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The article presents information on teaching elementary school students with disabilities about choice making in the U.S. The authors discuss steps for teaching choice making, which include creating scenarios, providing three choices, and evaluating the choices. The authors also look at critical skills for students with disabilities, how choice making can impact the transition into middle school, and the positive effect that choice making has on graduation rates, postsecondary success, and employment outcomes.

In many general education classrooms today, teachers are using "reform" mathematics curricula. These curricula emphasize the application of mathematics in real-life contexts and include such practices as collaborative, group problem solving and student-generated algorithms. Students with learning disabilities in the area of mathematics can experience challenges with these curricula due to lack of content knowledge and requisite skills along with processing and strategy deficits. The purpose of this article is to present information on strategies that can be used to complement math reform curricula to meet the needs of students with math learning disabilities. [ABSTRACT FROM AUTHOR]

Two aspects of mathematics with which students with mathematics learning difficulty (MLD) often struggle are word problems and number-combination skills. This article describes a math program in which students receive instruction on using algebraic equations to represent the underlying problem structure for three word-problem types. Students also learn counting strategies for answering number combinations that they cannot retrieve from memory. Results from randomized-control trials indicated that embedding the counting strategies for number combinations produces superior word-problem and number-combination outcomes for students with MLD beyond tutoring programs that focus exclusively on number combinations or word problems. [ABSTRACT FROM AUTHOR]

Recent legislation such as No Child Left Behind and the Individuals with Disabilities Education Improvement Act of 2004 has made significant changes in how all students are assessed. Because scores on state and district tests have important implications for students, parents, and school personnel, teachers and students should approach testing with a serious and positive attitude. This article highlights several ways to prepare students with mild disabilities for taking state and district standardized assessments which can be effective practices for teachers. Readers may wish to choose from these practical suggestions to help their students perform optimally on state and district tests. [ABSTRACT FROM AUTHOR]

Focuses on the service-learning projects for students in the United States. Effectivity of service-learning projects on students with learning disabilities; Attribution of service-learning project on academic skills, personal development, and volunteerism; Assumption of personal responsibility.