Proponents of a social model of disability derive their arguments from social constructionism. They combine different disabling conditions under one term: disability. Subsequently, they apply the specific viewpoint of the disability rights social movement of people with physical disabilities to other conditions such as intellectual disabilities,…

Based on three areas of research (memory, selective attention, and metacognition), three strategy training interventions with learning disabled children are described: Lloyd's academic strategy training, Torgeson's strategy training, and Deshler's learning strategies model. Individual approaches may be appropriate only for selected subgroups of…

Within 3-tier behavioral models, universal interventions are expected to prevent the onset of problem behavior in a majority of children altogether and to sustain improvements in child outcomes by the selected and indicated interventions. A cohort longitudinal design was used to assess the extent to which a 3-tier model achieves these expected…

Science activities for the visually impaired (SAVI) introduces blind and visually impaired children (9 to 12 years old) to physical and life sciences in a multisensory way. Evolution of SAVI activities involves exploration, local trials, and national trials. SAVI project materials can help integrate handicapped children into the mainstream through…

The Process Assessment model focuses on the task, the student, and the environment. Think-Aloud Protocol Analysis, a diagnostic procedure consistent with the model, was used to evaluate a fourth grade student's reading difficulties, resulting in the implementation of several interventions to provide feedback and increase self-monitoring. (CB)

This article illustrates the theoretical and empirical basis of cognitive strategy instruction and compares this basis to major principles of constructivism. Illustrations of self-instructional and other cognitive strategy instruction models are presented in the areas of reading comprehension, written language, and memory. Maintenance,…

Examined individual differences in the number of learning trials needed by 36 disabled readers to reach criterion on training words during phonics instruction. Low-, average-, and high-achieving pupils were characterized according to rates of initial learning. Results confirmed the value of a dynamic assessment model in learning disabilities. (CL)

Overidentification of learning disabilities may be caused by applying a model of disability which does not allow for classroom accomodation. A minority model of disability with classroom modification and accommodation to differences in students who fail to meet behavior and achievement standards is proposed. (Author/DB)

The Self-Regulated Strategy Development model was used to assist six elementary students with learning disabilities develop a strategy for planning and writing essays, self-regulation, and positive attributions regarding effort and strategy use. Instruction had a positive effect on students' approach to writing, writing performance, and…

Children with attention deficit/hyperactivity disorder (ADHD) are at increased risk of academic difficulties and special education placement (Barkley, 1998). One academic area, written expression, has received little research attention. This study assessed the effectiveness of a validated strategy instruction model--Self-Regulated Strategy…

The effect of two special education resource models (teacher consultant model and resource room model) on student achievement and on teacher and student behavior was contrasted, using 480 learning disabled and educable mentally handicapped children (mean age of eight years and four months). (BD)

Two approaches to measurement for instructional decision making (specific subskill mastery measurement and general outcome measurement) are described and illustrated with case studies. The paper concludes that measuring general outcome indicators can bridge traditional and contemporary assessment paradigms to form an innovative approach to…

This study examined the relationship between adolescents' perceptions of home and school partnership practices and two outcomes: grades in French and time spent on homework. The students (525 general-education and 112 special-education) completed a questionnaire based on Epstein's framework of partnership practices. For special-education students,…