highly regular letter-sound relationships systematically

Show children exactly how to sound out words Give children connected, decodable text to practice the letter

phoneme relationship Reading material should reflect what letter sounds student knows

Use interesting stories to develop language comprehension Model reading strategies by reading out loud to students




Stroop Test The famous "Stroop Effect" is named after J. Ridley Stroop

who discovered this strange phenomenon in the 1930s. Here is your job: name the colors of the following words. Do NOT read the words...rather, say the color of the words. For example, if the word "BLUE" is printed in a red color, you should say "RED". Say the colors as fast as you can. It is not as easy as you might think!

Children who are dyslexic have a higher “stroop effect” . http://faculty.washington.edu/chudler/java/ready.html

http://faculty.washington.edu/chudler/java/ready.html




Stroop Test The words themselves have a strong

influence over your ability to say the color. The interference between the different information (what the words say and the color of the words) your brain receives causes a problem.

There are two theories that may explain the Stroop effect:

Speed of Processing Theory: the interference occurs because words are read faster than colors are named.

Selective Attention Theory: the interference occurs because naming colors requires more attention than reading words.Taken from

http://faculty.washington.edu/chudler/words.html




Written Language Disorders Written Expression

Spelling Vocabulary Grammar Punctuation

Many students use “retrieve and write” approach Pull whatever information is in their head and put

it down on paper Do not use writing strategies to help plan,

organize, draft, edit and rewrite Written language is often worse than oral

language




Oral Language Disorders Listening Comprehension

Understanding/following directions Oral comprehension (understanding what

is being said to you)

Oral Expression Retelling of a story immediately and over

time Picture vocabulary (naming objects)




Dysgrahpia “Dysgraphia is a learning disability that affects writing, which

requires a complex set of motor and information processing skills. Dysgraphia makes the act of writing difficult. It can lead to problems with spelling, poor handwriting, and putting thoughts on paper. People with dysgraphia can have trouble organizing letters, numbers, and words on a line or page. This can result partly from:

Visual-spatial difficulties: trouble processing what the eye sees Language processing difficulty: trouble processing and making

sense of what the ear hears As with all learning disabilities (LD), dysgraphia is a lifelong

challenge, although how it manifests may change over time. A student with this disorder can benefit from specific accommodations in the learning environment. Extra practice learning the skills required to be an accomplished writer can also help.”

http://www.ncld.org/ld-basics/ld-aamp-language/writing/dysgraphia






Sample Writing (10 year old) A loge tine ago they atene a csonene they head to geatthere on fesee o One day tere were sane evesedbeats all gaseraned tesene in cladesn they hard a fest for 2 meanes




What he meant to say was…. A long time ago there were ancient cave men. They had to get their own food. One day there were some wildebeests. They all gathered them and killed them. They had a feast for two months.




Math Underachievement Calculation Problem Solving (numerical reasoning) 50% of LD students have Goals and

Objectives for math Deficits in: Retrieving number facts Solving number stories




Dyscalculia “Dyscalculia refers to a wide range of lifelong learning

disabilities involving math. There is no single type of math disability. Dyscalculia can vary from person to person. And, it can affect people differently at different stages of life. Two major areas of weakness can contribute to math learning disabilities:

Visual-spatial difficulties, which result in a person having trouble processing what the eye sees

Language processing difficulties, which result in a person having trouble processing and making sense of what the ear hears”

http://www.ncld.org/ld-basics/ld-aamp-language/ld-aamp-math/what-is-dyscalculia

(VIDEO)






Social Skills Deficits Poor social skills often lead to rejection,

low social status, fewer positive interactions with teachers, difficulty making friends and loneliness

May be due to way students interpret social situations and nonverbal cues

May not be caused by LD - may be the result of interactions with parents, teachers and other students




Attention Problems and Hyperactivity Some have difficulty attending to tasks

and or display high rates of hyperactivity

May have ADHD (attention deficit/hyperactivity disorder)

