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Teachers are becoming increasingly aware of and striving to teach students higher order thinking skills. Still, some educators argue that schools ought to be doing an even better job of teaching these skills because changing employment demands in our society are not being met, students are ill prepared to work in an information age, college preparation is less than satisfactory, and general problem-solving abilities are low (Resnick, 1987). Generally, employers are looking for people who possess general skills such as the abilities to write and speak effectively, to learn on the job, to read material, and to build and evaluate arguments. Schools are failing to produce individuals who can move easily into more complex types of work. Nickerson (1987) proposes that teaching thinking skills will equip people to compete successfully for educational opportunities, jobs, recognition, and rewards in our society. In addition, good thinking is considered a prerequisite for good citizenship because critical thinking ability "helps the citizen to form intelligent judgments on public issues and thus contribute democratically to the solution of social problems" (Glaser, 1985, p. 27). The ability to think well also contributes to an individual' s psychological well-being because good thinkers tend to be better adjusted than people who are not good thinkers. Finally, our citizens must possess critical thinking skills to be able to handle the many problems the world community faces (Glaser, 1985). Though the importance of thinking skills is not debatable, R·esnick ( 1987) and others note that thinking skills resist precise definition. Resnick incorporated key features of higher order thinking into a capsulized definition that will guide the use of this term in this article.

Considerations in Teaching Higher Order Thinking Skills To Students with Mild Disabilities