Based on prior research and theory, we propose a conceptual definition of instructional communication that is holistic, transactional, expansive, and assessable. Second, we extend instructional communication research to test this definition by engaging students with learning disabilities (SWLDs) in interviews and focus groups, employing a…

A counterbalanced, multiple-baseline, across-subjects design was used to determine if attention and performance monitoring had differential effects on the on-task and spelling study behavior of 6 elementary students with attention-deficit/hyperactivity disorder (ADHD) in the general education classroom. Both self-monitoring of attention and…

Self-concept ratings of children with mathematics disabilities (MD), average mathematics achievement (AA), and high mathematics achievement (HA) who attended regular classes in grades 4 through 6 were compared. Twenty-four children in each group, who were selected from an original pool of 811 children, and who were matched one-to-one by grade,…

Affective consequences of two types of mathematics instruction, guiding instruction and directing instruction, were studied for two types of students with special needs: mildly mentally retarded students and students with specific learning disabilities. Seventy students were instructed in small groups in either a guiding or a directing instruction…

The goals of the present study were to examine the effects of an intervention programme on sense of efficacy and attitudes towards inclusion of pupils with six types of disability, among Israeli (N=66) and Palestinian (N=192) teachers. We also studied how these attitudes were related to their general attitudes towards education; whether regular…

This study investigated the relationship between locus of control and social and personal-emotional adjustment to college life in students with and without learning disabilities (LD). Differences in locus of control in college students with and without LD were also examined. The Adult Nowicki-Strickland Internal/External Locus of Control Scale…

One of the four guiding principles of the National Science Education Standards is simply "science for all students" (NRC 1996). This principle underscores the belief that all students, regardless of race, gender, or disability, should have the opportunity to learn and understand the essential science content described in the Standards. Because of…

The relationship between cognitive-behavioral interventions and therapies on the one hand and school dropout outcomes and violent verbal or physical aggression on the other hand for secondary-age youth with disabilities was explored in a systematic review. A total of 16 studies intervening with 791 youth with behavioral disorders,…

This article examines the efficacy of current definitional perspectives on learning disabilities (LD) and related assessment models to support appropriate instructional and support services for learners of English with learning-related difficulties. A revised framework for defining LD and an associated assessment model, curriculum-based dynamic…

This study extends previous research examining the relations between Cattell-Horn-Carroll cognitive abilities and math achievement. The cognitive profiles of children with normative weaknesses in Math Calculation Skills or Math Reasoning were compared to those of their average-achieving peers. The cognitive profile of the low Math Calculation…

This study examined student perceptions of teacher behavior in three motivational variables (self-efficacy beliefs, intrinsic value, and test anxiety in mathematics) for adolescents enrolled in three distinct schooling tracks. Questionnaires were administered to 111 learning disabled (LD), 224 average (AV) and 258 talented students (TA). Some…

Effects of inclusive school settings for students in six Indiana school corporations were investigated. Results reveal that students without disabilities educated in inclusive settings made significantly greater academic progress in mathematics and reading. For students with disabilities, there were no significant differences in reading and math…

This pilot study investigated if goal setting with curriculum-based measurement (CBM) was effective in increasing student awareness of goal knowledge and if students could set realistic daily reading goals. Nineteen 6th and 7th grade students with learning disabilities participated in a goal setting treatment group or a control group. During the…

Research has consistently demonstrated the importance of providing an appropriate level of challenge, called the instructional level, within curricular material. Although the instructional level is a generally well-defined and researched construct, much less data exist on the acquisition rate (AR) component of an appropriate level of challenge.…

Increasingly, students with learning disabilities are being educated in the general education setting by general education teachers. This trend requires general education teachers to use instructional practices that benefit all students. This article reviews the literature from 1986 to 2002 in order to identify and examine academic interventions…