Individual and Peer Learning

Abstract

Most children want to learn. But many lack the basic communication skills necessary to effectively understand and respond to the academic concepts presented to them in school. Research has indicated that cognitive and communication difficulties are prevalent among learning-disabled students (Wiig and Semel 1976). This is true whether the student’s behavior is characterized by short attention span, hyperactivity, hypoactivity, lack of impulse control, or poor self-esteem. It has become increasingly clear that new ways must be found to develop communication skills in these children.