This article discusses using peer content-area tutoring and strategy instruction to help college students with learning disabilities become self-regulated learners. The instructional model addresses transferring strategies across settings, linking cognitive strategies to the content curriculum, guiding the student to independent strategy use, and…

This article provides a framework for selecting and analyzing an effective language curriculum, based on 11 design-of-instruction criteria such as specification of the objective, number of practice activities, and review in subsequent lessons. The 11 criteria are discussed within the context of analyzing a sample lesson selected from a basal…

Provides an operational definition of self-advocacy as it pertains to adolescent and adult learners with learning disabilities in postsecondary settings, describes model high school and college programs that teach self-advocacy skills, and discusses important follow-up and support activities essential to the effective use of these skills.…

This article proposes incorporating principles of universal design into elementary school science programming. Advantages include increasing access to the general education curriculum, enhancing student progress in science, and framing the general education curriculum to make it more appropriate for students with disabilities. Of five models of…

Discusses using integrated curriculum as a means of providing for the unique instructional needs of students with disabilities in inclusive classrooms. Models of integrated inclusion, advantages of integrated curriculum, and procedures for integrating independent living skills, social skills, and learning strategies into the curriculum are…

Outlines the instructional design principles underlying the Direct Instruction Model and applies these principles to a variety of content areas. Urges the integration of curriculum design principles with effective teaching practices. Also offers criteria for evaluating and selecting curriculum materials based on direct instruction principles.…

This article explains the Integrated Strategies Instruction Model by analyzing the problems of ineffective writers and presenting instructional techniques for framing, applying, and extending students' understanding of the executive strategy. A vignette from an eighth-grade history classroom illustrates the guidelines. Research regarding the…

A collaborative model for special educators and parents to use in devising strategies parents can use at home for children with learning disabilities is described. A case study of a child whose parent tutored her using an individualized tutoring program designed by the special educator after the initial evaluation is presented. (CR)

This article reviews the literature on curriculum-based assessment (CBA) with students who have special education needs. Features of CBA common to various approaches and contributing most to its instructional effectiveness include teachers' evaluative attitudes and behaviors, focus and sustained attention on student performance, and facilitation…

A model secondary program designed to support students with learning disabilities in the regular classroom is described. Disadvantages of pull-out programs are examined and expansion of learning resource center services to all students is discussed. The role of collaboration among teachers, counselors, principals, and parents in the model program…

This article uses a cognitive problem-solving model to explore the application of hypermedia authoring software to mathematics in general and to mathematical problem solving in particular. Hypermedia is presented as a method of exploring alternative solution processes to remediate or prevent learning problems. (JDD)

This article offers the Integrated Strategies Instruction Model as a method for teaching content-area lessons to students with mild disabilities, using a variety of graphic organizers. The model lends itself to both teacher-directed and student-directed learning activities. (DB)

This paper offers a collaborative service delivery model and suggestions for language intervention strategies, goals, and assessment for students with behavioral disorders, to be implemented by teachers and speech-language pathologists. The intervention strategies can be integrated with academic and behavioral objectives. (DB)