Characteristics of Effective Instruction
Every child with a learning disorder is unique. Consequently, instruction and intervention provided to children with LDs and other disabilities
should be carefully tailored to individual needs and abilities. Instruction should be tied to clear, developmentally-appropriate goals, and it should be systematic, incremental, and frequently
assessed for efficacy. While no two individualized programs of education will be the same, there are some features that are common to high-quality instruction:
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It is highly engaging and relevant and relevant.
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Instruction is multi-sensory, multi-modal, and includes various ways to acquire and demonstrate knowledge.
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It is sufficiently flexible to accommodate individual instructional levels and needs.
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It is tied to clearly articulated objectives.
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Abstract concepts are presented after concrete and representational examples are mastered.
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Instruction is broken into small steps, and directions and prompts are provided frequently.
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Learning is frequently assessed, and plateaus or regressions in achievement are quickly addressed.
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There are frequent informal checks of understanding.
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Formative feedback is offered often.
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There frequent opportunities for guided and independent practice.
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Problem solving strategies and appropriate approaches to work are modeled by the instructor.
For more information about LD, please visit the LD FAQs page.