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Engaging Students with Learning Disabilities in Instructional Discourse: A Commentary on the REACH Papers
Author(s) -
Stone C. Addison
Publication year - 2002
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/1540-5826.00045
Subject(s) - learning disability , psychology , value (mathematics) , mathematics education , pedagogy , field (mathematics) , developmental psychology , mathematics , machine learning , computer science , pure mathematics
The four articles on instructional discourse contributed by the members of the REACH project offer rich examples of the learning opportunities for students with learning disabilities (LD) in upper‐elementary and middle‐school content classrooms. In this commentary, I highlight possible reasons for variations in instructional engagement within and across the studies, discuss the challenges to engaging students with LD in discipline‐based instruction, and stress the value for the LD field of greater attention to instructional discourse.