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It has been a long time since I have blogged about cooperative learning strategies. They tend to become second nature to me, and I forget that this isn't necessarily the same for everyone. As a refresher, I have compiled my top 10 cooperative learning strategies that have been featured here on the blog at some point.

Each strategy will take you to the step-by-step directions

Enjoy!

What is your favorite cooperative learning strategy?

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It has been a long time since I have blogged about cooperative learning strategies. They tend to become second nature to me, and I forget that this isn't necessarily the same for everyone. As a refresher, I have compiled my top 10 cooperative learning strategies that have been featured here on the blog at some point.

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Ways to Differentiate the Learning Environment 

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Ways to Differentiate the Learning Environment 

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To help each individual student reach their fullest potential, teachers should try differentiated instruction strategies. These educational techniques accommodate each student's learning style, readiness, and interest. Differentiated instruction strategies use a variety of educational methods to teach students the same information. These techniques may also require teachers to teach content at varying levels based on students' readiness. The goal of differentiated instruction strategies is to ensure that all students are engaged in the learning process by providing tasks that match each individual's needs.

Differentiated Instruction Strategies

Teachers differentiate instruction through a variety of different ways: flexible grouping, learning centers, and independent study, to name a few. Here we will take a look at each of them.

Flexible Grouping

Flexible grouping allows students to work in groups with peers who are both similar and dissimilar to them. Teachers use flexible grouping because it provides students with the opportunity to work with others that have similar learning styles, readiness, or interests, or to learn from others with differences. Depending upon the purpose of the lesson, teachers can plan their activities based on a student's attributes, then use flexible grouping to group students accordingly.

The key to flexible grouping is to make sure that the groups are not static. Teachers must continually conduct assessments throughout the school year and move students among the groups as they master skills. Oftentimes teachers tend to group students according to their ability in the beginning of the school year and then never change the makeup of the groups. This is not an effective technique, and this stagnation will only hinder a child from progressing.

Learning Centers

Learning centers are stations that contain a variety of materials where students can explore topics or practice skills on their own. By their very nature, they are flexible and can address many learners' needs. With a few adjustments, they can be a great way to differentiate instruction. Teachers can design centers with different levels of complexity or for different subject areas.

Learning centers offer teachers the opportunity to present the same information in a variety of different ways that engage all students. Whenever an educator presents information that engages all modalities, it increases the chances that he or she will reach every student in the class.

Independent Study

An independent study is designed for students (usually older ones) that have mastered content. It is best when based on a student's personal interest (say, advanced journalism), and it tends to be more effective when the student chooses the topic. In order for an independent study to be successful, the teacher needs to be sure the student or students are proficient in the skills that are required to complete the study.

To help students choose a topic of study, it is wise to conduct an interest survey before they begin. Then, to ensure a successful study, teachers need to go over the skills students need to complete the task, as well as lay out expectations to help them stay on track.

Tiered Assignments

Tiered assignments are a series of related tasks varying in complexity. The activities relate to the students' readiness levels and key skills that they need to acquire. Both formal and informal assessments must be given to determine the level of understanding a student has on the subject matter.

Activities can be designed for small groups or individuals. Many teachers find that this differentiated instructional strategy is a great way for students to reach the same goals by taking into account each student's individual needs.

Adjusting Questions

An easy way teachers can help students is to adjust discussion questions according to the students' readiness or ability levels. Teachers adjust their questions and level of complexity based on what fits that particular child. Teachers use Bloom's Taxonomy to develop queries from the very basic to the more advanced. This is a great way for teachers to design a more effective curriculum for students at different places on the learning spectrum.

Choice Activities

When students are given a choice of what they want to learn, it can be a great motivator. Teachers can give options based on student interest or learning style. They can also be given choices as to what will be learned or how they will learn the information. Options can include activities, learning centers, independent study, small groups, or others. Choice activities are well-known for improving students' motivation based on their own needs.

Differentiated instruction takes a lot of planning on the teacher's end, but the benefits far outweigh the stress. With continuous assessment and the use of multiple teaching strategies, educators can accommodate all their students' learning styles. In the end, the main goal is to strive to engage all learners by attempting to match their needs.

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To help each individual student reach their fullest potential, teachers should try differentiated instruction strategies. These educational techniques accommodate each student's learning style, readiness, and interest. Differentiated instruction strategies use a variety of educational methods to teach students the same information. These techniques may also require teachers to teach content at varying levels based on students' readiness.

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"It's not how smart you are that matters, what really counts is how you are smart."

~ Howard Gardner

Did you know that there are at least eight different potential pathways to learning? So whatever you are teaching or learning, see how you might connect it with:

words (linguistic intelligence)

numbers or logic (logical-mathematical intelligence)

pictures (spatial intelligence)

music (musical intelligence)

self-reflection (intrapersonal intelligence)

a physical experience (bodily-kinesthetic intelligence)

a social experience (interpersonal intelligence)

an experience in the natural world (naturalist intelligence)

When doing this, also keep in mind and individual child's sensory processing needs & preferences.

More info about this concept at: http://www.pbs.org/wnet/gperf/education/ed_mi_overview.html , http://www.educationworld.com/a_curr/curr207.shtml http://www.institute4learning.com/multiple_intelligences.php & .

Update 1/11/13: Check out this great post by Barbara Gini at BodyLogique for even more info & links on this topic: http://bodylogique.blogspot.com/2013/01/in-case-you-missed-it-all-kids-are.html .

Update 2/22/13: Read this short article about the benefits of combining literacy & movement - "Learning By Leaps and Bounds: Linking Literacy & Movement" by Rae Pica from NAEYC: 2-page PDF - http://www.naeyc.org/files/yc/file/201011/Leaps&BoundsOnline1110.pdf .

Update 3/28/13: A "must read" post "Nine Things Educators Need to Know About the Brain" from The Greater Good Science Center : http://greatergood.berkeley.edu/article/item/nine_things_educators_need_to_know_about_the_brain

Update 6/8/13: A free printable poster & kids survey from Laura Candler: http://www.lauracandler.com/strategies/multipleintelligences.php
Angela Moorad, MS, CCC-SLP, IAYT, RCYP-2
Speech-Language Pathologist

Founder of OMazing Kids, LLC - inclusive wellness activities for kids of all abilities

Radiant Child Yoga Certified - Levels 1 & 2

OMazing Kids LLC is an organization that promotes inclusive wellness activities for kids of all abilities. The blog and social media pages share information about books, DVD's, CD's, games and other products specifically designed for kids wellness, mindfulness and relaxation, product reviews & giveaways, lesson plan & activity ideas, research, kids wellness in the news and a connection corner with listings of individuals doing adapted yoga and those offering trainings.
NOTE: Please ignore any ads that appear below the crayons divider bar. This is a free blog site & I have no control over ads appearing here.

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Multiple Intelligences: eight different potential pathways to learning

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"It's not how smart you are that matters, what really counts is how you are smart." ~ Howard Gardner Did you know that there are at least eight different potential pathways to learning? So whatever you are teaching or learning, see how you might connect it with: words (linguistic intelligence) numbers or logic (logical-mathematical intelligence) pictures...

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Useful Websites Every Student Should Know About

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Useful Websites Every Student Should Know About

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I've always been a sucker for shiny new websites that let me do things more efficiently - or at least in a novel way.

As a result, I probably spent way too much time in my classes browsing productivity and website review blogs, r/InternetIsBeautiful on Reddit, and other places.

Whatever lecture time I missed out on, though, I made up at least in part though finding a ton of websites that helped me be more productive as a student. Additionally, becoming a walking encyclopedia of web tools helped when it came to group projects; I was often able to suggest tools that helped my groups get work done far faster than normal.

Today, I'm dipping into that knowledge pool and combining whatever I find with some additional current research. Here's the result: 20 incredibly useful websites I think you should know about if you're a student.

If this list isn't enough for you, you'll find even more websites, apps, and tools over at the Resources page, which I'm always adding things to.

Stack Exchange - a collection of question-and-answer communities. If you've got questions about chemistry, math, programming, or pretty much anything else, you'll probably find an answer here.

Wolfram Alpha - a "computational knowledge engine", this site can calculate basically any math problem and come up with data on all kinds of things (including all Pokemon data!)! Step-by-step solutions to math problems used to be free, but they cost money now. For a free (but less easy-to-use) solution, try SymPy Gamma.

StudentRate - a site that aggregates student deals and discounts on clothes, travel, textbooks, electronics, and lots of other things.

Sleepyti.me - uses the sciences of REM cycles to calculate the optimal time you should go to bed in order to feel well-rested, based on when you plan to wake up.

Habitica - formerly HabitRPG, this is my favorite tool for building habits and you probably know I've talked about it before. If you end up using it, check out the CIG guild - we're up to around 1,500 members now!

Todoist - my task manager of choice. I like the clean design, organizational features, and the fact that all my tasks sync across multiple platforms. However, I will say that the bulk of my task management happens on paper/whiteboards these days. Todoist just functions as one of the quick capture components of my system.

Google Calendar - old and trusty. I've been using GCal since I was a freshman, and while it hasn't changed a whole lot since then, it really doesn't need to. It accessible in any browser, has great smartphone apps, and just works.

Dropbox - another app I've been using since my early college days, Dropbox keeps all your files synced, updated, and backed up across all your computers. Recently, their browser interface has gotten much better - you can now preview most file types right in the browser without having to download them.

Lynda - a huge library of video courses that can help you learn tons of skills, mainly centered around computing and media production. Lynda is particularly good for learning the ins and outs of computer software.

