Specialized Instruction for Learning Disabled Students

In most cases, a special needs student requires specialized instruction. Teachers and psychologists determine if a student is in need of specialized instruction, and if so, then the student may be considered to have a special need. If a student does not require special instruction to keep up with their peers, then his needs can be handled by regular educators. This is what is special about a special needs student. The student is not special, the instruction is. It is the treatment of the disability that is prescriptive.This instruction can take place in the regular classroom or in a separate setting.

• Specialized Instruction is Individualized I remember a student I taught 25 years ago. This was before we had websites and other technology based instruction. The student needed to learn how to spell. He was a ninth grader and had trouble spelling simple words. I gave him a set of tapes that dictated the Dolch word lists. The program had cards that he would take out to check his spelling. Everyday, he would come into the classroom and take out his tape recorder and tapes and write his words and correct them. He would practice and record his progress. J seemed to enjoy the activity. It was his own special thing that he could do in privacy. This simple approach allowed J to learn words most of his peered had mastered. When computers first came in to my class, we had tapes to run the programs.
  
•  One needy student I had needed to learn her multiplication facts. She was eager to try the new computer. She ran the simple BASIC program and focused on her task. The point of these simple examples is to show that the lessons in a special needs classroom need to be individually designed to address learning needs. They do not have to involve a lot of money or teacher preparation; they allow the teacher and assistants to spend time with a group or another student who needs hand-on attention. I look back on these simple activities as the beginning of a long career of finding a solution that fits the child. Most often in education, our schools work from the top down, That is, they design the curriculum and hope students fit the model.
•  In special education, a teacher has to work out from the individual. Creativity helps. Think about what it's like for the student with a particular disability. Really see what a particular assignment looks like through his eyes. Weigh the demands of the unit of study. Pull out the big picture, condense, analyze, and prescribe.
• Specialized Instruction in Reading Another student I taught 25 years ago came to my room holding hands with the guidance counselor. He would sit and almost constantly pick at his hands. D was in the third grade, and he could not read. I was using SRA's Corrective Reading Series with a couple other students, but David seemed to need something else. He needed to feel some success and a degree of pleasure in the reading process. I tried rebus reading. Her is an example at a more advanced level than D originally used: Hermit the (picture of crab) went to the (picture of house. D responded to these stories and made progress through the leveled rebus readers. Soon he was able to start a more phonetic, structures direst instruction program.
•  Another program gives consistent results and that is SRA's Corrective Reading Series. I have used this program for 30 years from the elementary through the high school levels. The direct instruction provides for a fool proof way to teach, correct, remediate and practice reading skills. Vocabulary choice is controlled, but more natural than other programs. It appeals to younger and older students with the stories ad print. The recording and charting components make it perfect to report reading progress on IEP's. It is not as cumbersome or so full of rules that the joy of reading is lost. It has been a joy to see young students read the lists of words with 100% accuracy. The program covers decoding skills, fluency and comprehension.
• One More Good Individualized Reading Idea Six Way Paragraphs These leveled books focus on high interest (really) nonfiction. The main components of comprehension, main idea drawing conclusions, making predictions, recalling details and vocabulary and other essential skills.  The stories are short, but have great interest for young people.  One autistic boy became fascinated with the facts he learned about the last Japanese soldier during WWII to surrender, stories about the wonders of the world and nature are creative and hold interest for the reader.  Another great feature is the fact that students can correct their own answers, chart their progress.  The teacher can see in what areas of comprehension need attention by examining the corrections which are categorized by comprehension skills.  One student took the books home every night and did the stories intil he had worked through the advanced level.  The stories are organized by grade level.
  
• I have more that I will discuss in future blogs