Thirteen content-area teachers of mildly disabled adolescents rated six cognitive strategy-based adaptive teaching procedures for facilitating content mastery. The teachers rated the strategies' familiarity, value, use, assistance needed to routinely implement, and reasonableness of being expected to implement. The teachers highly valued and…

The article discusses generalization in use of learning strategies with the mildly disabled and presents a generalization model. Major research findings indicate the importance of explicit instruction in generalization, teacher expectation of strategy generalization, and feedback. Seven areas of research needs (such as motivation and metacognition…

This paper discusses the two important domains affecting the success of learning strategy training for students with learning disabilities or other mild handicaps: students' knowledge of critical skills and information potentially related to strategy use, and students' motivation to learn and use the strategy. The paper presents an eight-stage…

The article examines recent literature on the promised benefits of microcomputer application in teaching mildly handicapped students, and analyzes the extent to which research has revealed positive results in eight areas of effective instructional practice (e.g., motivation, self-concept, direct instruction, drill and practice, and writing…

Empirical studies on teaching content-area information to underachieving or mildly disabled students are reviewed. Instructional options include content reduction, learnable text, content enhancement, use of audiorecordings and computer-assisted instruction, and promoting use of cognitive and metacognitive strategies. A content enhancement model…

This study identified practicing master teachers' perceptions of the functional differences between beginning teacher competencies in general elementary education and those in special education for elementary students with mild learning and/or behavior problems. Two groups, composed of six special education teachers and six general education…

Elementary teachers should possess the full range of competencies necessary to meet the needs of students with and without disabilities. Elementary educators should thus be eligible for certification in Elementary Education, Early Childhood Education, and Special Education (Mild Disabilities). This study created a list of competencies that is…

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)