Mint - a tool that lets you view all your financial account in one place, track your spending, and set up budgets.

Rate My Professors - a site that allows students to write reviews of professors. I don't take this site's ratings as the golden truth, but it has steered me towards some great professors in the past.

Coggle - a cool little mindmapping (one of my favorite note-taking methods) tool that lives in your browser.

Your university website! - If you're not familiar with it, get on it. Most university websites have course catalogues, schedule planners, financial aid information, scholarship listings, academic calendars, student job boards, and other useful things.

Written Kitten - potentially the greatest writing aid ever invented. Set a target word count, and whenever you hit it, you'll get a new picture of a cat. What could be better? Note: There's currently a bug that prevents pictures from showing when you set count to 100 words, so set it to at least 200.

Cheatography - a really cool site that collects cheat sheets that condense information on all kinds of topics. This could be helpful for building study guides.

Bibme - a tool that can help you automatically generate bibliographies and source citations. I like it better than similar tools because it lets you search for books and other sources; if it recognizes what you searched for, it can often auto-fill all the citation fields.

Ankiweb - the web component of Anki, my favorite spaced-repetition software. I kinda used Ankiweb as an excuse to put Anki on a list of websites, but it's legit because it'll let you study your flashcards in the browser. However, you do need to have Anki downloaded first.

Instructables - a site where people can post DIY project tutorials. I put my hanging desk and hanging loft bed projects on there, but you'll find much more practical projects as well.

What are your favorite useful websites?
If you're unable to see the video above, you can view it on YouTube.

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20 Useful Websites Every Student Should Know About | College Info Geek

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I've always been a sucker for shiny new websites that let me do things more efficiently - or at least in a novel way. As a result, I probably spent way too much time in my classes browsing productivity and website review blogs, r/InternetIsBeautiful on Reddit, and other places.

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Students these days can't stay concentrated long enough when it come to studying. How do I know? It is exactly how my case looks like. I have a lot (really A LOT) to study and have less than month and a half (say what?!?).

[be ready for meme-full post]

But I can't motivate myself even to start. Or if I finally decide to do it, I lose my concentration quickly. There are many much more interesting things to do instead of studying (even doing nothing).

Sounds familiar?

Than probably you're a college/university student who needs a motivation to start studying or keep his concentration for longer than three and a half minutes. My advice is to never leave everything for the last moment. Writing a paper literally hours before the deadline when you had a couple of months to get it done won't get you anything but stress. And you won't write it qualitatively either. You'll write a bunch of things from the first sources you find without doing a good research.

I'm very 'wise' when it comes to studying. Or if I have to honest, I'm the perfect example of what NOT to do if you want to study without freaking out about it. I usually don't care much during the semester and when the deadlines and exams come, let's just say you don't want to be near me.

So, what to do?

Is there a cure to this disease?

Actually, there are ways to motivate yourself and do your things on time without stressing about it. You will develop willpower and you'll become unstoppable!
Ready to get motivated and get s#!t done?
Techniques to keep you motivated and focused while studying

☼ Turn the music up

Listening to music is proven to be helpful for learning and memory. Having a background music will keep you focused. It's best to choose calmer music in order to lower the stress levels and be more productive.

☼ Paint the rainbow

Colorful sticky notes, pens & pencils, highlighters, notebooks. It is easier for your brain to remember a lot of information if it can associate it with colors. Plus, you'll filter and highlight the really important information. And the bright colors will boost your mood and motivation.

You'll get even better results from this technique if you use it during the whole semester, not only when studying for finals.

☼ Doodle it

In addition, it will be even easier for you if you draw some little doodles around the text. Doodling helps you pay attention and remember more information. Just don't spend more time on doodling that on the actual studying.

☼ Organize your desk

You can't concentrate if your desk is a mess. You'll get distracted very easy and this isn't the thing you want. Keep everything tidy, so your mind could focus on the studies.

☼ Write down the reasons why you have to study

Telling yourself that you have to study isn't enough to motivate you in some cases. Write down the reasons why you should sit down on your butt and really do it. 'I should learn it so I would grow my knowledge in this area and in general, increase my common sense,...' are some of the things you can add to your list. Find all the benefits from learning something even if it's the most boring subject ever. After all, if your teachers are finding it important enough to teach you, it's not pointless.

☼ Turn off the distractions

Internet is the biggest advantage, and at the same time, the biggest disadvantage of our generation. You are at one-click distance from tons and tons of information about literally everything. And if you use it properly, you can go far. But unfortunately, we waste waaay too long time on social medias or other pointless activities and in the end we don't have time for anything meaningful.

Leave your phone, log out from facebook and twitter and give everything from yourself to keep your concentration as long as possible.

☼ Do your chores first

We all have chores to do. Take out the trash, walk the dog, do the laundry, or whatever else you have to do, but do it in the morning. That way you won't have excuses to stop studying later. Even if it's a time-consuming activity, you will do it faster in the morning. And there's no point in leaving it for later because it will still be waiting for you so the sooner you do it, the better.

☼ Exercise (in the morning)

Exercising doesn't improve only your body but your mind, too. It releases endorphins (the happy hormones) which reduce stress, anxiety and depression, and will make you feel better overall. That will lead to you feeling more motivated to deal with everything. It also stimulates the recovery and production of brain cells so you're brain will become more powerful and able to absorb more information.

☼ Brain foods

There are particular foods which can help you in your studying process. Your brain needs certain elements to function properly. The foods that can 'work' for you in passing your exams (and maintaining overall brain health) include: bananas, dark chocolate, nuts, seeds, avocado, green tea, berries, leafy greens.

☼ Drink water

Drinking enough water is essential for your overall health. When it comes to the brain, it improves the concentration, memory, and mental health. Aim for at least 8 glasses water a day keep you body and brain healthy (simple as that!).

Wish you successful passing of your exams!

Do you have some other tips to share? Share them! I'm curious to see what works for you.

Sending you lots of smiles,

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Study Techniques Every Student Should Know - One Yellow Gallery

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Students these days can't stay concentrated long enough when it come to studying. How do I know? It is exactly how my case looks like. I have a lot (really A LOT) to study and have less than month and a half (say what?!?).

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Mesquite Elementary School, in Tucson, Arizona, attributes much of its turnaround in student performance -- and their ongoing success -- to their Reteach and Enrich program. Within the first year of implementation, even before teachers had worked out all the kinks, Mesquite went from a "performing" school (as labeled by the state of Arizona) in 2002 to an "excelling" school, the highest ranking, in 2003. The school has maintained an "excelling" status ever since.

The goal of the program is to give students the opportunity to master essential skills and knowledge before they move on to the next level. Here's the approach:

1. Each week has defined curricular objectives.

2. Teachers assess students on those objectives at the end of the week.

3. Based on assessment results, teachers assign students to either reteach or enrich sessions for the following week.

4. Beginning the following Monday, students attend either a 30-minute reteach or enrich session every day.

Reteach: Teachers reteach objectives using different lessons for students who need additional time for mastery. The teacher whose students performed best on the previous week's assessment teaches that week's reteach students. Students stay with that teacher for the daily half-hour sessions the whole week to minimize transition.

Enrich: Teachers expand on objectives for students who have mastered the basics. Students in the enrich class rotate to a different teacher each day so they can experience varying teaching styles as well as learn with different peers.

Reteach and Enrich (R&E) is highly replicable; every school in the Vail School District has implemented the program, and it continues to lead to improved student performance. However, there are some essential elements that are key to making it work.

1. A Common Curriculum Calendar

R&E depends on a shared set of clearly defined curricular objectives that are scheduled out for the entire year. This means that for any given week within each grade, all the teachers are teaching the same objectives. However, they are not necessarily teaching the same way; the instructional approach is left up to each individual teacher. The calendar keeps them on track by setting the pace so that teachers know that by year's end they will have taught -- and students will have learned -- all the essential standards. Says Vail superintendent Calvin Baker, "When we hold students accountable for very specific standards, and we expect all of them to know that standard, then we hold ourselves accountable for getting that job done."

2. Dedicated Time

Everyday at Mesquite, from 12:30 p.m. to 1 p.m., the whole school is involved in R&E. In addition to this daily half hour, R&E requires time for teachers to review and assess student data as well as plan instruction to meet each child's needs, both generally and within the program. At Mesquite, each grade has dedicated common planning time for teachers while their students are in "specials" (e.g., P.E., computer lab, library time, and so on).

To fit all that in, time management is also of the essence, right down to classroom transition time. For R&E, all the students transfer from their regular classroom to their assigned reteach or enrich room in under a minute, thanks in part to the convenient setup of their classrooms around a common area (see video below).

3. Collaboration

Collaboration is a key part of Mesquite's culture and is essential to R&E. Students rotate to different teachers during R&E, so every teacher must know every student in his or her grade level. Teachers share information about their students' progress so that all the teachers in a grade level share ownership of every child's education. They plan together and share resources and lesson plans that have been successful, and they seek insight from one another on lesson plans that were less effective.

4. Formative Assessments and Data Analysis

Early on, the teachers at Mesquite created their own weekly assessments; now there is a team of teachers at the district level that writes them. The assessments are short -- usually just five questions on one objective -- but they provide consistent insight into students' progress so that teachers can address any needs promptly. Diane Samorano, Mesquite's student achievement teacher, tracks the assessment data and the data from schoolwide screenings and quarterly benchmarks. She meets with the teachers every two weeks to review the latest results, to identify students who are struggling, and to help teachers plan instruction accordingly.

