Teaching Secondary Learning Disabled Students to the Mainstream

Abstract

Without effective cooperative planning between the learning disabilities teacher and the regular classroom teacher, the probability of successfully mainstreaming an LD adolescent into the regular classroom is greatly reduced. Cooperative planning is an educational programming and monitoring arrangement between special and regular educators on behalf of LD students. This article presents the thesis that a major part of the learning disabilities teacher's role is to assist the mainstream teacher in developing and implementing instructional alternatives. The authors delineate prerequisites for bringing about educational change in the mainstream and specify a sequence of steps for systematically creating change in the regular class on behalf of LD adolescents.

Improving Academic and Behavior Skills Through Self-Management Procedures

“…Some general education teachers have difficulty implementing behavior change programs for individual students for several reasons, including lack of training and lack of time (Laurie, Buchwach, Silverman, & Zigmond, 1978). When students with disabilities manage their own behavior, they may be more successful in the mainstream setting.…”

Learning Strategy Instruction: Modifications to Meet the Educational Needs of Limited English Proficient Learning Disabled Students

“…Tutoring is a direct and immediate intervention that helps students meet class objectives. However, critics of the tutorial approach point out this type of assistance is temporary because the students are not prepared to learn material independently (Laurie, Buchwach, Silverman, & Zigmond, 1978). Furthermore, it requires the special education teacher to take responsibility for instruction in all content areas.…”

Social Validation of Adolescent Social Skills by Teachers and Students

“…Adolescents may need training in social skills to derive maximum benefit(s) from academic instruction (Zigmond, 1978;Zigmond & Brownlee, 1980) or they may need such training in lieu of academic instruction for periods of time (Drake & Cavanaugh, 1970;Walker, Todis, Holmes, & Horton, 1988). …”

“…Social skills training may facilitate mainstreaming efforts (Laurie, Buchwach, Silverman, & Zigmond, 1978), contribute to peer and teacher acceptance, and substantially improve the prospects for postschool employment success (Chadsey- Foss, Bullis, & Vilhauer, 1984;Walker & Calkins, 1986;Irving, Goodman, & Mann, 1978).…”