The pros and cons of various notetaking methods are reviewed, along with a brief discussion of why working memory deficits create problems for students when taking lecture notes. The process of "making" notes, instead of "taking" them is suggested as a way of improving comprehension of the material. The suggestions are to embellish the notes with colors and comments or to rearrange the content into a graphic organizer. This would require instruction, demonstration, and support.
Another useful article from OT's with Apps and Technology, this one gives you a side-by-side review of the features and pricing of nine popular apps often used for note-taking by students with special needs.
This article explains how to teach Cornell note-taking to a hypothetical seventh-grade student with a learning disability, using the SRSD model (self-regulated strategy development). Lory can comprehend what she reads, but has trouble retaining that information and applying it in class. Cornell Notes is proposed as a way to help her remember what she reads.
OT'S with Apps and Technology blog reviews SnapType, an iPad app that allows students to take photos of their worksheets in class, then type in the answers (fill in the blank) with their iPads. I included the review in this collection, rather than simply a link to the app itself, because it discusses both advantages, and limitations, of the app. There's now a pro version available for $4.99, but the original version is free.
If you want your students with LD to take handwritten notes, they might benefit from this explanation of the CUES (cluster, use, enter, summarize) method and the printable template for note-taking. Actually, I think all students might benefit from using this approach as a starting point, especially middle school students. I also believe this would work best for students with mild LD, rather than more severe learning disabilities or dysgraphia.
A special education teacher discusses the implications of Dr. Boyle's paper (resource #1 in this collection) on note-taking in students with learning disabilities. She concludes that students with learning disabilities who are placed in general education classes must be given the "tools to succeed," not only to help them remembering information but to become more actively engaged with learning.
This is a very thorough, practical, and well-researched paper on note-taking for students with learning disabilities. The author explains why the students should learn to take their own notes, rather than relying on scribes, and provides examples and templates for assessment, guided notes, and strategic note-taking. This was published in Learning Disabilities Research and Practice.