Teaching Learning Disabled Students at the Secondary School Level: What Research Says to Teachers

Abstract

In recent years there has been considerable research on effective teaching practices. Most of that research has been conducted in regular education classrooms. In this article the authors have reviewed the research on effective practices in secondary schools that has particular relevance for secondary teachers of learning disabled students. The authors suggest that three elements appear to be related to student learning: time for student learning, teacher-student interaction, and lesson structure.

Research on each of these elements is reviewed for the reader and suggestions are made for how this research applies to the LD setting. The authors contend that secondary teachers who incorporate these findings into their instructional plans for LD students are likely to improve instructional programs and to increase student learning.