Abstract
This article explores the growing number of students with disabilities enrolled in postsecondary educational settings and the need for faculty to reconsider the format of the traditional lecture by utilizing learning strategies and interventions that have proven successful in the literature. Research studies and literature reviews have investigated the needs of students with disabilities. Our goal was to select examples of three strategies (guided notes, response cards, and think-pairshare) that can be blended purposefully in lectures across different academic disciplines to increase the opportunities for student success.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: British Journal of Education, Society & Behavioural Science
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
