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National Center on Secondary Education and Transition: Creating opportunities for youth with disabilities to achieve successful futures.

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Emerging & Promising Practices

Assignment Completion Strategies

Hughes, C. A., Ruhl, K. L., Schumaker, J. B., & Deshler, D. D. (2002). Effects of instruction in an assignment completion strategy on homework performance of students with learning disabilities in general education classes. Learning Disabilities Research & Practice, 17(1), 1-18.

Recent research suggests that instruction in how to independently complete assignments can help students with disabilities do better in school. This article includes practical information on assignment completion strategies and how to teach them.

Schema-Based Strategies

Jitendra, A. K., DiPipi, C. M., & Perron-Jones, M. (2002). An exploratory study of word problem-solving instruction for middle school students with learning disabilities: An emphasis on conceptual and procedural understanding. Journal of Special Education, 36(1), 23-38.

Schema-based instruction emphasizes conceptual understanding of the structure of problems, rather than relying on procedural approaches. Research findings suggest schema-based instruction provides students with disabilities access to helpful learning strategies.

Peer Tutoring Models

Mastropieri, M. A. et al. (2001). Can middle school students with serious reading difficulties help each other learn anything? Learning Disabilities Research & Practice, 16(1), 18-27.

Wolford, P. L., & Heward, W. L. (2001). Teaching middle school students with learning disabilities to recruit peer assistance during cooperative learning group activities. Learning Disabilities Research & Practice, 16(3), 161-173.

The above articles explore the effectiveness of cooperative learning strategies for students with disabilities. Findings suggest students with disabilities can help each other learn and also develop valuable skills related to working with others.

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This page was last updated on November 29, 2017.