The process of learning is better represented by a web than a ladder.

If humans are born with a sense of numbers, why do some have difficulty understanding math?

Scientists who understand the cognitive nature of ADHD are rethinking how to best help children with attention and behavior problems.

Impaired by problems with visual perception and social response, students with nonverbal learning disorders are often mistakenly seen as emotionally disturbed.

Damage to the brain and environmental influences can account for certain learning problems.

The test-and-label approach lures educators away from the complexities of their students' lives.

To meet the needs of gifted learners, teachers must look beyond the myths and seek multiple assessment strategies.

An early childhood program reaches out to under-served students.

A principal tells how her school translates education research into practice.

Educators who align standards with learning styles better motivate their students to learn.

A teaching team devises questions to discern whether students have second-language problems or learning difficulties.

A 1st grade teacher remembers her introduction to inclusion and offers other teachers insight into the experience.

Fourth graders take the initiative in analyzing their strengths and weaknesses.

The author makes suggestions for teachers facing the challenges of inclusion.

In an international school, teachers apply research about how we learn to help students retain new concepts.