LEARN NC: Search results

The benefits of teaching with nonfiction: In this video, classroom footage and teacher interviews explore the benefits of teaching with informational text. Teachers discuss particular student populations that benefit from reading nonfiction, including exceptional children, English language learners,...; Format: video/video

Bridging Spanish language barriers in Southern schools: These articles provide background on Latino immigrants in North Carolina, administrative challenges in binational education, and strategies through which teachers can build on what Latino students bring to their classrooms to create a learning environment that meets the needs of all students.; Format: series (multiple pages)

Can Americans define the term "learning disability?": This article examines the statistics surrounding what Americans know — and don't know — about learning disabilities. The results highlight the necessity of educating parents and teachers more comprehensively about learning disabilities and what causes them.; Format: article; By Jennifer Job.

The challenge of a broken pencil: From dealing with meltdowns to setting a routine, Rhonda Layman shares communication and management strategies for students with autism spectrum disorders.; Format: article; By Waverly Harrell.

Changing the focus from label to need: Labeling a student's disability is an important step in procuring special education services for that student. But is there a downside to labeling students? This article looks at four commonly held — but ultimately misleading — beliefs about labels in special education, and advocates for focusing on needs rather than labels.; Format: article; By Jennifer Job.

Differentiated instruction: An introduction to LEARN NC's resources for differentiating instruction for a variety of student populations.; Format: bibliography

Differentiation: Differentiation is the practice of tailoring instruction to diverse learners based on student readiness, interest, and learning styles. This article discusses the four areas in which teachers can differentiate instruction and includes links to resources that support differentiation.; Format: article; By Jennifer Job.

English language learners and special education testing: In Bridging Spanish language barriers in Southern schools, page 3.4; English language learners are often incorrectly labeled with learning disabilities because of inffective diagnostic tests. A more effective model of testing and instruction would be based upon the educational concepts of scaffolding instruction and the Zone of Proximal Development.; Format: article; By Mary Faith Mount-Cors.

Hands-on biology: Hands-on science exploration clarifies difficult concepts and engages learners who have difficulty in more traditional classrooms. This article looks at an inquiry-based classroom that meets the needs of all of its students.; Format: article/best practice; By Waverly Harrell.

Inclusion in the 21st-century classroom: Differentiating with technology: In Reaching every learner: Differentiating instruction in theory and practice, page 7; While most teachers recognize the need to differentiate instruction, many face barriers in implementation. These barriers include lack of time to prepare lessons, the need to cover a wide range of content in a small amount of time, and extensive classroom management needs. This article advocates for using technology as a means to overcome some of these barriers.; Format: article/best practice; By Bobby Hobgood, Ed.D. and Lauren Ormsby.

The law and disabilities: A brief overview of two major laws — the Individuals with Disabilities Education Act (IDEA) and Section 504 — that protect students with disabilities in schools.; By Margaret P. Weiss.

Nothing exceptional: For teachers, the task is to determine which strategies will help students with learning disabilities succeed, both in our classrooms and beyond.; By Janet Ploghoft.

The power of nonfiction: Using informational text to support literacy in special populations: In Reaching every learner: Differentiating instruction in theory and practice, page 9; This article presents the idea that informational texts, rather than fictional literature, may better help students develop literacy skills -- particularly in students with special needs.; Format: article/best practice; By Joan Barnatt, Ph.D..

Reaching every learner: Differentiating instruction in theory and practice: This series of articles, which balance theory, research, and practice, address a variety of topics within differentiation through text, graphics, and video.; Format: series (multiple pages)

Response to Intervention (RTI): Response to Intervention (RTI) is a multi-tiered model designed to combine assessment and intervention to maximize student behavior. With RTI, schools identify students who may be at risk for learning or behavior difficulties and monitor progress. The Council...; Format: article; By Jennifer Job.

Special education in Mexico: In Bridging Spanish language barriers in Southern schools, page 3.3; In the 1990s, the inclusive education movement gained ground in Mexico, which resulted in the mainstreaming of special needs students into regular classrooms. The effects of this movement can be seen in the educational policies and services focusing on special needs students in Mexico.; Format: article; By Mary Faith Mount-Cors.

Two paths to knowledge: For students who who always finish their class work early or want more information than you have time to give, try curriculum compacting.; Format: article; By Waverly Harrell.

Understanding twice-exceptional students: This article discusses the twice-exceptional student, defined as a student with both gifts and a learning disability. The author lists three categories of twice-exceptional students, addresses the challenges involved in identifying these students' exceptionalities, shares strategies for teaching twice-exceptional students, and emphasizes the importance of supporting the students' social skills.; Format: article/best practice; By Jennifer Job.

Using anchor activities to recognize special needs: There are a number of reasons why a student with special needs might make it to the high school level without having his or her needs identified and addressed. This article proposes using anchor activities as a way to determine whether a high school student has an unidentified learning disability.; Format: article; By Jennifer Job.

Using knowledge of student cognition to differentiate instruction: In Reaching every learner: Differentiating instruction in theory and practice, page 8; This article explains the concept of working memory, identifies different kinds of learning problems, and discusses ways to differentiate instruction for students with learning difficulties and disabilities who have attention and working memory problems. Includes twenty research-based, user-friendly teaching strategies that are proven effective for teaching all students.; Format: article/best practice; By Silvana M. R. Watson, Ph.D. and Robert A. Gable, Ph.D..

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