National Research Center on Learning Disabilities (NRCLD) ProjectForum.org Teaching students with a disability - ADCET Resources Mobility may be impaired by a number of conditions, some of which are permanent, others of a temporary or intermittent nature. These conditions include cerebral palsy, arthritis, muscular dystrophy, multiple sclerosis (MS), Parkinson’s disease and repetitive strain injury (RSI). Back or neck injuries may also affect general mobility. A stroke may result in temporary or permanent loss of feeling or movement of part of the body – frequently on one side. Coordination and balance may be mildly or severely affected by any of these conditions. Some students may be wheelchair users. Speech and vision may also be affected in students with cerebral palsy and multiple sclerosis for example, and in those who have suffered a stroke. Mobility disability may also result from head injury (ABI – acquired brain injury). Depression is also often associated with degenerative conditions such as multiple sclerosis. Some cardiac and respiratory diseases may also affect general mobility.
Down Syndrome Education International Down Syndrome Education International and Down Syndrome Education USA work with parents and teachers worldwide to improve educational outcomes for children with Down syndrome. Our scientific research improves understanding of the condition and identifies effective approaches to early intervention and education. Our evidence-based resources and expert services offer reliable and current information and advice to families and professionals worldwide. Our research, information and advice services depend on the support of our donors. Now available: A Reading and Language Intervention for Children with Down Syndrome DSE's new Reading and Language Intervention for Children with Down Syndrome (RLI) is an evidence-based program designed to teach reading and language skills to children with Down syndrome. Find out more ... Research Our research explores how children with Down syndrome develop and learn, and identifies effective teaching approaches and therapies. Find out more ... Professor Ben Sacks
The National Dropout Prevention Centers Portal School Violence and youth: Psychology’s response This summary report by the American Psychological Association's Commission on Violence and Youth examines individual and societal factors that contribute to youth violence in the United States and offers intervention strategies to reduce such violence. It examines biological, family, school, emotional, cognitive, social, and cultural factors which contribute to violent behavior. The report reviews what psychologists have learned about the factors that accompany and contribute to youth violence. Applying Behavior Analysis to School Violence and Discipline Problems: School-Wide Positive Behavior Support School discipline is a growing concern in the United States. Best practices in school discipline A book chapter from the book 'Best Practices in School Psychology-II.' First Step to Success: An early intervention for elementary children at risk for antisocial behavior Positive behavior support. Functional communication training with toddlers
Alternative Teaching Strategies for Students with Leadning Disabilities | Articles | NLD Networking Group of Ontario SNOW - Special Needs Opportunity Window ( www.snow.utoronto.ca ) Learning disabilities are often an invisible handicap. Students with learning disabilities do not have a hearing or visual impairment, a physical disability, or below average intelligence. However, they demonstrate difficulties in the following areas with regularity over an extended period of time: receptive language (listening, reading), language processing (thinking, conceptualizing, integrating), and expressive language (talking, spelling, writing) mathematical computations visual, auditory, motor, organizational and/or conceptual skills memory focusing attention, leading to uneven or inconsistent performance behaviour (often immature, impulsive, and egocentric) self-esteem and social skills (including fear of school) an inability to produce answers (even when there is mastery of content) cognitive style (often careless, disorganized, impulsive, off-task) sequencing time management. give immediate reinforcement of correct responses
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