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A learning disability is a disorder that affects people's ability to either interpret what they see and hear or to link information from different parts of the brain. This section provides a wealth of information about learning disabilities, the most common of which is dyslexia — difficulty with language and reading. Be sure to also visit our sister site LD OnLine, the leading website on learning disabilities for parents, teachers, and other professionals.
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By: Linda D. Webb and Robert. D Myrick (2006)
This article describes a six-session group counseling pilot intervention to help students with attention deficit hyperactivity disorder (ADHD) understand its effects on their classroom performance and to learn and practice a repertoire of school success skills. Children are lead on a "journey" in which they learn they are different travelers in the world of education and often take alternate routes to their destinations (academic, personal-social, and career goals).
By: Regina G. Richards (2008)
Eli, a young boy, tells us what it is like to have dysgraphia. Regina Richards, a well-known expert on dysgraphia (and Eli's mom), explains how to help children who struggle with the challenges Eli describes. Practical techniques discussed include POWER (Prepare, Organize, Write, Edit, Revise) and providing authentic positive comments that move the child forward.
By: Kathryn Drummond (2005)
Reading difficulties likely occur on a continuum, meaning that there is a wide range of students who experience reading difficulties. There are those students who are diagnosed with a learning disability. There is also an even larger group of students who do not have diagnoses but who need targeted reading assistance.
By: Access Center (2008)
Writing is a highly complex language skill. Without skilled, systematic instruction, many students — particularly those with disabilities — may not become proficient writers. At stake is access to the general education curriculum. This brief discusses developmental stages, why writing may pose particular challenges for students with disabilities, and what areas should be the focus for remediation.
By: Kristin Stanberry and Marshall H. Raskind (2009)
If your child has a learning disability, she may benefit from assistive technology tools that play to her strengths and work around her challenges.
By: Kristin Stanberry and Marshall H. Raskind (2009)
Learn about assistive technology tools that help with reading.
By: Kristin Stanberry and Marshall H. Raskind (2009)
Find out how to select assistive technology tools that address your child's specific writing difficulties.
By: Mary Ann Zehr (2001)
There are many children who are eligible for both special education and English as a Second Language instruction, but few models for how to serve these children well. Learn about a program in Clark County, Nevada in which dually trained teachers provide overlapping instruction to meet both these needs.
By: Sally E. Shaywitz (2004)
Find out how the specific signs of dyslexia, both weaknesses and strengths, in any one individual will vary according to the age and educational level of that person.
By: Sally E. Shaywitz (2004)
Learn about the specific signs of dyslexia in early childhood. Both weaknesses and strengths, in any one individual will vary according to the age and educational level of that person.
By: Dale S. Brown and Karen Ford (2007)
Here are some concrete suggestions for teachers who want to communicate well with all of their students, especially English language learners and students with learning disabilities. Incorporate these suggestions and you will reach many more students.
By: Access Center (2008)
This brief provides an overview of computer-assisted instruction and looks at how writing software can help students with developing ideas, organizing, outlining, brainstorming, and minimizing the physical effort spent on writing so that students can pay attention to organization and content.
By: Amy Milsom (2006)
The school experiences of students with disabilities can be positively or negatively influenced by the attitudes and behaviors of students and staff and by general school policies. School counselors can take the lead in assessing school climate in relation to students with disabilities and initiating interventions or advocating for change when appropriate. This article provides an overview of factors to consider in creating positive school experiences for students with disabilities and suggestions for intervention efforts.
By: Voice of America (2008)
Teachers and parents should suspect dysgraphia if a child's handwriting is unusually difficult to read. Find out more about this neurological problem that can cause physical pain as some children struggle to write.
By: Roxanne F. Hudson, Leslie High, and Stephanie Al Otaiba (2007)
The identification of a child with dyslexia is a difficult process, but there are ways that parents and teachers can learn more about the reading difficulty and support the child’s learning.
By: International Dyslexia Association (2007)
Do you think your child or student might have dyslexia? "Dyslexia Basics," a factsheet by International Dyslexia Association," tells you the definition, symptoms, causes and effects. Find out how to help.
By: Suzanne Carreker (2004)
This article describes the most common characterists of dyslexia and other learning disorders, and what you can do if you suspect your child has a problem.
By: American Federation of Teachers (2004)
Early intervention works. Because it is also expensive, it’s important to be able to identify the kids who are most at risk of reading failure. Thanks to a new generation of screening assessments, we can identify these students as early as kindergarten—and then invest in interventions for them.
- For older articles, see the Learning Disabilities Archives >
