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Essay / Research Paper Abstract
A 7 page paper. There is no single strategy or procedure for teaching students with disabilities. There are numerous instructional models that are used with very specific learning disabilities. This paper discusses four topics: direct instruction, peer tutoring, class-wide tutoring, and formative evaluation. The benefits of the three instructional techniques are discussed. The importance and benefits of formative evaluation/assessment are explained. Bibliography lists 5 sources.
Page Count:
7 pages (~225 words per page)
File: MM12_PGldstr.rtf
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for teaching students with disabilities. There are numerous instructional models that are used with very specific learning disabilities, such as a reading disability or a math disability or poor social
skills and even more strategies when attention deficit disorder becomes a part of the childs diagnosis. As Swanson said: "students with learning disabilities are a heterogeneous group and no general
or single intervention can be recommended for these students" (Swanson, 2003). The law itself, Individuals with Disabilities Act of 1990, identified 13 different categories of disabilities (Ferguson et al, 2003).
Subsequent amendments further broadened the categories to be included (Ferguson et al, 2003). With so many different categories and subcategories of learning disabilities, this paper will not attempt to comment
on the myriad of strategies used. Four topics will be discussed: direct instruction, peer tutoring, class-wide peer tutoring, and formative evaluation. Swanson performed a meta-analysis of the literature over
the past thirty years to determine what research suggested were the most effective intervention methods (Swanson, 2003). Swanson found that what seemed to be most effective was a combination of
strategies that included direct instruction of content and strategy instruction, such as teaching students study skills (Swanson, 2003). Direct instruction includes lectures by teachers along with discussion and reading the
material, such as the text book or workbook (Swanson, 2003). Strategy instruction teaches students strategies they can use to enhance their learning, such as ways to memorize material and how
to study effectively (Swanson, 2003). Using the combination approach, teachers taught students how to break down tasks, how to sequence, and they provided drill practice that might also include the
use of computers (Swanson, 1999). Teachers also use direct questions and small group work (Swanson, 1999). Among other things, teachers carefully controlled the level of difficulty each task presented to
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