High degree of comorbidity with ADHD and LD




Behavioral Problems Higher incidences of behavioral

problems with LD students

Not knowing if the difficulty with learning causes difficulty with behavior

Teacher must implement a Behavioral Intervention Plan if behavior interferes with learning




Low Ratings of Self-Efficacy Report lower levels of self-efficacy,

mood, effort and hope than peers without learning disabilities

History of disappointments with academic and social situations




Defining Characteristic Presence of a significant achievement

deficits in spite of adequate overall intelligence

Sometimes plateau in high school

Are substantial and pervasive and last over a lifetime




Prevalence

LD is by far the largest of all special education categories

42.3% of all school-age children with disabilities receive services under the LD category and about 4% of the school-age population

Males with LD outnumber females by a ratio of 3:1

The rising incidence of children with LD led some scholars to suggest it be considered an epidemic

Some contend that too many low achievers have been improperly diagnosed as LD




CausesBrain damage or dysfunction

In most cases there is no evidence of brain damage Neuroimaging research has been reasonably consistent in revealing functional

and/or structural differences in the left temporal lobe of the brain of individuals with dyslexia

Educators should refrain from placing too much emphasis on theories linking learning disabilities to brain damage or brain dysfunction

Heredity There is growing evidence that genetics may account for at least some family

linkage with dyslexia

Biochemical imbalance Most professionals give little credence to biochemical imbalance as a cause

Environmental Factors Impoverished living conditions early in a child’s life and limited

exposure to highly effective instruction probably contribute to achievement deficits

The tendency for learning disabilities to run in families suggests a correlation between environmental influences on children’s early development and subsequent achievement in school

Many students’ learning problems can be remediated by direct, intensive, and systematic instruction




AssessmentFour forms of assessment are frequently used: Standardized tests

Used to measure the discrepancy between achievement and general intellectual ability (Often used for the discrepancy approach)

Criterion-referenced tests Student’s score compared to a predetermined mastery

criterion to identify specific skills in need of instruction Curriculum-based measurement

Used to measure the growth of student’s proficiency in the core skills that contribute to success in school. (“tests” materials taught in class)

Direct daily measurement Observing and recording a child’s performance on a specific

skill each day it is taught




Examples of Standardized Tests

Woodcock Johnson Tests of Achievement (WJ3)

Wechsler Individualized Achievement Test (WIAT3)

Gray Oral Reading Test (GORT4) Test of Written Language (TOWL) Key Math Test




Criterion-Referenced Tests Child’s performance is matched with a

predetermined criterion or mastery level, rather than with normed scores (bell curve)

Example: child must get 9/10 correct to be at mastery level

Identify specific skills the child has mastered, and what is requires for instruction

Pretest and post test Example:

Brigance Comprehensive Inventory of Basic Skills




Curriculum Based Measurement(progress monitoring)

Frequent assessment of a student’s progress in learning the objectives that make up the curriculum in which student is participating

Formative assessment- provides information on student learning over time – as student is learning

Summative assessment- cannot be used to inform instruction, used after instruction has taken place (end of marking period or school year)




Curriculum Based MeasurementDIBELS (174)

DIBELS: Reading assessment used for early identification of children who are at risk for reading difficulties. It also assesses the effectiveness of reading interventions

First sound fluency Letter naming fluency Phoneme Segmentation Fluency Nonsense Word Fluency DIBELS Oral Reading Fluency Daze (Reading passage with “missing” words. Students select

correct word from multiple choice options) Composite Score




Direct Daily Measurement Observing and recording a measure of the student’s

performance each time a specific skill is taught Provides information about student learning, teacher

can modify lessons daily Precision teaching- make instructional decisions

based on instructional performance Stander celeration chart- plot that shows student

performance Examples:

Reading rate Multiplication facts




Educational ApproachesExplicit instruction (pages 166 - 167)

Provide a sufficient range of examples to illustrate a concept

Provide models of proficient performance Have students explain how and why they

make decisions Provide frequent, positive feedback for

student performance Provide adequate practice opportunities “Demonstrate-Prompt-Practice”




Educational Approaches contContent enhancements- a wide

arrangements of teaching techniques

and require the teacher to teach

content and learning processes Guided notes (note taking) Graphic organizers and visual displays Mnemonics

Guided Notes




Educational Approaches cont

Learning strategiesStudents use task-specific strategies to guide themselves successfully through a learning task or problem




Educational Placement AlternativesGeneral education classroom

During the 2008–2009 school year, 62% of students with LD were educated in general education classrooms.

