Creating an Effective Curriculum for Children with Learning Disabilities

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“There and Then: MovingNonpresent to the Present• Concretizing Key Elements Via VisualOrganizers (diagrams, tables, calendars, key words)• Mapping the Flow of Information• Requiring Summaries using the MappedInformation• Requiring (Written) Summaries —withoutvisual cues
Recording the Informationeatingmother killedbaby leaves
Page 1 and 2: Literacy for All: Creating anEffect
Page 3 and 4: One Sample StatisticU.S. Reading Re
Page 5 and 6: "I always tell people that from the
Page 7: A Sample SegmentA World Transformed
Page 10 and 11: Why Is This Important ?• Students
Page 12 and 13: Key Features of theLanguage of Lite
Page 14 and 15: Language of the “Thereand Then”
Page 16 and 17: Characteristics of “Thereand Then
Page 18 and 19: When the Concepts areUnfamiliarSmit
Page 21 and 22: The Invisible LanguageSystemorHow t
Page 23 and 24: For millions of years the bones lie
Page 25 and 26: Organization of the Texts•Narrati
Page 27 and 28: So To Recap• Language of the “t
Page 29 and 30: A Possible Option: UsingClassroom D
Page 31 and 32: A Sample Segment ofClassroom Discou
Page 33 and 34: Evaluating the Discourse onthe Key
Page 35 and 36: The Organization of theTextThe Topi
Page 37 and 38: “There and Then: MovingNonpresent
Page 39: ConceptsLimit the concepts you are
Page 43: Organization of the Text:Moving OnT

Creating an Effective Curriculum for Children with Learning Disabilities

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