This paper argues that successful programs for students with learning disabilities provide ongoing, intensive, explicit, and direct instruction in learning strategies that enable students to become independent learners. It then describes SMARTER teaching, a method developed to help teachers shift their approaches to teaching to make them more sensitive to the information processing needs. SMARTER is an acronym for a series of instructional steps that, when implemented, provide a framework for selecting accommodations that can address information processing differences. The steps include: (1) Shape critical questions that students should be able to answer to capture the essence of the lesson; (2) Map the critical content by drawing a content map of the information that the student will need to know to answer the questions; (3) Analyze difficulties students could encounter in processing the information; (4) Reach enhancement decisions using the critical questions and the content map; (5) Teach strategically by informing students about accommodation tactics or devices that have been selected and involving them in creating and using the device; (6) Evaluate mastery of the information; and (7) Revisit outcomes to ensure that students are able to answer the critical questions. A chart is provided that lists accommodations for instructional goals. (CR)