What are 5 research-based and effective teaching strategies or programs used for teaching special ed. student?

Question

thanks in advance!

Answer 1

I'm an English teacher with 5 years of experience teaching mixed ability classes in an urban setting.  I think constructivism is the way to get ALL students learning, have them DO more, while you teach less.  Make yourself "the guide on the side" rather than "the sage on the stage."  Incorporate multi-modal lessons.  Here are some helpful hints:

5.  Graphic organizers

4.  Peer work/partner work-especially effective when reading.  One student reads while the other listens and interprets the meaning, then the roles are reversed.  Also a useful strategy to edit each others writing.  Students have trouble reading handwriting naturally, but when it is filled with errors, those errors pop out more when read out loud by someone else.  

3.  Utilizing appropriate hand gestures and movements--oddly enough, neuroscience research suggests that using the appropriate gestures during teaching helps students understand and retain material better.  For instance, explaining an idea that needs to be removed from discussion by sweeping your hands in a "throwing" motion.

2.  Refuse to lecture or hand out worksheets-teach your content without talking about it or handing out a paper that talks about it.  Teach them by letting them do it.

1.  Learning centers/stations-allow for student movement and "creation" of their own learning.

Answer 2

1. Using images

2. Analogies

3. recipricole teaching

4.  Use of graphic oranizers

5  Word study

Answer 3

Direct Instruction in small groups for initial mastery. This includes includes teacher signaling, choral responding, guided and independent practice, corrective feedback, and reinforcement. (Becker, 1977). This approach is said to promote high rates of academic engaged time and increases the amount of student on-task behavior.

Reciprocal teaching is a cognitive approach to teaching reading to elementary school students. (Palinscar, 1986).  The purpose of this instructional approach is to develop the cognitive and metacognitive skills required for the comprehension of texts.  The model comprises the instructional activities that take place during the dialog between teachers and students regarding segments of text.  The dialog is structured around the use of four strategies:  summarizing, question generating, clarifying, and predicting.  The students take turns assuming the role of teacher in leading this dialog.  

Some other best practices according to research are:

Hands-on, active participation

Using visuals

Using pictures to demonstrate steps

Using pre-reading strategies in content areas

Modeling/teacher demonstration

Daily review of learned information

Many special education students have short term and long term memory deficits. In addition, many have underlying receptive and expressive language disorders. For these students, interacting kinesthetically had a highly beneficial benefit.