This article introduces a series of papers that explain and illustrate how a higher order thinking curriculum can be designed for a full spectrum of students, including students with learning disabilities. The article discusses an approach in which concepts, rules, and strategies are taught by organizing content around the process of noting…

This article explores the thinking of five junior high school teachers as they teach students with learning difficulties in inclusive classrooms. Insights into the ways these teachers think about students in these inclusive secondary school contexts were obtained through triangulating data from semistructured interviews, stimulated recall of…

This article discusses the relation between instruction prescribed by standardized commercial curricula and reading achievement of mainstreamed students with learning disabilities. An instructional template for use with these curricula is described and its results examined. Limitations of generic instructional procedures adapting mainstream…

A Delphi procedure with an interdisciplinary panel of 105 experts (both university based and field based) from 35 states identified 96 essential teaching practices in 6 categories as being essential for effective teaching of mainstreamed students with mild handicaps. A substantial majority (82 percent) were seen as being essential for both general…

Mainstream teachers (n=127) in grades one through eight completed a self-evaluation concerning the instructional strategies they used and their attitudes toward their own efficacy and toward mainstreaming. Analysis indicated that teachers with less positive attitudes toward mainstreaming tended to use effective mainstream instructional strategies…

Perceptions of mainstreamed students with learning disabilities (n=60) regarding adaptations (e.g., altering tests, homework, assignments, instruction) made by general education teachers were compared with perceptions of low achieving (n=59) and average/high achieving (n=60) students. Differences were found in relation to elementary versus…

The developmental bypass teaching technique (which provides students an opportunity to bypass their learning deficits) was studied with regard to social studies achievement and classroom behaviors in 50 learning disabled junior high school students. (Author/PHR)

High school teachers (n=89) rated the importance of 14 student skills and the reasonability of 35 intervention strategies related to mainstreaming. Student skills deemed most important were study skills useful in every class. Factor analysis of intervention strategy results revealed seven factors, and teachers' preferred intervention strategies…

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…