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 work with students with learning disabilities at the high school level. Many of them are hoping to attend college but few know what to expect. I am not sure how to help them. Can you provide some information about the transition?”—Timothy, Va.
In Part 1 of our Transition series, Jennifer Lindstrom defined the differences in legislation guaranteeing access to programs in high school and college. In Part 2, Dr. Lindstrom identified the differences in services available to students with learning disabilities at the college level. In this final part of our Transition series, Dr. Lindstrom describes some of the other factors that are important in the transition process.
- 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
- 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
- "Highly Qualified" Teachers: What Does it Mean for Me?—Bonnie Billingsley
- 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