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Effective Strategies for Students with Learning and Behavior Problems

Welcome

By all accounts, students who exhibit learning and behavior problems pose a real challenge to school personnel. One way to improve the educational outcomes for these students is to ensure that all teachers possess the knowledge and skills required to address the myriad challenges of daily classroom management and instruction. Fortunately, there is a growing body of research-based literature on evidence-based practices that are applicable in both general and special education settings. In that the Virginia Department of Education is committed to providing all students the best possible education, in collaboration with the Training and Technical Assistance Center at Old Dominion University, we have developed a series of modules that relate to 25 strategies of proven effectiveness.  Each module contains precise information on the use of a specific strategy; modules have been developed to reflect both Elementary Modules and Secondary Modules level application of each strategy. Along with the modules is a summary of the supporting research and guidelines for strategy implementation. Together, this information should contribute to strengthening the quality of classroom instruction and to achieving positive educational outcomes for all of Virginia's students.

In the past, students with and students without disabilities often were served in different educational settings. Today, the majority of students with disabilities receive all or most of their instruction alongside students without disabilities in the general education classroom. For that reason, these modules are geared toward addressing the needs of a diverse audience, one that includes both general and special education teachers at the elementary and secondary levels. Each of the 25 strategies was selected on the basis of their documented effectiveness and their applicability in a variety of educational settings. We encourage you to enlarge upon your knowledge of evidence-based practices and to become skilled in the application of those strategies that best suit the needs of your students. Finally, we are confident that these strategies will be useful to you and that you will want to share them with colleagues and your students and parents as well.