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  • Title: Science instruction at the secondary level: implications for students with learning disabilities.
    Author: Woodward J, Noell J.
    Journal: J Learn Disabil; 1991 May; 24(5):277-84. PubMed ID: 2045724.
    Abstract:
    Designing appropriate content area instruction for secondary students with learning disabilities is a challenging endeavor. Even if these students are mainstreamed into algebra, history, or science classes, special educators are likely to expect only a minimal grasp of the material. To go beyond this, to teach higher order thinking through these subjects, would be regarded by most practitioners as too labor-intensive. The authors of this article argue that, through a comprehensive revision of traditional materials, secondary students with learning disabilities can learn content area subjects--earth science and introductory chemistry, particularly--in an integrated manner. These students can achieve a firm understanding of the subject, as well as learn how to solve complex, domain-specific problems. For this kind of integrated instruction to be feasible, the curriculum must be designed and field-tested by professional curriculum developers.
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