Sentences with phrase «developing reading disabilities»

If the results bear out, future doctors may be able to assess whether newborns are at risk of developing reading disabilities even before the babies utter their first words, she says.

Not exact matches

Most of the students in this book, either through their own drivenness or through the interventions of adults — either parents, teachers, or related services people, therapists and so forth — develop the strategies they needed to be successful: to be able to access education at a high level; to know how to handle the heavy reading load when they read at a very low rate; to learn how to manage pain, which was the case with one of the students in the book who has chronic pain due to his physical disabilities; or to learn how to manage anxiety, which is the case of two of the people in the book.

For many of them, it's because people explicitly taught them... particularly for the dyslexics and the students that have other hidden disabilities, having a name for why they weren't learning how to read, and not allowing them to develop a negative assumption about their own capability, was really important.

Currently I am a Principal Investigator of Project ESCOLAR (Etext Supports for Collaborative Online Learning and Academic Reading) a five year grant funded by the Office of Special education Programs (OSEP) to develop, test, evaluate, refine, and disseminate Collaborative Online Projects designed to support academic reading of science content for middle school students with learning disabiReading) a five year grant funded by the Office of Special education Programs (OSEP) to develop, test, evaluate, refine, and disseminate Collaborative Online Projects designed to support academic reading of science content for middle school students with learning disabireading of science content for middle school students with learning disabilities.

Developing patient education programs for the Army, in addition to having attention deficit disorder (ADD) and a reading disability himself, helped prepare Wentworth for creating educational programs for blind students.

An ongoing challenge for educators is figuring out which students with reading difficulties have a true learning disability and which ones can develop effective reading skills as a result of different reading instruction.

Once these results arrive, the content teacher and specialist should meet to review them and develop a profile that includes such information as scores for listening, speaking, reading, and writing; prior schooling experiences; strengths observed so far; and the possible need for a learning disabilities specialist.

Abstract In this article, I consider social class and reading performance, outline a non-categorical approach to reading disability, describe the reading intervention program we have developed for older low - progress readers, and seek to demonstrate how students from socially disadvantaged backgrounds can, and do, make substantial progress when offered effective reading instruction based on the available scientific research evidence.

Effective techniques have been developed for helping students, including those with learning disabilities, to develop phonological awareness, word recognition, and other advanced skills required for reading.

Chapters address: (1) an overview of the whole language approach; (2) examples of how special education teachers use whole language to teach children with learning disabilities; (3) suggestions on how to create a child - centered classroom; (4) the role of the teacher in a whole language classroom; (5) examples of democratic classrooms; (6) assessment procedures that are compatible with a whole language philosophy and how assessment data can be used to respond to individual needs; (7) examples of different strategies teachers use to teach students with learning disabilities reading and writing; (8) literacy development in students with disabilities and how to foster self - directed learners; (9) how teachers develop learner - centered curriculums and how to move toward an inclusive environment; and (10) one teacher's move to the whole language approach.

In an effort to help general educators develop an awareness of research - based technology applications that support the literacy development of students with mild disabilities, the following summary of research is categorized by tools that promote reading development and tools that promote the development of written expression.

This online module, developed by the IRIS Center for Training Enhancements, describes strategy instruction, self - regulation, and the implementation of Self - Regulated Strategy Development (SRSD), an instructional model that is particularly effective with diverse populations of students, especially individuals with reading and learning disabilities.

(1) provide subgrants to eligible entities serving a diversity of geographic areas, giving priority to entities serving greater numbers or percentages of children from low - income families; and (2) develop or enhance comprehensive literacy instruction plans that ensure high - quality instruction and effective strategies in reading and writing for children from early childhood education through grade 12, including English learners and children with disabilities.

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?

Don Johnston (http://www.donjohnston.com) develops accessible reading and writing technologies to support K - 12 and postsecondary students with cognitive, physical, and learning disabilities.

The Google.org grant will help us develop tools for publishers so that they can create digital books that can be read by anyone, regardless of their disability.

This policy has been developed to address the Accessible Customer Service Standard of the Accessibility for Ontarians with Disabilities Act, 2005 (the «AODA») and applies in conjunction with and should be read together with other policies that affect the provision of services to our clients and visitors.

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