Middle and High School Students with Learning Disabilities: Practical Academic Interventions for General Education Teachers - A Review of the Literature
American Secondary Education, vol.32, no.2, pp.19-38, 2004 (Peer-Reviewed Journal)
- Publication Type: Article / Article
- Volume: 32 Issue: 2
- Publication Date: 2004
- Journal Name: American Secondary Education
- Journal Indexes: Academic Search Premier, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center)
- Page Numbers: pp.19-38
- Open Archive Collection: AVESIS Open Access Collection
- Middle East Technical University Affiliated: Yes
Abstract
Increasingly, students with learning disabilities are being educated in
the general education setting by general education teachers. This trend
benefit all students. This article reviews of the literature from 1986 to
2002 in order to identify and examine academic interventions for mid-
dle and high school students with learning disabilities that can be
applied to various subject areas. The practices that appeared to be most
effective were categorized under the following headings: (a) mnemonic
instruction, (b) graphic organizers, (c) guided notes, (d) class wide peer
tutoring, (e) coached elaboration, and (f) inquiry teaching.