5. Involved and Informed Leadership

In order to address a variety of student needs, teachers must have access to resources, and principals must know what's going on in the classroom. Katie Dabney, principal at Mesquite, routinely visits classes, converses with students, and attends every data meeting for all grades. "As instructional leader, I have to stay on top of the data and be actively involved in searching for students who are at risk or need an extra challenge."

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Mesquite Elementary School, in Tucson, Arizona, attributes much of its turnaround in student performance -- and their ongoing success -- to their Reteach and Enrich program. Within the first year of implementation, even before teachers had worked out all the kinks, Mesquite went from a "performing" school (as labeled by the state of Arizona) in 2002 to an "excelling" school, the highest ranking, in 2003.

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About the Author

Kristin Stanberry is a writer and editor specializing in parenting, education and consumer health/wellness.

Reviewed by

Virginia Gryta, M.S., teaches and mentors students working toward master's degrees and certification in special education at Hunter College.

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About the Author Kristin Stanberry is a writer and editor specializing in parenting, education and consumer health/wellness. Reviewed by Virginia Gryta, M.S., teaches and mentors students working toward master's degrees and certification in special education at Hunter College.

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Teaching Strategies for Different Learning Styles

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Teaching Strategies for Different Learning Styles

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Written by Susie Zappia

A learning style can best be defined as the most consistent way in which a student prefers to learn new concepts. A student's style is determined by genetic factors, previous learning experiences, and her culture and society. Few individuals use one style exclusively; most of us have one dominant style, however. Students learn faster and more effectively when instruction is matched to their individual preferred styles, according to education researchers Sue Davidoff and Owen van den Berg. These scholars also assert that self-esteem blossoms through successful learning, reinforcing a positive attitude toward future learning. They also believe that good student-teacher relationships result from teaching to different learning styles.

The VAK Learning Styles Model

Education researchers have applied several learning style models in the last several decades. The most widely-applied model is the VAK system, developed by New Zealand teacher Neil Fleming in 1987, and today, it is very popular in the United States. Its name corresponds to three styles of learning: visual (seeing), auditory (hearing), and kinesthetic (moving). Education researchers Dr. Rita Dunn and Dr. Kenneth Dunn determined that teachers can reach all learning styles through small-group activities in which students collaborate on a topic. Team activities and brainstorming can also aid in teaching diverse learning styles effectively.

Teaching Visual Learners

Visual learners do best through viewing concepts. These learners benefit from reading, seeing, writing or drawing concepts, and like written instructions. They learn best when they can observe, and pictures, diagrams, films and displays are effective for them. Flashcards, cartoons and the use of highlighted material or different computer fonts is appealing to them. Teachers should consider the use of maps, flowcharts or webs to help these students learn concepts. They appreciate opportunities to highlight material or to use checklists. Visual learners represent about 65 percent of the population.

Teaching Auditory Learners

Auditory learners comprise about 30 percent of the population and master new material best through hearing. Written information tends to have little meaning for these learners until they have the opportunity to discuss it. They benefit from speaking information aloud and repeating key concepts. In contrast to visual learners, auditory learners prefer spoken instructions and benefit from lectures, debates, audiotapes and discussions. Teachers can best foster learning for these students through repeating instructions and key concepts, being open to music and videos in the curriculum and implementing oral presentations.

The Kinesthetic Learner

Kinesthetic learners comprise only about five percent of the population. They learn best when permitted to move, touch and get active in some way. They enjoy discovery and benefit from using tools and building models from hands-on teaching techniques. Field trips and labs are well-matched to these students. Teachers will do well to encourage and allow physical movement from these students. These students study most effectively when permitted to fidget, hum or move about. They tend to seem "slower" to teachers because traditional classroom teaching doesn't permit them to practice, touch and perform what they are learning. Clearly, teachers can empower students by analyzing their learning styles and accommodating them.

Photo Credits

Jupiterimages/Pixland/Getty Images

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Teaching Strategies for Different Learning Styles

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A learning style can best be defined as the most consistent way in which a student prefers to learn new concepts. A student's style is determined by genetic factors, previous learning experiences, and her culture and society. Few individuals use one style exclusively; most of us have one dominant style, however.

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Accommodations and Modifications for Students with Disabilities

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For students with disabilities, the right accommodations and modifications can be as important to school success as appropriate IEP goals. These educational supports are similar, but they are not the same. Learn more about these supports and be prepared to discuss your child's needs at the next IEP meeting.

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Copyright © Understood for All, Inc.

Understood is a tax-exempt 501(c)(3) charitable organization (tax identification number 83-2365235). Donations are tax-deductible as allowed by law. Understood does not provide medical or other professional advice. The health and medical related resources on this website are provided solely for informational and educational purposes and are not a substitute for a professional diagnosis or for medical or professional advice.

Use of this website is subject to our Terms of Use and Privacy Policy.

Copyright © 2014-2023 Understood For All Inc.

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Explore topics about ADHD, dyslexia, and learning disabilities. Learn about focus, hyperactivity, executive function skills, and trouble with reading, writing, and math.

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10 Tips for Reaching Your Struggling Learner

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10 Tips for Reaching Your Struggling Learner

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When your child is a struggling learner, it can be scary.

My son struggled with reading and spelling, so I know firsthand what that fear feels like.

You feel responsible for making sure your child grows up being able to read and spell proficiently, because you know that your child's future options will be limited without those essential skills.

You don't want to see your struggling learner blocked from reaching his full personal potential, and you would do almost anything to help him overcome his struggles.

What Is a Struggling Learner?

A struggling learner has to work harder than others around him in order to accomplish the same task or learn the same thing. The child may be a year or more behind grade level in one area or in all subjects.

There are many possible reasons for the child's struggles. He may have physical disabilities that affect sight, hearing, mobility, or coordination. Or he may have learning differences such as dyslexia, dysgraphia, or auditory processing disorder. Interestingly, a struggling learner may be gifted in some areas, such as a child who is amazing with math but does not read.

One very common reason for learning struggles is that the child has not yet been taught in a way that works for him. For example, he may need the structure and logic of a phonetic approach to reading, but he is being taught with a whole language approach.

10 Tips for Teaching a Struggling Learner

There are very specific teaching methods that you can use to help your struggling learner succeed. One of the most important things you will want to do is to use curriculum and teaching strategies that can be customized to meet his needs.

Even if other methods have failed to work for your child, the ten tips that follow will help you reach your struggling learner.

1. Teach Through Direct Instruction

Direct instruction is a proven method in which the child is taught exactly what he needs to learn. With direct instruction, the information is presented very clearly through well-tested materials that rule out the possibility of misinterpretation and confusion. And your child is shown exactly how to apply the information, too. The explicit teaching of language rules and patterns means that your child doesn't have to guess or struggle to figure out how to read or spell a difficult word.

2. Choose an Incremental Approach to Lessons

Incremental means that lessons start with the most basic skills and gradually build up to more advanced skills. Each lesson builds upon previously mastered material, and gradually increases in difficulty.

Incremental instruction provides a " no gaps approach " that allows your child to learn one new piece of knowledge at a time in a well-thought out, logical sequence. With this approach, kids can successfully climb to the top of the learning ladder-step by step by step-and reap the rewards of mastery in reading and spelling without all the struggles along the way.

3. Understand the Importance of Multisensory Instruction

Multisensory learning happens when sight, sound, and touch are used to learn new information. Children learn best when they can use all their senses. When children can see a concept as it is explained, hear about it, and then do it with hands-on activities, it is easier for them to learn and retain the new information.

In a multisensory spelling lesson, for example, your child can see a new word spelled out with letter tiles, hear and see a demonstration of a related spelling rule, try out the spelling rule for himself by manipulating the letter tiles, and say each sound of the new word as he writes it out on paper. This combination of activities uses multiple pathways to the brain.

4. Give Your Child an Advantage by Teaching the 72 Basic Phonograms

Kids who struggle with reading and spelling often have a misconception: they think that the key to reading and spelling success is memorizing strings of letters. But the fact is that it's very difficult for children to memorize words this way. They often just get frustrated and give up.

There's a better way. Teaching phonograms helps kids see spelling as a doable task. A phonogram is a letter or letter combination that represents a sound. For example, CK is a phonogram that says /k/ as in clock; OY is a phonogram that says /oi/ as in oyster.

Each sound in a word can be represented by a phonogram. If your child learns the phonograms and which sounds they represent, reading or spelling the word will become so much easier. If he knows that the sound of /j/ at the end of a short-vowel word is spelled with DGE, the word bridge becomes simple to read and spell.

5. Teach Just One New Concept at a Time

When you dump too much information into your child's mental " funnel," your child's memory can only attend to a certain amount of the new information. Teaching one concept at a time respects the limitations of your child's short-term memory, and allows concepts and skills to be more easily stored in the long-term memory. And that means significant amounts of meaningful learning can occur.

6. Teach Reliable Rules

Children are really helped by knowing a few reliable spelling rules. For example, knowing the rules about doubling consonants at the end of words can help them spell words like floss, sniff, and fill. When your child learns trustworthy spelling rules-like the Floss Rule -he'll have some guidelines to help him make the right letter choices.

7. Teach Reading and Spelling Separately

On the surface it may seem to make sense to teach reading and spelling together. But in reality, although they are similar, reading and spelling require different teaching techniques and a different schedule. Reading is easier than spelling, and teaching these subjects separately is much more effective for most kids. Separating these subjects allows kids to progress as quickly as possible through reading while taking as much time as needed in order to become an effective speller.

