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Pursuing an Elusive Goal: Molding Strategic Teachers and Learners.
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Wong, Bernice Y. L. – Journal of Learning Disabilities, 1993
This introduction to four papers, which discuss cognitive strategy research with secondary students who have learning disabilities, outlines Edwin Ellis's Integrated Strategy Instruction model for helping students learn content in a strategic manner, identifies model aspects requiring revision, and notes the model's theoretical underpinnings and…
Descriptors: Cognitive Processes, Course Content, Learning Disabilities, Learning Strategies
Never Too Late: Approaches to Reading Instruction for Secondary Students with Disabilities. Research to Practice Brief: Improving Secondary Education and Transition Services through Research.
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Clapper, Ann T.; Bremer, Christine D.; Kachgal, Mera M. – 2002
This research brief discusses two reading instruction models for teaching secondary school students with disabilities. The first, Collaborative Strategic Reading (CSR), is designed specifically for students with learning disabilities and students who are at risk of reading failure. This strategy adapts reciprocal reading and incorporates…
Descriptors: Cooperative Learning, Disabilities, Learning Disabilities, Reading Difficulties
The Meaning and Practice of Inclusion for Students with Learning Disabilities: Themes and Implications from the Five Cases.
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Baker, Janice M.; Zigmond, Naomi – Journal of Special Education, 1995
This paper examines overall themes arising from five case studies of elementary schools implementing inclusive models for students with learning disabilities and draws implications for policy and teacher preparation. Themes concern model variations, the role of the special education teacher, and evidence that students with learning disabilities…
Descriptors: Educational Policy, Elementary Education, Inclusive Schools, Learning Disabilities
Concluding Comments: Current and Future Practices in Inclusive Schooling.
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Zigmond, Naomi; Baker, Janice M. – Journal of Special Education, 1995
This response to five case studies and reactions to them finds agreement that special education in inclusive programs is, by design, no longer "special." It urges: (1) adding resources to strengthen the continuum of services; (2) special educators to join general educators to re-create schools; (3) instructional focus on individual needs; and (4)…
Descriptors: Educational Practices, Educational Trends, Elementary Education, Inclusive Schools
Inclusion at the High-Water Mark? Some Thoughts on Zigmond and Baker's Case Studies of Inclusive Educational Programs.
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Gerber, Michael M. – Journal of Special Education, 1995
This response to five case studies of inclusive practices for elementary students with learning disabilities (LD) finds that the consistent result was to diminish and subordinate the role of the special education teacher, reduce the potential effectiveness of special education as a specialized instructional effort, and remove the academic press…
Descriptors: Educational Trends, Elementary Education, Inclusive Schools, Learning Disabilities
Full Inclusion of Students with Learning Disabilities and Its Implications for Teacher Education.
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Sindelar, Paul T. – Journal of Special Education, 1995
This response to five case studies of inclusive practices for elementary students with learning disabilities identifies problems inherent in inclusive education (e.g., coteaching and logistics) and suggests that fundamental school reform offers an alternative that meets recognized best-practice standards and requires the trained skills of learning…
Descriptors: Educational Practices, Elementary Education, Inclusive Schools, Learning Disabilities