Research Based Note Taking Interventions For Students With Disabilities

As the video states, learning disabled students are very quick to point out another student’s mistakes. This is important to keep in mind, and also gives insight into how the learning disabled child feels in the classroom.

In the educational world, there are countless programs, curricula, strategies, manipulates, and resources for teachers to pull from in order to aide in the teaching of concepts and learning of students. Whatever method(s) a school or district has deemed best practice, or adopted as their curriculum, tend to be the instructional practices or resources utilized the most by those teachers. Additionally, teachers will also have preference to teaching styles, resources, and materials they use for their students. While autonomy in any classroom is important to students’ academic growth, one must also be careful to select and implement instructional with great intention and purpose. Consideration to students needs is equally important as the mandate of teaching standards and demonstrating proficiency amongst students. Even when teaching non-disabled students, it can be time consuming and overwhelming to plan lessons so just how much more is involved when planning for students with significant disabilities (SD)? Better yet, what are appropriate instructional strategies to use for students with SD? Regardless of the instructional setting, these are considerations that must be given when teaching students with SD in order to maximize their learning opportunities to learn

Writing is a complex social and cognitive process and requires fine motor coordination. Students with learning disabilities (LD) and Attention Deficit Hyperactivity Disorder (ADHD) struggle with remembering what to write, rules involved in writing, or facts needed for the writing prompt. Students with LD and ADHD require explicit and direct instruction in writing. In Head Start, we use a program called Handwriting without Tears. Handwriting without Tears is a scientifically based program used to teach young children how to form letters using a variety of methods. Many students with LD and ADHD struggle to learn the mechanics of writing, such as capitalization, rules such as I before E except after C, or write about scattered facts they have

Reading, writing, and speaking is difficult for many people. In honest opinion, these subjects are hard for me. So, imagine the struggles for those students that have a learning disability and those who are learning English. Luckily, I attended a session at the LDA conference that promoted tips and strategies to help students with these subjects. Moreover, how to help both ELL students and students with learning disabilities access these curriculums. Session W32 by Linda Tilton showed me how to help students get organized and become active learners. Not only that, but how to give high interest review strategies to reinforce vocabulary, reading, and writing. As Linda stated, “These are the nuts and bolts to take back and use!” For example, she

Another AVID strategy is the writing strategy known as the Cornell Note Taking System. It includes recording ideas and content, questioning, summarizing, reflecting, reviewing, and assessing. It incorporates not only how to write notes, but also how students should use the notes they have recorded. Using Cornell Notes can be very beneficial to my students because it helps to increase the understanding of the topic. When they are studying for either a test or quiz, the student has a concise but detailed and relevant record of previous classes. A study published in 2007 by

You can hear the frustration in Susan’s voice. Because learning disabilities are not visible to the common observer, family, teachers and peers often do not understand the challenges faced by individuals with learning disabilities. The University of Wisconsin-Madison notes in College Students with Learning Disabilities (2012), those individuals with learning disabilities often have to prove their disability is "real". Susan can organize and communicate her thoughts in a one-on-one conversation but she finds it difficult to organize and articulate her ideas in writing. Susan explains that writing was her most challenging academic area in high school. She confides that she is worried that she will not be able to keep up with the course workload and is worried about failing her freshman English course but she is determined to make her first year a successful one.

Therefore, one might have students with the above disabilities however, discouragement does not have to be their ‘word of the day’. Education is key, for when one learns teaching strategies based on research to add to what they already know then they are encouraged. Become a teacher who never stops learning because student’s need educators who are a step ahead of the

Learning how to read and write was a challenging task for me as a kid. I believe I couldn’t read until the second grade and that was embarrassing. Being a slow learner made me insecure, which hindered me from building the confidence I needed to succeed and get pass identifying with having a disability. Instead, I was enrolled into a special ed class that I had to leave my regular class to attend. During my special ed class all I could think about was how I couldn’t wait to get back to my regular class so I didn’t have to tell any of my classmate where I was. Therefore, my focus unfortunately wasn’t on learning, like it should have been!

