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Instructional and Curricular Requisites of Mainstreamed Students with Learning Disabilities

Simmons, Deborah C ; Fuchs, Douglas ; Fuchs, Lynn S

Journal of Learning Disabilities, 1991-06, Vol.24 (6), p.354-359 [Peer Reviewed Journal]

London, England: SAGE Publications

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  • Title:
    Instructional and Curricular Requisites of Mainstreamed Students with Learning Disabilities
  • Author/Creator: Simmons, Deborah C ; Fuchs, Douglas ; Fuchs, Lynn S
  • Publisher: London, England: SAGE Publications
  • Language: English
  • Subjects: Learning Disorders - therapy ; Mainstreaming (Education) - methods ; Follow-Up Studies ; Humans ; Learning Disorders - psychology ; Curriculum ; Achievement ; Education, Special - methods ; Child
  • Is Part Of: Journal of Learning Disabilities, 1991-06, Vol.24 (6), p.354-359
  • Description: The successful integration of students with learning disabilities into mainstream reading classes may require teachers to adapt instruction and curricula in major ways. In this article, we discuss the relation between the instruction prescribed by standardized commercial curricula and the reading achievement of mainstreamed students with learning disabilities and other low-performing nonhandicapped students. An instructional template designed to complement commercially published reading lessons is described and its effects on the reading achievement of mainstreamed students with learning disabilities examined. Next, the limitations of generic instructional procedures to rectify the deficiencies of mainstream curricular programs for students with greater-than-average instructional needs are reviewed. We conclude with a discussion of the complexity of educating instructionally needy learners in mainstream settings and the significance of well-designed instruction.
  • Identifier: ISSN: 0022-2194
    EISSN: 1538-4780
    DOI: 10.1177/002221949102400604
    PMID: 1940594