Abstract
This article reviews instructional approaches for students with mild disabilities in the domain of social studies with an emphasis on methods that provide meaningful access to the general education curriculum. Following an overview of reform efforts in history and the special problems that social studies instruction presents for students with learning disabilities (LD), we discuss research on general literacy and learning strategies in the context of social studies instruction. Next, we describe a small body of research that has used domain-specific instructional approaches to teach social studies concepts such as historical understanding and historical reasoning. We end with a call for special education researchers and practitioners to respond to new educational challenges by focusing on important concepts and ways of thinking that are particular to the discipline of social studies.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
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.