Educating the Learning Disabled Adolescent: Some Assumptions

Abstract

Educational practices for learning disabled adolescents exhibit considerable variance. Much of this variance stems from differing assumptions made about learner, assessment, and instructional factors related to the learning disabled adolescent. Wiederholt specifies three assumptions which he considers significant for effective assessment and instructional practice for older learning disabled students. First, the role of meaning in written language should be emphasized. Second, curricula should be related to skills and knowledge needed for functional competency as an adult in society. Third, the needs of handicapped adolescents should be evaluated in several natural environments. Instructional implications and cautions are discussed for each assumption.