During the 1980s, education reform-minded commissions and reports called for increased rigor and higher standards in American education. One possible solution suggested has been an increased emphasis on homework. As a consequence, students in the public schools are likely to find homework playing a more prominent role in their curriculum. Students with learning disabilities, particularly those in integrated settings, are thus increasingly being challenged to complete independent assignments. The current study investigated possible problems experienced by these students as compared to their peers in regular classes. Students identified as learning disabled experienced nearly two and half times the level of difficulty with specific homework problems as their peers as measured by the Homework Problem Checklist. The practical implications of these findings for educational interventions are discussed.
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