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Literacy Challenges and Opportunities for Students with Learning Disabilities in Social Studies and History
Author(s) -
Bulgren Janis A.,
Sampson Graner Patricia,
Deshler Donald D.
Publication year - 2013
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/ldrp.12003
Subject(s) - learning disability , psychology , literacy , reading (process) , mathematics education , higher order thinking , social studies , inclusion (mineral) , teaching method , pedagogy , developmental psychology , medical education , cognitively guided instruction , social psychology , medicine , political science , law
The Common Core State Standards for literacy in history and social studies present opportunities and challenges for teachers of and adolescents with learning disabilities (LD). In addition to reading challenges, students must engage in higher order thinking and reasoning. To provide opportunities for students to successfully respond to such challenges, teachers must have an understanding of the expectations in the Standards, and of the learning needs of students with LD. Teachers can assure success for adolescents with LD by selecting proven instructional procedures and engaging in collaboration to provide students with the supports they need. Examples of one evidence‐based practice, Content Enhancement, are provided to illustrate instructional protocols for teachers of diverse classes that include adolescents with LD.