Education Commons^™

Linking Executive Functions And Written Language Intervention For Students With Language Learning Disorders, Silvana M. R. Watson, Anne M. P. Michalek, Robert A. Gable

Communication Disorders & Special Education Faculty Publications

Purpose: School based speech-language pathologists (SLPs) has an important role in the identification and intervention of problems in oral and written language. In collaboration with classroom teachers, they often are asked to develop intervention plans that include evidence-based practices for those students with language learning disabilities (LLD) who have language deficits. The purpose of this article is to bridge theory to practice by explaining an evidence-based instructional model, the self-regulated strategy development model (SRSD), for SLPs to consider as they deliver instruction to support the written language deficits of students with LLD.

Method: The authors examine critically the relationship between …

The Role Of The School Leader In Collaboration Between Regular And Special Education Teachers, Jospeh Raymond Sciullo

Educational Foundations & Leadership Theses & Dissertations

In 2004, the reauthorization of the Elementary and Secondary Education Act (ESEA) aligned to language found in the Individuals with Disabilities Education Improvement Act (IDEIA 2004). This reauthorization required students with disabilities to have access to the same curriculum as their non-disabled peers. This languages means that practices in instruction and assessment for students with disabilities must be aligned to the academic content standards established in each state (Parrish & Stodden, 2009). The purpose of this study was to evaluate the role of school leadership within the context of teacher collaboration and the factors that contribute to their level of …

The Role Of Executive Functions In Classroom Instruction Of Students With Learning Disabilities, Silvana M. R. Watson, Robert A. Gable, Lisa L. Morin

Communication Disorders & Special Education Faculty Publications

In this article, we describe executive functions and their role in determining student academic success. We focus on the executive function difficulties of students with learning disabilities and explain how executive dysfunctions can negatively affect different academic areas (e.g., reading comprehension, mathematics). Finally, we offer ways teachers can modify their instruction to better address the diverse needs of students with learning disabilities who are struggling to perform various academic tasks.