Interventions
Since people with learning disabilities are a diverse group, a general model of instruction does not exist to target all of the heterogeneous needs of all individuals. However, research finds that children with learning needs benefit from intensive instruction models.
Children's Intervention
Results from children’s intervention studies suggest the following intensive instruction models:
(1) Using instructional time to teach fewer concepts and skills in more depth
(2) Encouraging students to analyze their own performance
(3) Showing students the appropriate application of their learned skills
(4) Showing students the applicability of their skills to existing curriculum
(5) Giving students feedback and instruction time to practice their skills
Adults' Intervention
Intervention for adults with learning disabilities is unfortunately lacking in research. However, studies find that adults with learning disabilities benefit from identifying and receiving assessment accommodations (e.g. extended time for test taking, preferential seating).
Learning Context
Learning context (environment or culture) also plays an important role in learners’ success. For instance, students with attention deficits are more successful when they are allowed to structure their own environment to facilitate their learning needs. Furthermore, learners with dyslexia have more difficulty with linguistic systems that utilize alphabetic writing systems with complex orthographic conventions than linguistic systems that use simpler orthographic conventions.