8. Make Review a Priority

Consistent review is the key to getting spelling facts and spelling words to "stick." Teaching something once or twice does not mean your child has actually mastered it. Mastery takes time-and practice.

Review doesn't have to be boring, either. Have your child practice spelling concepts with letter tiles and flashcards and through dictation. Use a variety of techniques to ensure that your child retains what you are teaching.

9. Keep Lessons Short but Frequent

Short, frequent lessons are much better than longer, sporadic lessons. In a short lesson, your child's attention is less likely to wander, and you'll find that you can actually accomplish more. Keep the lessons upbeat and fast-paced, and use teaching tools and activities that engage the child's interests.

Start with 15-20 minutes per day, five days a week. You can adjust the length of the lessons up or down according to your individual child's attention span and specific needs. (Here are guidelines for lesson length for teaching reading and teaching spelling.)

10. And Finally, Recognize the Power of Encouraging Words

In the ups and downs of the daily grind, we sometimes get so focused on teaching and "improving" our kids that we forget to encourage them. The first nine tips are all built into the All About Reading and All About Spelling programs, but putting the power of encouraging words to work in your homeschool is all up to you!

For many people, using encouraging words doesn't always come naturally, so we created a way to help moms and dads remember how important it is. Be sure to visit our blog post on 7 Ways to Be the Teacher Your Child Needs and download the free poster as a reminder.

Teaching a struggling learner can be difficult, but the tips above can help make it a lot easier-and I know that from experience. Just take it one day at a time. Before you know it, your struggling learner will be doing things in life that you never dreamed were possible!

Is your child struggling in reading or spelling? We're here to help! Post in the comments below, give us a call (715-477-1976), or send us an email (support@allaboutlearningpress.com).

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10 Tips for Reaching Your Struggling Learner

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When your child is a struggling learner, it can be scary. My son struggled with reading and spelling, so I know firsthand what that fear feels like. You feel responsible for making sure your child grows up being able to read and spell proficiently, because you know that your child's future options will be limited without those essential skills.

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There are a number of ways to support the language and literacy development of English language learners (ELLs) that also allow students to participate more fully in classroom activities and lessons. This section provides specific ideas and strategies, such as tips for planning lessons and the use of language objectives, as well as broader approaches such as using informal assessment and differentiation for varying language levels. You may already be doing some of these things without realizing it!

Each student comes to school not only with unique academic needs but also with unique background experiences, culture, language, personality, interests, and attitudes toward learning. Effective teachers recognize that all of these factors affect how students learn in the classroom, and they adjust, or differentiate, their instruction to meet students' needs.

Here are some strategies for differentiating instruction for your English language learners, as well as ideas for taking students' level of English language proficiency into account when planning instruction.

Need some help finding ways to help your English language learners? Read these inspirational stories about English language learners, teachers and paraprofessionals who have overcome obstacles standing to achieve success.

What's even better than a bright idea? A bright idea that works! Educators from across the country have discovered excellent ways to tackle some common classroom stumbling blocks. Below are their step-by-step suggestions on how to handle issues like the fourth-grade slump or the development of critical thinking skills.

Project-based learning (PBL) offers many benefits to English language learners (ELLs), including hands-on activities, peer interaction, rich language use, and a chance to explore personal interests.

ELLs may need some additional support or guidance in order to make the most of PBL, and the following resources share ideas on how to make it a successful experience for all students.

Learn how educators can support the success of their English language learners (ELLs). They will be useful for a wide range of audiences, including new and veteran teachers of ELLs, paraprofessionals, tutors, and administrators at the school and district level.
Photo by Allison Shelley for EDUimages

Designing instruction based on student strengths (what the student can do) provides an important foundation for success and offers opportunities to build upon those strengths in order to address areas where the student is struggling. Learn more about this approach from the following resources and videos.

Each student comes to school not only with unique academic needs but also with unique background experiences, culture, language, personality, interests, and attitudes toward learning. Effective teachers recognize that all of these factors affect how students learn in the classroom, and they adjust, or differentiate, their instruction to meet students' needs.

Here are some strategies for differentiating instruction for your English language learners, as well as ideas for taking students' level of English language proficiency into account when planning instruction.

Need some help finding ways to help your English language learners? Read these inspirational stories about English language learners, teachers and paraprofessionals who have overcome obstacles standing to achieve success.

What's even better than a bright idea? A bright idea that works! Educators from across the country have discovered excellent ways to tackle some common classroom stumbling blocks. Below are their step-by-step suggestions on how to handle issues like the fourth-grade slump or the development of critical thinking skills.

Project-based learning (PBL) offers many benefits to English language learners (ELLs), including hands-on activities, peer interaction, rich language use, and a chance to explore personal interests.

ELLs may need some additional support or guidance in order to make the most of PBL, and the following resources share ideas on how to make it a successful experience for all students.

Learn how educators can support the success of their English language learners (ELLs). They will be useful for a wide range of audiences, including new and veteran teachers of ELLs, paraprofessionals, tutors, and administrators at the school and district level.
Photo by Allison Shelley for EDUimages

Designing instruction based on student strengths (what the student can do) provides an important foundation for success and offers opportunities to build upon those strengths in order to address areas where the student is struggling. Learn more about this approach from the following resources and videos.

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There are a number of ways to support the language and literacy development of English language learners (ELLs) that also allow students to participate more fully in classroom activities and lessons. This section provides specific ideas and strategies, such as tips for planning lessons and the use of language objectives, as well as broader approaches such as using informal assessment and differentiation for varying language levels.

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These plans enable students with special needs to get the accommodations required to access curricula at the same level as their classmates. This article is for educators.

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Teaching Methods for Inspiring the Students of the Future

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Teaching Methods for Inspiring the Students of the Future

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Teaching Methods for Inspiring the Students of the Future | Joe Ruhl | TEDxLafayette

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About the Author

The Understood Team is composed of writers, editors and community moderators, many of whom have children with learning and attention issues.

Reviewed by

JoAnna Barnes, J.D., is a lawyer and the parent of a high school student and a college student with learning disabilities.

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IEP Roadmap: How to Seek Out Special Education Services for Your Child

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About the Author The Understood Team is composed of writers, editors and community moderators, many of whom have children with learning and attention issues. Reviewed by JoAnna Barnes, J.D., is a lawyer and the parent of a high school student and a college student with learning disabilities.

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Web 2.0 tools and online utilities have become more full-featured and useful over the years. Here are some links to various online tools to help both teaching and learning. The online tools all...

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Video describes the 7 steps in the development of an Individualized Education Program for students with Aspergers and High-Functioning Autism ...http://www.MyAspergersChild.com

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At a Glance: Free and Appropriate Public Education (FAPE)

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If your child receives special education services, you need to understand FAPE. Learn what opportunities "free and appropriate public education" represents.

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IXL | Math, Language Arts, Science, Social Studies, and Spanish

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IXL is the world's most popular subscription-based learning site for K-12. Used by over 7 million students, IXL provides unlimited practice in more than 7,000 topics, covering math, language arts, science, social studies, and Spanish. Interactive questions, awards, and certificates keep kids motivated as they master skills.

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As a volunteer ESL instructor and tutor, my methods have frequently been grounded in traditional worksheet and conversation exercises. Often, my older students are working towards dual fluency in English and technology, while my younger students are "native users" of computers and smartphones. English mastery-and more importantly, confidence-is still built on a solid foundation of speaking, speaking, speaking, but I relish the opportunity to introduce technology into my lessons.

Why? Well, it shakes things up and adds to the fun! Most significantly, using technology can help bridge demographic gaps between students and target the classroom work and skill acquisition I value: personally customized instruction, engaging group work, and lessons that keep the class on-track.

Here we've collected some ideas that add energy, current events, and technological fluency into the mix for ESL students.

1. Learning Through TED Talks

Many conversational scenarios in the ESL classroom rely on common sense conversational set-ups: asking for directions or introducing oneself and giving pertinent biographical details.

TED, through its new partnership with National Geographic and Cengage Learning, provides learning scenarios that do something more: encourage students to discuss ideas. The three organizations have teamed up to design three different curricula that address basic language skills, reading (including charts and graphics), and business English. Combining online materials and complementary workbooks, the programs foster the same skills as traditional instruction, including grammar, listening, speaking, and writing.

However, these programs look beyond the classroom setting to engage students with the world itself. For instance, in these cool examples, a talk about an interspecies internet gets turned into a lesson on naming the senses, and students can brainstorm their own ideas about community engagement after being inspired by stories of TED talkers doing the same. All in all, the TED approach reminds us that English language learning is a 24/7 practice, and is not restricted to nuts and bolts.

2. Pocketing Learning With Targeted Language Apps Like Duolingo

The benefits of using apps to teach ESL are manifold. For one thing, many of them are free, and for another, a number of your students already own a smartphone: they're carrying around a portable learning tool and they don't even know it!

Of course, there are many apps vying for the "Best Language Learning App" crown-of these, Duolingo is currently the one with the most buzz. Racking up an astounding 20 million active users since its launch, the app relies on a set of game-like lessons that "unlock" new skills in a series of escalating difficulty. The app also gathers data about users as they go, assessing their patterns of error and acquisition. In an interesting twist, it crowd sources translations-that's how the service remains free. With some promising studies that reveal users completing a college semester's worth of coursework in a speedy 34 hours, Duolingo appears to be more than just a fad-it dangles real incentives to keep logging on.

