In This Issue...

New Titles

Treatment of Language Disorders in Children, edited by Rebecca J. McCauley & Marc E. Fey

Listening to the Experts: Students with Disabilities Speak Out, edited by Elizabeth B. Keefe, Veronica M. Moore, & Frances R. Duff

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Educators must now show that students with disabilities are making progress in reading, math, and science. In this issue, we tackle what this means for your teaching.

Suzette Guiffré
Web Editor

Yes, You Can Teach Academic Content to Students with Cognitive Disabilities

As everyone acquainted with NCLB knows, it is not enough for students with disabilities to be in the general classroom—they must also make academic progress. In fact, even students in self-contained, specialized classrooms are now assessed in reading, math, and science.

Diane Browder and Fred Spooner have extensively studied best practices for teaching academic content to all students and particularly students with disabilities.

Read these key points from their new book Teaching Language Arts, Math, and Science to Students with Significant Cognitive Disabilities, and try their specific suggestions for how you can adapt your teaching to get the best results.

FULL ARTICLE & FREE DOWNLOAD >>

Educators: Get Professional Development Credit!

At the upcoming International Reading Association (IRA) convention, April 30–May 4 in Chicago, earn continuing education credits that can be used toward state and local certification requirements. IRA sessions meet Reading First and Title I standards for professional training (ask for details at registration).

Among this year’s keynote speakers are Jonathan Kozol, author of Shame of the Nation, and Marian Wright Edelman, founder of the Children’s Defense Fund.

While there, don’t miss presentations by Steve Graham and Karen Harris, authors of Writing Better: Effective Strategies for Teaching Students with Learning Difficulties, and Andrea DeBruin-Parecki, developer of the Adult/Child Interactive Reading Inventory (ACIRI).

LEARN MORE ABOUT THE CONVENTION >>

Identifying Students Most at Risk for Learning Disabilities

If you hurry, you might still have time to catch today’s NCLD chat (April 18, 5:00–6:00 p.m. ET) on response-to-intervention (RTI), an approach to identifying students at risk for learning disabilities.

Learn how RTI differs from what some call the “wait-to-fail” model, in which discrepancies between a student’s aptitude and achievement are not recognized until the third grade or so—long after research shows interventions can be most effective.

If you miss the live chat, you can still read the transcript.

CATCH THE RTI CHAT NOW >>

Selected Upcoming Conferences

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