The Importance of Progress Monitoring
Common training procedures proved effective for training preschool teachers to collect progress monitoring data, an essential skill for teachers, especially those working within the implementation of multi-tiered support systems.
The Long-Term Effects of Interventions on Student Quality of Life: One Year Follow-Up
Studies show that the positive response of a school towards students with learning disorders, beyond academics, has a positive impact on their overall quality of life (QOL) further down the line.
Data Review: Do Special Education Services Improve Academic Outcomes Overall?
Despite decades of growth in the identification of special educational needs and provision of services, academic performance in students with learning disabilities remains lower than their neurotypical peers.
Implementing Asynchronous Instructional Materials for Students with Learning Disabilities
As we continue to navigate online learning as a response not only to education evolving but the worldwide pandemic as well, it is imperative that we scrutinize the different platforms we use to ensure that all our students are engaged, supported, and learning appropriate content.
Taking a Dive into Identifying Reading Disabilities
The process of identifying reading disabilities and the interpretation of data around the identification of reading disabilities can be inconsistent and conflicting, as they will depend on who is in charge of the process and their training. Since there is considerable variation in the process of identifying reading disabilities, learning support teachers need to not only use current evidence-based and comprehensive assessments to identify and diagnose reading disabilities in a timely manner, but they also need to administer the appropriate interventions for learners to achieve educational success.
Adjusting Assessment Practices for Students with Learning Disabilities: A Multi-Dimensional Framework for Fairness
A number of factors affect the perception of key stakeholders in relation to the fairness of assessment practices for students with learning differences.
Do teacher evaluation tools benefit all students?
The authors investigated whether Danielson’s Framework for Teaching (FFT) is a tool which encourages instruction that adequately responds to the needs of students with learning disabilities.
Multi-tiered systems of support and evidence-based practices – Karen C. Stoiber and Maribeth Gettinger
The purpose of this chapter is to present a combined research- and practice-based framework for integrating a comprehensive MTSS model with EBP, and thus, optimize the results stemming from school improvement efforts.
