A survey of 48 secondary-level learning disability content teachers and 45 basic skills teachers examined their relationship with the mainstream, curricular structure, instructional methodology, and students' behavioral characteristics. The two groups differed little in how they taught but more in how they perceived their interactions and their…

Presents study results adapting a social studies textbook to hypermedia format. Discusses study guides intended to increase the amount of instructional time for students, create a system offering curriculum enhancement and access, and decrease demands on teacher time. Concludes that hypermedia is as effective as lecture, especially for remedial…

Reports on 2 studies of 48 eighth-grade students in which mnemonic devices and strategies were employed. Finds that both regular and learning-disabled students preferred mnemonic instruction to traditional teaching methods. Concludes that mnemonic methods can help improve student learning of historical information. (CFR)

Review of 180 intervention studies identified instructional components that best predicted effect sizes for students with learning disabilities. These included sequencing, drill-repetition-practice feedback, segmentation of information, technology (structure-presentation medium), controlling task difficulty (e.g., scaffolding), modeling…

This study evaluated the effectiveness of a four-step phonological awareness strategy on the reading skills of nine third-grade students with learning disabilities or educable mental retardation. Results indicated students made substantial improvement on measures of blending and segmenting sounds, pronouncing words, auditory discrimination, and…

Outlines what it means to be "learning disabled" and presents a number of symptoms of learning disabilities. Suggests means by which social studies teachers can reach learning disabled students and help them to learn, including alternative assignments, guided notes, unit organizers, cooperative learning, and active response activities. (DSK)

This study of 20 sixth- and seventh-grade students with learning disabilities receiving social studies instruction found that prelesson learning set activities (including interactive review of previous instruction, statements of lesson objectives and expectations, and discussion of the lesson's importance) resulted in significantly better…

Learning differences or disabilities can be best understood and addressed within the holistic/constructivist theory of knowledge construction and the reciprocal evolution of cognitive structures. Learning differences manifest themselves in the spirals of mental structuring activity that guide relational thinking. Such a perspective focuses on…

This paper examines research evidence, practitioners' knowledge, skills and experiences and the voice of students, parents and whanau to identify common messages in respect to educating Maori students both with and without special education needs. The keys to effective practice identified include: positive teacher-student relationships;…

Increased demand for accountability in the public schools has led to an increase in the number of testing situations for all students, including students with disabilities. The purpose of this project was to develop and validate an interactive hypermedia (IH) program to teach a test-taking strategy to secondary-level students with disabilities.…

This explanatory sequential mixed-methods study explored how the encoding of text ideas is affected when students with learning disabilities (LD) take notes from Web-based text. In the quantitative phase of the study, 15 students took three kinds of notes--typed, copy and paste, and written--with each kind of notes addressing a different topic.…

This study compared two approaches for teaching a history unit on the Civil Rights Movement (1954-1965) to middle school students with learning disabilities (LD) in general education settings. The curriculum was designed to make the content challenging, but accessible. The major text was the documentary, Eyes on the Prize (DeVinney, 1991).…

The Child Welfare League of America is the nation's oldest and largest membership-based child welfare organization committed to engaging people everywhere in promoting the well-being of children, youth, and their families and protecting every child from harm. By publishing a diverse range of views on a wide array of topics, "Children's…

As a result of No Child Left Behind (NCLB) legislation and the reauthorization of Individuals with Disabilities Education Act (IDEA) 2004, Response to Intervention (RTI) is now a mandated process for documenting the existence or nonexistence of a learning disability. For educators new to the RTI approach, this text presents an overview of key…

This book includes four papers presented at a conference on teaching science to students with disabilities. The first paper, "Science Education for Motor/Orthopedically-Impaired Students" (E. C. Keller, Jr.), covers: (1) categories of motor/orthopedic-impairments, (2) life function assessment, (3) formal and informal science teaching…