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Many classroom teachers do not know very much about learning disabilities, ADHD, and what to do about it in the classroom.  What can be done to help educate our colleagues about LD and ADHD?  Also, what would regular teachers like to know about LD?

Teachers seem to be more interested in what they can actually do to help a student rather than all the specifics of a student's learning disability.  Providing targeted intervention strategies that are tailored to the student that can actually work in the classroom often seems to be a more effective way to help teachers and students.

LD is a VERY broad terminology.  Understanding the parameters of a particular disability would be helpful as far as expectations, but isn't it true that for every generalization there are always exceptions.  As a Pre 1-A teacher, I need hands on strategies that DO NOT require charting.  I find when the student needs a sticker on the chart, I am nowhere in the vicinity of my stickers (nor do I have pockets)! This year, I have a very small class and no assistant - I am looking for strategies to refocus certain children with minimal interruption and as mentioned before, NO CHARTING.  Thanks...

The specifics are important as they should tell you what to do as well as what not to do.  If they don't get your self a mentor (this forum works as well) to decode or translate for you.
For example: a child has difficulty with writing which is in part related to the actual motor skill giving this child trouble.  It is important to understand the global impact of the disability. This child will not only struggle with writing assignments, but also will find a coloring activity punitive rahter than rewarding and may just "destroy" your class by making a paper airplane out of your reward (ma'aseh she'haya)
Find out what the child does like e.g. a tactile child might be happy with a pat on the shoulder, a visual child a thumbs up and smile.
A highly structured class and routine is extremely important especially for children who do not have self control, they like to have control of the environment to help them feel more secure.
Sorry RL doesn't like charts, they still are the best way to go.  Try eliminating the stickers and mark smiley faces by pen (you can wear a necklace one - no pockets needed)

The specifics are important as they should tell you what to do as well as what not to do.  If they don't get your self a mentor (this forum works as well) to decode or translate for you.
For example: a child has difficulty with writing which is in part related to the actual motor skill giving this child trouble.  It is important to understand the global impact of the disability. This child will not only struggle with writing assignments, but also will find a coloring activity punitive rahter than rewarding and may just "destroy" your class by making a paper airplane out of your reward (ma'aseh she'haya)
Find out what the child does like e.g. a tactile child might be happy with a pat on the shoulder, a visual child a thumbs up and smile.
A highly structured class and routine is extremely important especially for children who do not have self control, they like to have control of the environment to help them feel more secure.
Sorry RL doesn't like charts, they still are the best way to go.  Try eliminating the stickers and mark smiley faces by pen (you can wear a necklace one - no pockets needed)