Recently, Duolingo launched Duolingo Schools, which offers the potential for ESL instructors to track the data on their students in real time via a dashboard. While not a substitute for a full curriculum, the free program can be assigned as homework or extra credit to particularly invested students.

3. Using Social Media...For Good

According to the IACP Center for Social Media, a mind-boggling 1.3 billion active users check Facebook on a daily basis. And Twitter? 2012 stats record an average of 175 million tweets per day. There's no doubt that social media is a global phenomena that touches on all countries and languages. Make this work for your students.

We've already noted that social media can be a great tool for creating classroom community and avenues of communication. In my own ESL classrooms, one of my favorite daily icebreaker lessons is a simple "Idiom of the Day" lesson. Adding in popular social media and texting acronyms like "GTG" and "BTW" is an amusing way to create a relaxed atmosphere and solicit input from students on what they've been noticing (or puzzled by) in interactions with English-speaking friends and family.

If you like to address technology fluency with language fluency in your lesson plans, setting up a simple blogging interface can help with typing and web skills, all while crafting basic phrases or longer paragraphs related to writing prompts. In addition, drafting emails and instant messages blends verbal with written language, providing real-world writing application.

4. Smartboards Are a Smart Choice.

In a setting where ESL students may feel inhibited about speaking up or being called on-sometimes lacking the "right" words-interactive blackboards allow for pointing, drawing, and much more. They are a great solution to inject vitality and teamwork into games and exercises that involve matching, such as grouping verb tenses or parts of speech. I like Smartboards both for groupwork-using teams, for example-and because they prove more stimulating than rote memorization and repetition.

Unlike a traditional whiteboard, smartboards allow you, the teacher, to track responses and learning. Not to mention, syncing your lessons with images, sound clips, and video clips is a great way to model pronunciation, inflection, and real life language scenarios. The boards are also multisensory, incorporating touch, sound, and visual elements-a magic combination that has been shown to increase retention by up to 38%.

5. Utilize online library and reading tools

The internet can be one giant text, if you let it, and lots of savvy sites exist to provide quality interactive content for ELL. This is a perfect opportunity to target autonomous classroom work as well. Young learners can read free, animated stories at Story Time For Me. Intermediate and advanced readers can listen and read along for free to a range of stories and short reports, while another site, Voxy, prides itself on delivering relevant reading choices (i.e. not "The banana is on the table") tailored to each learner.

Using the internet as a vocabulary building tool is also an effective strategy. An online picture dictionary delivers the perfect place to explore, while sparing use of Google Translate can be a good spot for your students to check their own work or satisfy their curiosity. Of course, as with any translation tool, you'll want to emphasize that Translate cannot possibly express the many nuances of human speech.

In Short

It can be almost dizzying to keep up with the new resources that continuously flood the technology marketplace, but we've uncovered some good resources that compile useful and peer-approved ESL teaching tools. Edudemic also reviews great apps so you don't have to-check back here for the latest and greatest!

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5 Creative New Ways to Teach English as a Second Language

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As a volunteer ESL instructor and tutor, my methods have frequently been grounded in traditional worksheet and conversation exercises. Often, my older students are working towards dual fluency in English and technology, while my younger students are "native users" of computers and smartphones.

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Short games make learning English as a second language more enjoyable.

Learning English as a second language can be difficult and frustrating for children already accustomed to using another language. ESL teachers can use short games that will make learning less stressful while reinforcing vocabulary and comprehension skills. Simple 10-minute games will give students a break from traditional learning and opportunities to use their English language skills.

Drawing Vocabulary Game

Let students use the whiteboard to play a drawing game.

Divide children into two teams and provide a large piece of paper and marker or allow students to use the blackboard or whiteboard. Write vocabulary words on pieces of paper and when it is their turn, a team chooses one player to draw the word while the rest of the team guesses in English. Allow 20 seconds for the team to guess the word, and if they succeed, the team gets a point. This is a great way to review simple vocabulary words such as animals, foods or modes of transportation.

Role Playing

Have kids practice situations such as talking on the phone.

Write several real-life situations on index cards and have two students at a time take turns choosing one and acting out the scene on the card in English. Scenes could include asking for directions, ordering food over the telephone, inviting a friend to come over to play or requesting help from a neighbor. Ideas that are relevant to the children's lives will be the most beneficial.

Vocabulary Ball Game

With children in a circle and a softball, play a game titled "Freeze!" Place a set of vocabulary cards in the middle of the circle and teach the children that they are to throw the ball to any person in the circle. When the teacher yells, "Freeze!," everyone must stop moving. The person with the ball must draw a card and say the word. For advanced learners, challenge students to use the word in a sentence.

Balloon Volleyball

Blow up one balloon for an indoor volleyball game.

Divide the students into two teams and use a string to make a line they cannot cross. Give the students a category such as "animals" or "colors" and have one team serve the balloon over the line. Each child must say an English word appropriate to the category when they hit the balloon. If the balloon drops or a child cannot think of a word, the other team gets a point.

Alphabet Flashcard Games

Simple alphabet flashcards can be used for many games.

Using simple flashcards, teachers can play some simple games to build vocabulary skills. Divide students into two teams, and play a relay where each child must go to the board and write a word beginning with the letter on the flashcard they choose. For an individual game, teachers can hold up a card and a point gets awarded to the child who shouts out a word starting with that letter.

In "Find-It," ESL-Kids suggests holding up a flashcard letter, and seeing if students can find an object in the room that starts with that letter. For instance, if the teacher holds up a "P," students can look for a pencil to earn a point.

Creative Stories

This game can be played in pairs or as a full class. Give a starting line, such as "A funny thing happened to me in the grocery store yesterday." Then have each student take a turn adding a sentence to the story. Not only will students be entertained by their classmates' creative adventures, but they will have to use comprehension and vocabulary skills to contribute to the story.

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10 Minute ESL Games for Kid's Classrooms | Synonym

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Short games make learning English as a second language more enjoyable. Learning English as a second language can be difficult and frustrating for children already accustomed to using another language. ESL teachers can use short games that will make learning less stressful while reinforcing vocabulary and comprehension skills.

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If you are teaching English Language Learners, here are some tips and strategies that you can practice in the classroom to create a safe environment and support the students throughout their learning process:

1. Speak slower, not louder: Students need to process the words separately and form an understanding, for ELL students this requires some extra time. Speaking louder doesn't help and in fact sounds condescending.

2. Make sure to pause frequently and write out instructions on the board: This gives time for students to think about the instructions and ask questions if they have any. Use the pause time to write the information on the board in case a student has misheard a word or a sentence.

3. Provide short instructions, preferably starting with action verbs, ex: "Write 5 adjectives to describe the main character". Long instructions overwhelm ELL students, as they will probably need to look up a few vocabulary words, as well as process chunks of information. Short instructions with action verbs are clear and concise.

4. Write key vocabulary on a word wall: The space will create a safe environment for ELL students to ask questions about unfamiliar vocabulary and as a result build their confidence in speaking and practicing their oral communication in the classroom.

5. Check for student understanding frequently: Do not ask "do you understand/is that clear?" Do ask questions about content/instruction: "will you present today or tomorrow?" "Is this list in the correct order?"

By asking the latter students usually will default to "yes we understand". Instead, go over the material again and summarize it in the form of questions. By doing this you will see that students will start answering together and even explaining tasks/concepts to their classmates. This creates a safe and open culture in the classroom to ask questions.

6. Provide visual guides, and/or infographics: Visuals act as a supplement for unfamiliar vocabulary words as well as concepts. Using them will also support different learning styles in the classroom.

7. Use body language and gestures to express appropriate words: Don't be afraid to do this! Body language and gestures can help in explaining words, activities and even concepts.

8. Do not correct with negative expressions: For example, "No the verb seen is incorrect." Instead model correct usage, "Yes, that's true! We see things differently." Many ELL students are very shy, because they're afraid to make mistakes when speaking. By modeling correct communication skills you will be encouraging students to continue to practice their oral communication skills in a safe space free of judgment.

9. Avoid idiomatic expressions and/or sarcasm: These expressions can be confusing for ELL students to understand, because the meaning behind them is figurative as opposed to literal. Sarcastic expressions are especially misunderstood and often taken literally. That is because some cultures do not use sarcasm, and as a result the meaning is lost in translation. However, ELL students love learning about English idioms so devoting a class solely for idioms is encouraged and can be lots of fun!

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9 Tips to Support English-Language Learners

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If you are teaching English Language Learners, here are some tips and strategies that you can practice in the classroom to create a safe environment and support the students throughout their learning process: 1. Speak slower, not louder : Students need to process the words separately and form an understanding, for ELL students this requires some extra time.

