Cue Cards: A Self-Regulatory Strategy for Students with Learning Disabilities

Autor/inn/en	Conderman, Greg; Hedin, Laura
Titel	Cue Cards: A Self-Regulatory Strategy for Students with Learning Disabilities
Quelle	In: Intervention in School and Clinic, 46 (2011) 3, S.165-173 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451210378745
Schlagwörter	Educational Strategies; Learning Disabilities; Special Education Teachers; Teaching Methods; Self Management; Academic Accommodations (Disabilities); Intervention; Program Descriptions; Assistive Technology; Teacher Developed Materials; Individualized Instruction; Instructional Design + Suchen Sie Ihr Suchwort? Lehrstrategie; Learning handicap; Lernbehinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstmanagement; Individualisierender Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	General and special educators have used many instructional strategies to help students with learning disabilities (LD) succeed in school. One of those strategies is cue cards. As a vehicle for supporting evidence-based practices, cue cards help students (a) learn academic and behavioral steps, principles, procedures, processes, and rules; (b) organize their approach to a task; (c) monitor their performance; and (d) become more independent learners. This article describes how teachers can develop and use cue cards to promote these self-regulation skills for students with LD. (Contains 2 tables and 6 figures.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10