Instructional Methods with Students Who Have Significant Disabilities

The purpose of this paper is twofold: to identify conclusions that can be made related to teaching students with significant disabilities and to identify selected areas in which additional research is needed. Questions that must be answered when one is designing instruction for students with disabil...

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Bibliographic Details
Published in:The Journal of special education 1997-04, Vol.31 (1), p.61-79
Main Authors: Wolery, Mark, Schuster, John W.
Format: Article
Language:English
Subjects:
Communication Skills
Design
Educational Methods
Educational Practices
Educational Strategies
Elementary Secondary Education
Environment
Generalization
Guidelines
Instructional Design
Instructional Effectiveness
Instructional Materials
Learning disabled children
Learning Motivation
Motivation Techniques
Preschool Education
Research Needs
Severe Disabilities
Severely
Stimuli
Student Motivation
Students with Disabilities
Teaching
Teaching Methods
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Summary:The purpose of this paper is twofold: to identify conclusions that can be made related to teaching students with significant disabilities and to identify selected areas in which additional research is needed. Questions that must be answered when one is designing instruction for students with disabilities are listed. Three of these questions are then used to organize both what the field has learned about teaching students with significant disabilities and what the field needs to learn. These questions include the following: (a) What is the role of materials? (b) How can students be motivated to learn? and (c) What instructional strategies can be used?
ISSN:0022-4669
1538-4764
DOI:10.1177/002246699703100106