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via Dept. of Education

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Introduction | Interrelationship of IDEA and Section 504 | Protected Students | Evaluation | Placement |
Procedural Safeguards | Terminology

This document is a revised version of a document originally developed by the Chicago Office of the Office for Civil Rights (OCR) in the U.S. Department of Education (ED) to clarify the requirements of Section 504 of the Rehabilitation Act of 1973, as amended (Section 504) in the area of public elementary and secondary education. The primary purpose of these revisions is to incorporate information about the Americans with Disabilities Act Amendments Act of 2008 (Amendments Act), effective January 1, 2009, which amended the Americans with Disabilities Act of 1990 (ADA) and included a conforming amendment to the Rehabilitation Act of 1973 that affects the meaning of disability in Section 504. The Amendments Act broadens the interpretation of disability. The Amendments Act does not require ED to amend its Section 504 regulations. ED's Section 504 regulations as currently written are valid and OCR is enforcing them consistent with the Amendments Act. In addition, OCR is currently evaluating the impact of the Amendments Act on OCR's enforcement responsibilities under Section 504 and Title II of the ADA, including whether any changes in regulations, guidance, or other publications are appropriate. The revisions to this Frequently Asked Questions document do not address the effects, if any, on Section 504 and Title II of the amendments to the regulations implementing the Individuals with Disabilities Education Act (IDEA) that were published in the Federal Register at 73 Fed. Reg. 73006 (December 1, 2008).
INTRODUCTION
An important responsibility of the Office for Civil Rights (OCR) is to eliminate discrimination on the basis of disability against students with disabilities. OCR receives numerous complaints and inquiries in the area of elementary and secondary education involving Section 504 of the Rehabilitation Act of 1973, as amended, 29 U.S.C. § 794 (Section 504). Most of these concern identification of students who are protected by Section 504 and the means to obtain an appropriate education for such students.

Section 504 is a federal law designed to protect the rights of individuals with disabilities in programs and activities that receive Federal financial assistance from the U.S. Department of Education (ED). Section 504 provides: "No otherwise qualified individual with a disability in the United States . . . shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance . . . ."

OCR enforces Section 504 in programs and activities that receive Federal financial assistance from ED. Recipients of this Federal financial assistance include public school districts, institutions of higher education, and other state and local education agencies. The regulations implementing Section 504 in the context of educational institutions appear at 34 C.F.R. Part 104.

The Section 504 regulations require a school district to provide a "free appropriate public education" (FAPE) to each qualified student with a disability who is in the school district's jurisdiction, regardless of the nature or severity of the disability. Under Section 504, FAPE consists of the provision of regular or special education and related aids and services designed to meet the student's individual educational needs as adequately as the needs of nondisabled students are met.

This resource document clarifies pertinent requirements of Section 504.

For additional information, please contact the Office for Civil Rights.
INTERRELATIONSHIP OF IDEA AND SECTION 504 1. What is the jurisdiction of the Office for Civil Rights (OCR), the Office of Special Education and Rehabilitative Services (OSERS) and state departments of education/instruction regarding educational services to students with disabilities?
OCR, a component of the U.S. Department of Education, enforces Section 504 of the Rehabilitation Act of 1973, as amended, (Section 504) a civil rights statute which prohibits discrimination against individuals with disabilities. OCR also enforces Title II of the Americans with Disabilities Act of 1990 (Title II), which extends this prohibition against discrimination to the full range of state and local government services, programs, and activities (including public schools) regardless of whether they receive any Federal financial assistance. The Americans with Disabilities Act Amendments Act of 2008 (Amendments Act), effective January 1, 2009, amended the Americans with Disabilities Act of 1990 (ADA) and included a conforming amendment to the Rehabilitation Act of 1973 (Rehabilitation Act) that affects the meaning of disability in Section 504. The standards adopted by the ADA were designed not to restrict the rights or remedies available under Section 504. The Title II regulations applicable to free appropriate public education issues do not provide greater protection than applicable Section 504 regulations. This guidance focuses primarily on Section 504.

Section 504 prohibits discrimination on the basis of disability in programs or activities that receive Federal financial assistance from the U.S. Department of Education. Title II prohibits discrimination on the basis of disability by state and local governments. The Office of Special Education and Rehabilitative Services (OSERS), also a component of the U.S. Department of Education, administers the Individuals with Disabilities Education Act (IDEA), a statute which funds special education programs. Each state educational agency is responsible for administering IDEA within the state and distributing the funds for special education programs. IDEA is a grant statute and attaches many specific conditions to the receipt of Federal IDEA funds. Section 504 and the ADA are antidiscrimination laws and do not provide any type of funding.

2. How does OCR get involved in disability issues within a school district?

OCR receives complaints from parents, students or advocates, conducts agency initiated compliance reviews, and provides technical assistance to school districts, parents or advocates.

3. Where can a school district, parent, or student get information on Section 504 or find out information about OCR's interpretation of Section 504 and Title II?

OCR provides technical assistance to school districts, parents, and students upon request. Additionally, regulations and publicly issued policy guidance is available on OCR's website, at http://www.ed.gov/policy/rights/guid/ocr/disability.html.
4. What services are available for students with disabilities under Section 504?
Section 504 requires recipients to provide to students with disabilities appropriate educational services designed to meet the individual needs of such students to the same extent as the needs of students without disabilities are met. An appropriate education for a student with a disability under the Section 504 regulations could consist of education in regular classrooms, education in regular classes with supplementary services, and/or special education and related services.

5. Does OCR examine individual placement or other educational decisions for students with disabilities?

Except in extraordinary circumstances, OCR does not review the result of individual placement or other educational decisions so long as the school district complies with the procedural requirements of Section 504 relating to identification and location of students with disabilities, evaluation of such students, and due process. Accordingly, OCR generally will not evaluate the content of a Section 504 plan or of an individualized education program (IEP); rather, any disagreement can be resolved through a due process hearing. The hearing would be conducted under Section 504 or the IDEA, whichever is applicable.

OCR will examine procedures by which school districts identify and evaluate students with disabilities and the procedural safeguards which those school districts provide students. OCR will also examine incidents in which students with disabilities are allegedly subjected to treatment which is different from the treatment to which similarly situated students without disabilities are subjected. Such incidents may involve the unwarranted exclusion of disabled students from educational programs and services.

6. What protections does OCR provide against retaliation?

Retaliatory acts are prohibited. A recipient is prohibited from intimidating, threatening, coercing, or discriminating against any individual for the purpose of interfering with any right or privilege secured by Section 504.

7. Does OCR mediate complaints?

OCR does not engage in formal mediation. However, OCR may offer to facilitate mediation, referred to as "Early Complaint Resolution," to resolve a complaint filed under Section 504. This approach brings the parties together so that they may discuss possible resolution of the complaint immediately. If both parties are willing to utilize this approach, OCR will work with the parties to facilitate resolution by providing each an understanding of pertinent legal standards and possible remedies. An agreement reached between the parties is not monitored by OCR.

8. What does noncompliance with Section 504 mean?

A school district is out of compliance when it is violating any provision of the Section 504 statute or regulations.

9. What sanctions can OCR impose on a school district that is out of compliance?

OCR initially attempts to bring the school district into voluntary compliance through negotiation of a corrective action agreement. If OCR is unable to achieve voluntary compliance, OCR will initiate enforcement action. OCR may: (1) initiate administrative proceedings to terminate Department of Education financial assistance to the recipient; or (2) refer the case to the Department of Justice for judicial proceedings.

10. Who has ultimate authority to enforce Section 504?

In the educational context, OCR has been given administrative authority to enforce Section 504. Section 504 is a Federal statute that may be enforced through the Department's administrative process or through the Federal court system. In addition, a person may at any time file a private lawsuit against a school district. The Section 504 regulations do not contain a requirement that a person file a complaint with OCR and exhaust his or her administrative remedies before filing a private lawsuit.
STUDENTS PROTECTED UNDER SECTION 504
Section 504 covers qualified students with disabilities who attend schools receiving Federal financial assistance. To be protected under Section 504, a student must be determined to: (1) have a physical or mental impairment that substantially limits one or more major life activities; or (2) have a record of such an impairment; or (3) be regarded as having such an impairment. Section 504 requires that school districts provide a free appropriate public education (FAPE) to qualified students in their jurisdictions who have a physical or mental impairment that substantially limits one or more major life activities.

11. What is a physical or mental impairment that substantially limits a major life activity?

The determination of whether a student has a physical or mental impairment that substantially limits a major life activity must be made on the basis of an individual inquiry. The Section 504 regulatory provision at 34 C.F.R. 104.3(j)(2)(i) defines a physical or mental impairment as any physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one or more of the following body systems: neurological; musculoskeletal; special sense organs; respiratory, including speech organs; cardiovascular; reproductive; digestive; genito-urinary; hemic and lymphatic; skin; and endocrine; or any mental or psychological disorder, such as intellectual disabilities, organic brain syndrome, emotional or mental illness, and specific learning disabilities. The regulatory provision does not set forth an exhaustive list of specific diseases and conditions that may constitute physical or mental impairments because of the difficulty of ensuring the comprehensiveness of such a list.

Major life activities, as defined in the Section 504 regulations at 34 C.F.R. 104.3(j)(2)(ii), include functions such as caring for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working. This list is not exhaustive. Other functions can be major life activities for purposes of Section 504. In the Amendments Act (see FAQ 1), Congress provided additional examples of general activities that are major life activities, including eating, sleeping, standing, lifting, bending, reading, concentrating, thinking, and communicating. Congress also provided a non-exhaustive list of examples of "major bodily functions" that are major life activities, such as the functions of the immune system, normal cell growth, digestive, bowel, bladder, neurological, brain, respiratory, circulatory, endocrine, and reproductive functions. The Section 504 regulatory provision, though not as comprehensive as the Amendments Act, is still valid - the Section 504 regulatory provision's list of examples of major life activities is not exclusive, and an activity or function not specifically listed in the Section 504 regulatory provision can nonetheless be a major life activity.

12. Does the meaning of the phrase "qualified student with a disability" differ on the basis of a student's educational level, i.e., elementary and secondary versus postsecondary?

