Best practices in the identification of gifted students with learning disabilities

2001 ◽  
Vol 38 (5) ◽  
pp. 403-411 ◽  
Author(s):  
D. Betsy McCoach ◽  
Thomas J. Kehle ◽  
Melissa A. Bray ◽  
Del Siegle
Keyword(s):  
Learning Disabilities ◽  
Best Practices ◽  
Gifted Students ◽  
Students With Learning Disabilities ◽  
Identification Of Gifted

Assistive Technology and Best Practices

2022 ◽  
pp. 564-578
Author(s):  
Betsy Orr
Keyword(s):  
Learning Disabilities ◽  
Best Practices ◽  
Assistive Technology ◽  
Students With Disabilities ◽  
Teaching Skills ◽  
Classroom Teachers ◽  
Students With Learning Disabilities ◽  
Technology Tools ◽  
Secondary Classroom

The purpose of this chapter is to provide knowledge for classroom teachers on the assistive technology tools that are available for students with learning disabilities. A secondary focus is to identify the best practices commonly used by classroom teachers when teaching students with disabilities. Various technology tools and best practices are discussed. A survey was distributed to elementary and secondary classroom teachers seeking input on the assistive technology tools and best practices used in the classroom. Further discussion of the assistive technology tools and best practices provide content for the practicing teacher to enhance his/her teaching skills when teaching students with learning disabilities.

Assistive Technology and Best Practices

2020 ◽  
pp. 152-166
Author(s):  
Betsy Orr
Keyword(s):  
Learning Disabilities ◽  
Best Practices ◽  
Assistive Technology ◽  
Students With Disabilities ◽  
Teaching Skills ◽  
Classroom Teachers ◽  
Students With Learning Disabilities ◽  
Technology Tools ◽  
Secondary Classroom

The purpose of this chapter is to provide knowledge for classroom teachers on the assistive technology tools that are available for students with learning disabilities. A secondary focus is to identify the best practices commonly used by classroom teachers when teaching students with disabilities. Various technology tools and best practices are discussed. A survey was distributed to elementary and secondary classroom teachers seeking input on the assistive technology tools and best practices used in the classroom. Further discussion of the assistive technology tools and best practices provide content for the practicing teacher to enhance his/her teaching skills when teaching students with learning disabilities.

Best Practices in Promoting Reading Comprehension in Students with Learning Disabilities 1976 to 1996

1997 ◽  
Vol 18 (4) ◽  
pp. 198-213 ◽  
Author(s):  
Margo A. Mastropieri ◽  
Thomas E. Scruggs
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Best Practices ◽  
Whole Language ◽  
Relevant Literature ◽  
Comprehension Strategies ◽  
Extensive Literature ◽  
Students With Learning Disabilities ◽  
Reading Comprehension Strategies ◽  
Questioning Strategies

Abstract In this review, the best practices for facilitating reading comprehension for students with learning disabilities are described and summarized. these best practices were derived from the results of an extensive literature review of research in reading comprehension with students with learning disabilities. analysis of all relevant literature revealed consistently high effects for some reading comprehension strategies. strongest outcomes were observed for teacher-led questioning and self-questioning strategies, followed by text-en hancem ent strategies, and, finally, strategies involving basic skills instruction and reinforcement. the few studies that were located in the area of whole language yielded less positive outcomes. implications for effective practice are described.

Sign in / Sign up

Export Citation Format

Share Document