It is important to identify a child’s disability as early as possible in order for the student to get proper intervention services and set up with an individualized learning plan. Differentiation of instruction is important for all of the children in the classroom, not just those with a disability. All students have different learning styles, and all students have the subjects that they excel at and the subjects that they struggle with. “Teachers need the ability to alter instruction to meet student needs, interests, and abilities (Tomlinson, 2001).” One of the most difficult areas in teaching is easily classroom management, even the easiest going students have days of challenging behavior. “Students at risk of disabilities or who have other disabilities engage in a wide range of challenging

The use of technology in educating children with special needs has widely grown in the past few decades, and has since has changed the way people with disabilities live, work, and learn” (Winzer, 2002, p. 98). Individuals with special needs are unique and all have different areas in which they need assistance. Due to the advancements in assistive technology, computer programs, software, and other technology tools, have helped people to find useful and easier ways to become educated.

Students with disabilities are at a higher at-risk for dropping out of high school at a greater rate than typically developing peers (Pyle & Wexler, 2012). Students with identified disabilities are required to a free and appropriate public education (FAPE) according to law, and these students have unique needs that general education curriculum cannot meet on its own. However, there is abundant research that discusses various literacy interventions and strategies that can be effective. These interventions can be used in a school setting by any certified teacher (regular education or special education). This literature review will discuss some of the various reading and writing strategies as well as best practices for literacy in order to ensure students with disabilities are given the best chance for success. By providing timely interventions, monitoring progress, and analyzing data, it can be possible to increase achievement for those students with identified disabilities.

Having read-aloud accommodations for students with disabilities not only has a positive effect on students but also helps them tremendously in the classroom, especially on tests. “The participants who received the read-aloud instructional accommodation reported that the accommodation allowed them to pay better attention to the text, increased their focus, made reading easier, decreased stress, and improved reading rate and comprehension”, (Witmer, Cook, Scmitt, & Clinton, 2015). Providing read aloud accommodations for students with disabilities has helped students improve in many different aspects of the classroom including their test scores as well as playing a big part in their successfulness with regards to reading. “In general, both students

Speech and language disorders, as with any learning disability, can cause embarrassment and social hindrance for students along with the educational setbacks. Unfortunately there is yet to be a cure discovered, but luckily there are many ways in which individuals with learning disabilities can seek treatment and aide. For example a child could receive therapy from a speech pathologist to help them articulate more clearly. There is also assistive technology available for all types of disorders. Assistive technology can help motivate students to overcome the barriers in learning that they face by compensating in the area that they lack. When choosing which type of device that a student should use, it is very important that it is one that will accommodate to the specific disability of the student (Fleming, 1999). For individuals with speech and language disorders, either an electronic communication device or a personal FM listening system would be appropriate. An electronic communication device allows one to type their ideas into a machine so they

Growing, developing and learning are the facts of life for all children. Each day children are faced with many new concepts and various challenges. Can you imagine how it feels for a child to face not only new challenges life has, but to face these challenges while living with a learning disability? These challenges are met not just when they begin school either. Students suffer from learning disabilities from the moment they begin learning, not when they start school. Learning disabilities are real and they affect millions of people. “One such disability that affects over approximately 15 percent of the total American population is dyslexia” ( Nosek 5).

The modern classroom has many challenges that face it. Shrinking budgets, less parental involvement, higher expectations, and growing class sizes, just to name a few. If this list was not daunting enough you also have the special needs students that have an array problems in your classroom that need specialized attention, lessons and seating. There are many forms of diverse learners from students who suffer from ADHD to physical disabilities to students with autism to ones that are bullied in school. There are so many things going on in our students lives we sometimes forget they have lives, pressures and disabilities that affect their performance and attitude in our class that have a profound impact on how they learn. For this paper I