When students work in heterogeneous collaborative groups in content classrooms (e.g., science, social studies), it may not always be beneficial to students with learning disabilities whose engagement and participation may be low. Using video as a self-reflection tool helps all students in collaborative groups, particularly those with learning disabilities, see how they can improve their own collaboration and engagement which can then improve everyone’s learning. We discuss how to use video as a self-reflection tool to improve collaboration processes to support all learners in comprehending complex, content-specific, grade-level texts using Collaborative Strategic Reading (CSR). We then provide examples of the process in a 7th grade social studies classroom, specifically highlighting two students with learning disabilities and how their engagement and contributions to their own learning and to their peers in their group improved through video self-reflection.
Using Video Self-Reflection to Support Collaborative Learning for Students With Learning Disabilities
Intellectual/Developmental Disability
Using Video Self-Reflection to Support Collaborative Learning for Students With Learning Disabilities
TeachTown’s award-winning Launch for PreK and enCORE curricula have been designed for early childhood through transition-age learners.
For early childhood educators: Launch for PreK delivers a comprehensive, inclusive early childhood curriculum for all of your young learners ages 3–5. Students learn together and at their own pace with a theme-based, play-focused, and data-driven curriculum that nurtures literacy, language, and social communication—setting the foundation for lifelong success.
For K-12+ special educators: Support your students’ academic growth with standards-first, adapted core curriculum, enCORE, while building essential life skills in social, language, and behavior. Our K-12+ whole-child approach drives measurable outcomes and meaningful learning opportunities for students with moderate to severe disabilities.
Related Content
enCORE K-12 is a standards-based, adapted core curriculum that provides students with moderate to severe disabilities with access to the general education curriculum.
While reading comprehension and math competency are foundational skills and critically important for K-12 education, so, too, are the abilities to self-advocate, problem solve, manage time, and develop healthy peer relationships.
That’s why we created our standards-based, adapted core curriculum, enCORE, alongside our key, supporting interventions that address the adaptive, social, and behavioral needs of students.
This blog presents an overview of the Science of Reading research, as well as a detailed breakdown of how TeachTown’s K-12 adapted core curriculum, enCORE, incorporates the key components of the Science of Reading in its English Language Arts (ELA) curriculum.
TeachTown is proud to be part of the solution for reaching all early childhood learners. Launch for PreK and the supporting interventions, TeachTown Basics, Social Skills, and Language Accelerator, offer a groundbreaking whole child approach to inclusive early childhood education.
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Academic Curriculum Review Guide
