These resources were created and/or collected by Outreach staff to assist you in better understanding how to teach students with LBLD.

  • What to Know: Dyscalculia

    The National Center for Learning Disabilities (NCLD) defines dyscalculia as, “a specific learning disability in math. Children with dyscalculia may have difficulty understanding number-related concepts or using symbols or functions needed for success in mathematics” (Horowitz, Rawe, & Whittaker, 2017, ch. 1).  The ability to acquire arithmetic skills without being explicitly taught to do so

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  • Removing Obstacles to Learning Math

    Learn about removing obstacles to learning math.  Mind/Shift reports on the work of Jo Boaler, a Stanford professor of math education.  Boaler believes that students should be taught math as an exercise in problem solving not as an act of memorization.  The article also cites recent neuroscience research to back Boaler’s suggestions.

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  • Strategies for Teaching Question Types

    by Deirdre Mulligan There are two main principles that I try to keep at the forefront of my mind when planning and developing lessons and working with my students. #1, I try to set the students up for success, and #2, I never assume anything. To set them up for success, I have to meet

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  • Diagnostic and Prescriptive Teaching

    What is it? Diagnostic prescriptive teaching is an educational approach that has existed for decades. To implement this type of instruction in a classroom, teachers first diagnose their students’ academic abilities and limitations, then prescribe an appropriate course of action to address areas of weakness. Like a doctor trying to decide the correct pill dosage

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  • Receptive and Expressive Language and Specific Learning Disabilities

    Children are not explicitly taught to listen or speak because these skills develop naturally as we are exposed to language. However, students with a specific learning disability (SLD) such as dyslexia often experience difficulty with these critical language skills that are essential to classroom success.    The skills of listening and speaking in the classroom falls

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  • Brain Differences Between Dyslexia and Dysgraphia

    Understand the brain differences between dyslexia and dysgraphia. reports on the latest research related to the brain differences between these SLDs.  The research from the small study from the University of Washington reveals that there are distinctly different brain structures and functionalities between students with dyslexia and dyscalculia.

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  • Dyscalculia in the Classroom

    Learn more about dyscalculia in the classroom. This video, produced by the National Center for Learning Disabilities, featuring Dr. Sheldon Horowitz explains the many elements and the many misconceptions tied to this common learning disability.

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  • Dyslexia Evaluation

    Understand the processes of a dyslexia evaluation.  In this video, Matthew M. Cruger, PhD, a clinical psychologist and senior director of the Learning and Development Center at the Child Mind Institute, conducts an evaluation for learning and thinking differences. Dr. Cruger also explains the relevance of each test he uses.

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  • Matthew Effect

    Learn more about the Matthew Effect and its legal implications.  This Wrightslaw publication outlines how the idea of the Matthew Effect has been used in legal cases to explain that the absence of appropriate remediation will only widen the gap between students with disabilities and students without.

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