Guidelines for Teaching STUDENTS WITH LEARNING DISABILITIES
Bender, 1995; Deiner, 1993; Mercer, 1997
Be consistent in class rules and daily schedule of activities.
State rules and expectations clearly. Tell children what to do - not
what
not to do.
Provide advance organizers.
Eliminate or reduce visual and auditory distractions when students need to concentrate. Help students focus on the relevant aspects of the task.
Give directions in clear, simple words.
Begin with simple activities focused on a single concept, and build to more abstract ideas as the student appears ready.
Use concrete objects or demonstrations when teaching a new concept. Relate new information to previously known concepts.
Teach the students strategies for remembering.
Present information visually, auditorially, and through demonstration to address each child's preferred learning style.
Use a variety of activities and experiences to teach or reinforce the same concept. Repetition can be provided without inducing boredom.
Use activities that are short or that encourage movement.