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Teaching Strategies

STRATEGIES FOR CURRICULUM & INSTRUCTION FOR STUDENTS WITH LEARNING DISABILITIES

Over the years, treatment procedures for individuals with learning disabilities have been controversial. In the 1970's, advocates for perceptual training of auditory and visual processes debated those who advocated direct instruction in the deficit academic areas(s) (Engelmann and Carnine, 1982). A convincing article by Hammill and Larsen (1974) analyzed research showing the perceptual training did little to improve basic academic skills. This triggered a move toward a skills approach, in which direct instruction was implemented in the areas of academic deficit. More recently, language, social-emotional, and congnitive-metacongnitive areas have received positive attention.

Many approaches have gained acceptance as research-based methods for improving he skills and developing the abilities of children and adults with learning disabilities. Other nontraditional approaches have been proposed and some even have a large following, though they may not be supported by research. Teachers need to be well informed on all approaches so that they can provide objective information to patients who seek to understand and address their child's difficulties.
 
For the whole chapter on teaching strategies, teachers can find it in:
(This book can be borrowed from KALD library.)
 
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