Yes. At the elementary and secondary educational level, a "qualified student with a disability" is a student with a disability who is: of an age at which students without disabilities are provided elementary and secondary educational services; of an age at which it is mandatory under state law to provide elementary and secondary educational services to students with disabilities; or a student to whom a state is required to provide a free appropriate public education under the Individuals with Disabilities Education Act (IDEA).

At the postsecondary educational level, a qualified student with a disability is a student with a disability who meets the academic and technical standards requisite for admission or participation in the institution's educational program or activity.

13. Does the nature of services to which a student is entitled under Section 504 differ by educational level?

Yes. Public elementary and secondary recipients are required to provide a free appropriate public education to qualified students with disabilities. Such an education consists of regular or special education and related aids and services designed to meet the individual educational needs of students with disabilities as adequately as the needs of students without disabilities are met.

At the postsecondary level, the recipient is required to provide students with appropriate academic adjustments and auxiliary aids and services that are necessary to afford an individual with a disability an equal opportunity to participate in a school's program. Recipients are not required to make adjustments or provide aids or services that would result in a fundamental alteration of a recipient's program or impose an undue burden.

14. Once a student is identified as eligible for services under Section 504, is that student always entitled to such services?

Yes, as long as the student remains eligible. The protections of Section 504 extend only to individuals who meet the regulatory definition of a person with a disability. If a recipient school district re-evaluates a student in accordance with the Section 504 regulatory provision at 34 C.F.R. 104.35 and determines that the student's mental or physical impairment no longer substantially limits his/her ability to learn or any other major life activity, the student is no longer eligible for services under Section 504.

15. Are current illegal users of drugs excluded from protection under Section 504?

Generally, yes. Section 504 excludes from the definition of a student with a disability, and from Section 504 protection, any student who is currently engaging in the illegal use of drugs when a covered entity acts on the basis of such use. (There are exceptions for persons in rehabilitation programs who are no longer engaging in the illegal use of drugs).

16. Are current users of alcohol excluded from protection under Section 504?

No. Section 504's definition of a student with a disability does not exclude users of alcohol. However, Section 504 allows schools to take disciplinary action against students with disabilities using drugs or alcohol to the same extent as students without disabilities.
EVALUATION
At the elementary and secondary school level, determining whether a child is a qualified disabled student under Section 504 begins with the evaluation process. Section 504 requires the use of evaluation procedures that ensure that children are not misclassified, unnecessarily labeled as having a disability, or incorrectly placed, based on inappropriate selection, administration, or interpretation of evaluation materials.

17. What is an appropriate evaluation under Section 504?

Recipient school districts must establish standards and procedures for initial evaluations and periodic re-evaluations of students who need or are believed to need special education and/or related services because of disability. The Section 504 regulatory provision at 34 C.F.R. 104.35(b) requires school districts to individually evaluate a student before classifying the student as having a disability or providing the student with special education. Tests used for this purpose must be selected and administered so as best to ensure that the test results accurately reflect the student's aptitude or achievement or other factor being measured rather than reflect the student's disability, except where those are the factors being measured. Section 504 also requires that tests and other evaluation materials include those tailored to evaluate the specific areas of educational need and not merely those designed to provide a single intelligence quotient. The tests and other evaluation materials must be validated for the specific purpose for which they are used and appropriately administered by trained personnel.

18. How much is enough information to document that a student has a disability?

At the elementary and secondary education level, the amount of information required is determined by the multi-disciplinary committee gathered to evaluate the student. The committee should include persons knowledgeable about the student, the meaning of the evaluation data, and the placement options. The committee members must determine if they have enough information to make a knowledgeable decision as to whether or not the student has a disability. The Section 504 regulatory provision at 34 C.F.R. 104.35(c) requires that school districts draw from a variety of sources in the evaluation process so that the possibility of error is minimized. The information obtained from all such sources must be documented and all significant factors related to the student's learning process must be considered. These sources and factors may include aptitude and achievement tests, teacher recommendations, physical condition, social and cultural background, and adaptive behavior. In evaluating a student suspected of having a disability, it is unacceptable to rely on presumptions and stereotypes regarding persons with disabilities or classes of such persons. Compliance with the IDEA regarding the group of persons present when an evaluation or placement decision is made is satisfactory under Section 504.

19. What process should a school district use to identify students eligible for services under Section 504? Is it the same process as that employed in identifying students eligible for services under the IDEA?

School districts may use the same process to evaluate the needs of students under Section 504 as they use to evaluate the needs of students under the IDEA. If school districts choose to adopt a separate process for evaluating the needs of students under Section 504, they must follow the requirements for evaluation specified in the Section 504 regulatory provision at 34 C.F.R. 104.35.

20. May school districts consider "mitigating measures" used by a student in determining whether the student has a disability under Section 504?

No. As of January 1, 2009, school districts, in determining whether a student has a physical or mental impairment that substantially limits that student in a major life activity, must not consider the ameliorating effects of any mitigating measures that student is using. This is a change from prior law. Before January 1, 2009, school districts had to consider a student's use of mitigating measures in determining whether that student had a physical or mental impairment that substantially limited that student in a major life activity. In the Amendments Act (see FAQ 1), however, Congress specified that the ameliorative effects of mitigating measures must not be considered in determining if a person is an individual with a disability.

Congress did not define the term "mitigating measures" but rather provided a non-exhaustive list of "mitigating measures." The mitigating measures are as follows: medication; medical supplies, equipment or appliances; low-vision devices (which do not include ordinary eyeglasses or contact lenses); prosthetics (including limbs and devices); hearing aids and cochlear implants or other implantable hearing devices; mobility devices; oxygen therapy equipment and supplies; use of assistive technology; reasonable accommodations or auxiliary aids or services; and learned behavioral or adaptive neurological modifications.

Congress created one exception to the mitigating measures analysis. The ameliorative effects of the mitigating measures of ordinary eyeglasses or contact lenses shall be considered in determining if an impairment substantially limits a major life activity. "Ordinary eyeglasses or contact lenses" are lenses that are intended to fully correct visual acuity or eliminate refractive error, whereas "low-vision devices" (listed above) are devices that magnify, enhance, or otherwise augment a visual image.

21. Does OCR endorse a single formula or scale that measures substantial limitation?

No. The determination of substantial limitation must be made on a case-by-case basis with respect to each individual student. The Section 504 regulatory provision at 34 C.F.R. 104.35 (c) requires that a group of knowledgeable persons draw upon information from a variety of sources in making this determination.

22. Are there any impairments which automatically mean that a student has a disability under Section 504?

No. An impairment in and of itself is not a disability. The impairment must substantially limit one or more major life activities in order to be considered a disability under Section 504.

23. Can a medical diagnosis suffice as an evaluation for the purpose of providing FAPE?

No. A physician's medical diagnosis may be considered among other sources in evaluating a student with an impairment or believed to have an impairment which substantially limits a major life activity. Other sources to be considered, along with the medical diagnosis, include aptitude and achievement tests, teacher recommendations, physical condition, social and cultural background, and adaptive behavior. As noted in FAQ 22, the Section 504 regulations require school districts to draw upon a variety of sources in interpreting evaluation data and making placement decisions.

24. Does a medical diagnosis of an illness automatically mean a student can receive services under Section 504?

No. A medical diagnosis of an illness does not automatically mean a student can receive servicesunder Section 504. The illness must cause a substantial limitation on the student's ability to learn or another major life activity. For example, a student who has a physical or mental impairment would not be considered a student in need of services under Section 504 if the impairment does not in any way limit the student's ability to learn or other major life activity, or only results in some minor limitation in that regard.

25. How should a recipient school district handle an outside independent evaluation? Do all data brought to a multi-disciplinary committee need to be considered and given equal weight?

The results of an outside independent evaluation may be one of many sources to consider. Multi-disciplinary committees must draw from a variety of sources in the evaluation process so that the possibility of error is minimized. All significant factors related to the subject student's learning process must be considered. These sources and factors include aptitude and achievement tests, teacher recommendations, physical condition, social and cultural background, and adaptive behavior, among others. Information from all sources must be documented and considered by knowledgeable committee members. The weight of the information is determined by the committee given the student's individual circumstances.

26. What should a recipient school district do if a parent refuses to consent to an initial evaluation under the Individuals with Disabilities Education Act (IDEA), but demands a Section 504 plan for a student without further evaluation?

A school district must evaluate a student prior to providing services under Section 504. Section 504 requires informed parental permission for initial evaluations. If a parent refuses consent for an initial evaluation and a recipient school district suspects a student has a disability, the IDEA and Section 504 provide that school districts may use due process hearing procedures to seek to override the parents' denial of consent.

27. Who in the evaluation process makes the ultimate decision regarding a student's eligibility for services under Section 504?

The Section 504 regulatory provision at 34 C.F.R.104.35 (c) (3) requires that school districts ensure that the determination that a student is eligible for special education and/or related aids and services be made by a group of persons, including persons knowledgeable about the meaning of the evaluation data and knowledgeable about the placement options. If a parent disagrees with the determination, he or she may request a due process hearing.

28. Once a student is identified as eligible for services under Section 504, is there an annual or triennial review requirement? If so, what is the appropriate process to be used? Or is it appropriate to keep the same Section 504 plan in place indefinitely after a student has been identified?

Periodic re-evaluation is required. This may be conducted in accordance with the IDEA regulations, which require re-evaluation at three-year intervals (unless the parent and public agency agree that re-evaluation is unnecessary) or more frequently if conditions warrant, or if the child's parent or teacher requests a re-evaluation, but not more than once a year (unless the parent and public agency agree otherwise).