Research on the academic achievement of students with LD in inclusive classrooms is mixed.

Consultant teacher Provides support to general educators who

work directly with students with learning disabilities

Works with several teachers and thus indirectly serve many children

Most consultant teachers have little direct contact with students




Educational Placement AlternativesResource room

A resource room is a specially staffed and equipped classroom where students with LD come for one or several periods during the school day to receive individualized instruction

The resource room teacher works closely with general educators to suggest and plan each student’s program

During the 2008-2009 school year, 28% of students with learning disabilities were served in resource rooms

Separate classroom A special education teacher is responsible for all

education programming for 8–12 students with learning disabilities

During the 2008-2009 school year, 8% of students with learning disabilities were served in separate classrooms




Video F.A.T. City by Richard D. Lavoie




ResourcesAccommodations and Modifications9 Types of Adaptations http://www.stmary.k12.la.us/specialservices/accommod.htm 9 Types of Curriculum Adaptations: http://www.lbusd.k12.ca.us/Main_Offices/Curriculum/Services/Special_Education/pdf/NinetypesofAdaptations.pdf Teaching

Teaching Students with Disabilities (by disability type): http://dsp.berkeley.edu/TeachStudentsWithDisab.html The Learning Enrichment Centre (Teachers’ Things – accommodations grouped by disability) http://teacherweb.com/ON/JohnMcGregorSecondarySchool/LearningandEnrichmentCentre/photo5.aspx

Instructional Strategies: http://www.appomattox.k12.va.us/acps/attachments/6_6_12_dan_mulligan_handout.pdf http://www.minisink.com/fileadmin/user_upload/Intermediate/Strategies%20for%20Struggling%20Students%20-%20Format%202.pdf

Accommodations and Instructional Strategies That Can Help Students http://education.vermont.gov/new/pdfdoc/pgm_ess/educ_accommodations_strategies.pdf




Resources continuedTestingState of NJ, Department of Education: http://www.nj.gov/education/specialed/accom900.htm Testing Modifications: http://www.oswegoboces.org/setrc/test_modifications.htm Graphic Organizers (a sample of web sites): http://www.enchantedlearning.com/graphicorganizers/ http://edhelper.com/teachers/graphic_organizers.htm http://aim.cast.org/learn/historyarchive/backgroundpapers/graphic_organizers Scholastic.com: http://www.scholastic.com/teachers/lesson-plan/graphic-organizers-reading-comprehension

Social Understanding Groups (Play dates for children with LD/Social Skill challenges) – Rick Lavoie 5.55http://www.youtube.com/watch?v=ODxwotH5IEo




Resources continuedTeaching Materials/worksheets/strategiesTeacher resources www.teach-nology.com

Teachervision.com Lots of great materials

ttp://aim.cast.org/

One Place for Special Needs Home Page: http://www.oneplaceforspecialneeds.com/ Special Needs Apps http://www.oneplaceforspecialneeds.com/resources_online/resource_online_browse.html?category=22#category_22 Complete Guide to educational and special needs appshttp://www.oneplaceforspecialneeds.com/main/library_special_needs_apps.html Glossary of Instructional Strategies http://www.beesburg.com/edtools/glossary.html




Resources continuedStrategies for effective teaching/teacher evaluations: Danielson Model and Teachscapehttp://www.danielsongroup.org/article.aspx?page=frameworkforteaching http://www.teachscape.com/ ReadingReading Recovery Council of America www.readingrecovery.org

VIDEOSDifferentiated classroom http://www.youtube.com/watch?v=n2i-Uz95SRs Scaffolding – self-directed learning in primary grades http://www.youtube.com/watch?v=5YqMu38AOl0

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