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Teaching for Understanding with Students with Disabilities: New Directions for Research on Access to the General Education Curriculum
Catherine Cobb Morocco
Learning Disability Quarterly
Vol. 24, No. 1, Teaching for Understanding with Students with Disabilities (Winter, 2001), pp. 5-13
Published by: Sage Publications, Inc.
Stable URL: http://www.jstor.org/stable/1511292
Page Count: 9
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Research on students with disabilities has only recently begun to investigate the challenges that teachers face when they include these students in standards-based curricula and instruction focused on goals of understanding in complex domains. This article presents the mission and conceptual framework of the REACH Institute, which is engaged in a five-year program of research on teaching for understanding with students with disabilities. The institute is investigating the premise that students with disabilities will improve their understanding when they engage in instruction that reflects a rigorous application of four research-based principles of teaching for understanding: instruction designed around authentic tasks, opportunities to develop cognitive strategies, learning that is socially mediated, and engagement in constructive conversations. In addition to discussing these principles, this overview describes several common features of the institute research strands in social studies, language arts, science, and mathematics, together with emerging themes in the research findings. This overview frames the four articles that follow, each of which describes research on teaching for understanding in a major content area.
Learning Disability Quarterly © 2001 Hammill Institute on Disabilities