29. Is a Section 504 re-evaluation similar to an IDEA re-evaluation? How often should it be done?

Yes. Section 504 specifies that re-evaluations in accordance with the IDEA is one means of compliance with Section 504. The Section 504 regulations require that re-evaluations be conducted periodically. Section 504 also requires a school district to conduct a re-evaluation prior to a significant change of placement. OCR considers an exclusion from the educational program of more than 10 school days a significant change of placement. OCR would also consider transferring a student from one type of program to another or terminating or significantly reducing a related service a significant change in placement.

30. What is reasonable justification for referring a student for evaluation for services under Section 504?

School districts may always use regular education intervention strategies to assist students with difficulties in school. Section 504 requires recipient school districts to refer a student for an evaluation for possible special education or related aids and services or modification to regular education if the student, because of disability, needs or is believed to need such services.

31. A student is receiving services that the school district maintains are necessary under Section 504 in order to provide the student with an appropriate education. The student's parent no longer wants the student to receive those services. If the parent wishes to withdraw the student from a Section 504 plan, what can the school district do to ensure continuation of services?

The school district may initiate a Section 504 due process hearing to resolve the dispute if the district believes the student needs the services in order to receive an appropriate education.

32. A student has a disability referenced in the IDEA, but does not require special education services. Is such a student eligible for services under Section 504?

The student may be eligible for services under Section 504. The school district must determine whether the student has an impairment which substantially limits his or her ability to learn or another major life activity and, if so, make an individualized determination of the child's educational needs for regular or special education or related aids or services. For example, such a student may receive adjustments in the regular classroom.

33. How should a recipient school district view a temporary impairment?

A temporary impairment does not constitute a disability for purposes of Section 504 unless its severity is such that it results in a substantial limitation of one or more major life activities for an extended period of time. The issue of whether a temporary impairment is substantial enough to be a disability must be resolved on a case-by-case basis, taking into consideration both the duration (or expected duration) of the impairment and the extent to which it actually limits a major life activity of the affected individual.

In the Amendments Act (see FAQ 1), Congress clarified that an individual is not "regarded as" an individual with a disability if the impairment is transitory and minor. A transitory impairment is an impairment with an actual or expected duration of 6 months or less.
34. Is an impairment that is episodic or in remission a disability under Section 504?
Yes, under certain circumstances. In the Amendments Act (see FAQ 1), Congress clarified that an impairment that is episodic or in remission is a disability if it would substantially limit a major life activity when active. A student with such an impairment is entitled to a free appropriate public education under Section 504.
PLACEMENT
Once a student is identified as being eligible for regular or special education and related aids or services, a decision must be made regarding the type of services the student needs.

35. If a student is eligible for services under both the IDEA and Section 504, must a school district develop both an individualized education program (IEP) under the IDEA and a Section 504 plan under Section 504?

No. If a student is eligible under IDEA, he or she must have an IEP. Under the Section 504 regulations, one way to meet Section 504 requirements for a free appropriate public education is to implement an IEP.

36. Must a school district develop a Section 504 plan for a student who either "has a record of disability" or is "regarded as disabled"?

No. In public elementary and secondary schools, unless a student actually has an impairment that substantially limits a major life activity, the mere fact that a student has a "record of" or is "regarded as" disabled is insufficient, in itself, to trigger those Section 504 protections that require the provision of a free appropriate public education (FAPE). This is consistent with the Amendments Act (see FAQ 1), in which Congress clarified that an individual who meets the definition of disability solely by virtue of being "regarded as" disabled is not entitled to reasonable accommodations or the reasonable modification of policies, practices or procedures. The phrases "has a record of disability" and "is regarded as disabled" are meant to reach the situation in which a student either does not currently have or never had a disability, but is treated by others as such.

As noted in FAQ 34, in the Amendments Act (see FAQ 1), Congress clarified that an individual is not "regarded as" an individual with a disability if the impairment is transitory and minor. A transitory impairment is an impairment with an actual or expected duration of 6 months or less.

37. What is the receiving school district's responsibility under Section 504 toward a student with a Section 504 plan who transfers from another district?

If a student with a disability transfers to a district from another school district with a Section 504 plan, the receiving district should review the plan and supporting documentation. If a group of persons at the receiving school district, including persons knowledgeable about the meaning of the evaluation data and knowledgeable about the placement options determines that the plan is appropriate, the district is required to implement the plan. If the district determines that the plan is inappropriate, the district is to evaluate the student consistent with the Section 504 procedures at 34 C.F.R. 104.35 and determine which educational program is appropriate for the student. There is no Section 504 bar to the receiving school district honoring the previous IEP during the interim period. Information about IDEA requirements when a student transfers is available from the Office of Special Education and Rehabilitative Services at http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CQaCorner%2C3%2C

40. What are the responsibilities of regular education teachers with respect to implementation of Section 504 plans? What are the consequences if the district fails to implement the plans?

Regular education teachers must implement the provisions of Section 504 plans when those plans govern the teachers' treatment of students for whom they are responsible. If the teachers fail to implement the plans, such failure can cause the school district to be in noncompliance with Section 504.

41. What is the difference between a regular education intervention plan and a Section 504 plan?

A regular education intervention plan is appropriate for a student who does not have a disability or is not suspected of having a disability but may be facing challenges in school. School districts vary in how they address performance problems of regular education students. Some districts employ teams at individual schools, commonly referred to as "building teams." These teams are designed to provide regular education classroom teachers with instructional support and strategies for helping students in need of assistance. These teams are typically composed of regular and special education teachers who provide ideas to classroom teachers on methods for helping students experiencing academic or behavioral problems. The team usually records its ideas in a written regular education intervention plan. The team meets with an affected student's classroom teacher(s) and recommends strategies to address the student's problems within the regular education environment. The team then follows the responsible teacher(s) to determine whether the student's performance or behavior has improved. In addition to building teams, districts may utilize other regular education intervention methods, including before-school and after-school programs, tutoring programs, and mentoring programs.
PROCEDURAL SAFEGUARDS
Public elementary and secondary schools must employ procedural safeguards regarding the identification, evaluation, or educational placement of persons who, because of disability, need or are believed to need special instruction or related services.

42. Must a recipient school district obtain parental consent prior to conducting an initial evaluation?

Yes. OCR has interpreted Section 504 to require districts to obtain parental permission for initial evaluations. If a district suspects a student needs or is believed to need special instruction or related services and parental consent is withheld, the IDEA and Section 504 provide that districts may use due process hearing procedures to seek to override the parents' denial of consent for an initial evaluation.

43. If so, in what form is consent required?

Section 504 is silent on the form of parental consent required. OCR has accepted written consent as compliance. IDEA as well as many state laws also require written consent prior to initiating an evaluation.

44. What can a recipient school district do if a parent withholds consent for a student to secure services under Section 504 after a student is determined eligible for services?

Section 504 neither prohibits nor requires a school district to initiate a due process hearing to override a parental refusal to consent with respect to the initial provision of special education and related services. Nonetheless, school districts should consider that IDEA no longer permits school districts to initiate a due process hearing to override a parental refusal to consent to the initial provision of services.

45. What procedural safeguards are required under Section 504?

Recipient school districts are required to establish and implement procedural safeguards that include notice, an opportunity for parents to review relevant records, an impartial hearing with opportunity for participation by the student's parents or guardian, representation by counsel and a review procedure.
46. What is a recipient school district's responsibility under Section 504 to provide information to parents and students about its evaluation and placement process?
Section 504 requires districts to provide notice to parents explaining any evaluation and placement decisions affecting their children and explaining the parents' right to review educational records and appeal any decision regarding evaluation and placement through an impartial hearing.

47. Is there a mediation requirement under Section 504?

No.
TERMINOLOGY
The following terms may be confusing and/or are frequently used incorrectly in the elementary and secondary school context.

Equal access: equal opportunity of a qualified person with a disability to participate in or benefit from educational aid, benefits, or services

Free appropriate public education (FAPE): a term used in the elementary and secondary school context; for purposes of Section 504, refers to the provision of regular or special education and related aids and services that are designed to meet individual educational needs of students with disabilities as adequately as the needs of students without disabilities are met and is based upon adherence to procedures that satisfy the Section 504 requirements pertaining to educational setting, evaluation and placement, and procedural safeguards

Placement: a term used in the elementary and secondary school context; refers to regular and/or special educational program in which a student receives educational and/or related services

Reasonable accommodation: a term used in the employment context to refer to modifications or adjustments employers make to a job application process, the work environment, the manner or circumstances under which the position held or desired is customarily performed, or that enable a covered entity's employee with a disability to enjoy equal benefits and privileges of employment; this term is sometimes used incorrectly to refer to related aids and services in the elementary and secondary school context or to refer to academic adjustments, reasonable modifications, and auxiliary aids and services in the postsecondary school context

Reasonable modifications: under a regulatory provision implementing Title II of the ADA, public entities are required to make reasonable modifications in policies, practices, or procedures when the modifications are necessary to avoid discrimination on the basis of disability, unless the public entity can demonstrate that making the modifications would fundamentally alter the nature of the service, program, or activity

Related services: a term used in the elementary and secondary school context to refer to developmental, corrective, and other supportive services, including psychological, counseling and medical diagnostic services and transportation

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Frequently Asked Questions about Section 504 requirements for the education by school districts of students with disabilities

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Strategies for English Language Learners

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