Characteristics of LD-Appropriate Instruction
From Bridges to Practice: A Researched-based Guide for Literacy Practitioners Serving Adults with Learning Disabilities
Research on intervention practices has yielded twelve characteristics of effective instruction, or LD-appropriate instruction, for adults with learning disabilities. LD-appropriate instruction directly addresses learning difficulties that may result from a learning disability and should be used any time you know or suspect that you are teaching adults with learning disabilities. In short, LD-appropriate instruction is characterized as:
- Structured – involves systematically teaching information that has been broken into manageable pieces. Connected – shows the learner how information in and among units and lessons are linked to the learning process and to the learner’s goals. Informative – involves making sure that the learner is informed about how the learning process works, what is expected during the instructional situation, and how she can improve learning and performance. Explicit – involves providing detailed explanations and models to the learner about how to approach, think about, perform, and evaluate learning and performance. Direct – is characterized by high rates of teacher or tutor leadership and control during the initial stages of information acquisition, followed by careful monitoring of the learner’s performance as she gradually assumes control of and masters the information. Scaffolded – involves the frequent use of connected questions and collaboratively constructed explanations to create a context for learning that is based on the learner’s prior knowledge. Intensive – involves helping learners to maintain a high degree of attention and response during instructional sessions that are scheduled as frequently as possible. Process-sensitive – involves re-shaping the activities within the instructional sequence to take into consideration various cognitive barriers that might inhibit learning. Accommodating – involves providing specific and general adaptations that are legally required to reduce or eliminate the impact a learning disability might have on successful learning and performance. Evaluated – involves adapting instruction based on an assessment of the learner’s progress and his or her response to previous attempts at instruction. Generalizable – involves using activities before, during, and after information has been mastered both to ensure continued application of the information and to increase the learner’s success outside of the literacy setting.
- Enduring – means that the program providers acknowledge and commit the time necessary to ensure that learners master the information and use it to increase their successes in life.
A detailed description of each of these characteristics follows: