TeachingLD provides answers to common questions about teaching students with learning disabilities. We solicit questions (submit your own question), select those that are of general interest, and ask professionals with expertise about those specific aspects of learning disabilities to summarize—in practical terms—the research relevant to those questions. The Editors of TeachingLD have been supported by the un-compensated assistance of people with substantial knowledge and experience in preparing answers.
As Expert Connection features are replaced by subsequent questions (and answers), the previous questions are moved to an archive. By coming to this page you can find features that have appeared previously as well as the current one. They are shown below the current entry.
Expert Connection Archives
Q:I've heard so much about IDEA's definition of "highly qualified" teachers and what this means for teachers of students with learning disabilities. Does this mean we will have to go through more training and take more tests in order to keep our jobs? Can you explain what highly qualified really means? Monica, Ocala, Florida
We asked Dr. Bonnie Billingsley to be our Expert for this question. Dr. Billingsley is an Associate Professor at Virginia Tech and she has written extensively on special education teacher issues.
Monica, thank you for your question. The topic of what makes a "highly qualified" special educator is important to teachers, administrators, school personnel, parents, and those studying to be special educators. I'll answer your question by giving you an overview of the requirements of NCLB and IDEA and I'll also provide you with some resources to consult for further information.
- Organization: Helping Students Acquire Organizational Strategies—Karen Rooney
- Writing Essay Answers: An Overview of The Strategic Writing Approach—Linda Mason
- Transition 1: What Laws Affect Transition?—Jennifer Lindstrom
- Transition 2: What Services are Available?—Jennifer Lindstrom
- Transition 3: What Skills do Students Need?—Jennifer Lindstrom
- What Should We Look for in Good Reading Software?—Joseph Torgesen
- What Growth Should Kids Make on CBM Measures?—Lynn Fuchs
- What Does Responsiveness to Intervention Mean for Me?—Douglas Fuchs
- Curriculum-Based Measures: Are There Ways to Use CBM in Content Areas?—Christine Espin
- Phonological Skills: Which Ones Really Matter the Most?—Paige Pullen
- Memory: What Can Teachers do to Help Students Remember Things?—Frederick Brigham
- Self-questioning in Reading— Sheri Berkeley
- Selecting Useful Data for Teaching—Laura Berry Kuchle