Modifying Course Content for Mildly Handicapped Students at the Secondary Level

Hartwell, L. Kay; Wiseman, Douglas E.; Reusen, Anthony van

doi:10.1177/004005997901200108

Cited by 12 publications

(5 citation statements)

References 1 publication

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“…Furthermore, the proponents of the REI have often implied that existing models of service delivery have failed and should be discarded. In recent years, encouraging results have been reported by those researching service delivery models for mildly handicapped adolescents (e.g., Deshler & Schumaker, in press;Hartwell, Wiseman, & Van Reusen, 1979;Zigmond, Kerr, Brown, & Harris, 1984). The data from these efforts should be considered before "throwing the baby out with the bath water" in our search for a magical solution.…”

Section: Discussionmentioning

confidence: 97%

Implementing the Regular Education Initiative in Secondary Schools

Schumaker

Deshler

1988

J Learn Disabil

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Discussions on the Regular Education Initiative (REI) have not addressed the significant differences that exist between the organizational structures, curricula, and other features of elementary and secondary schools. It is argued here that wholesale application of the REI to both elementary and secondary schools is a gross oversimplification of a complex problem. This article reviews potential barriers to implementing the REI with mildly handicapped adolescents in secondary schools and then discusses a set of factors central to developing a workable partnership that is compatible with the intent and goals of the REI but that is also realistic in responding to the unique parameters of secondary schools.

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Section: Discussionmentioning

confidence: 97%

Implementing the Regular Education Initiative in Secondary Schools

Schumaker

Deshler

1988

J Learn Disabil

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“…3. Students could be placed in less demanding courses to meet graduation requirements (Hartwell, Wiseman, & Van Reusen, 1979).…”

Section: Successful Completion Of Courses Required For Graduationmentioning

confidence: 99%

Rethinking Secondary School Programs for Students with Learning Disabilities

Zigmond¹

2017

Exceptional

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Nearly 15 years have passed since enactment of the Education for All Handicapped Children Act (PL 94-142) and the federal government's assurance of a free and appropriate public education for students with handicaps. During that time the numbers of students served in special education programs has grown to nearly 4.5 million, an increase of 21 % over 1976-77 counts. Nowhere has the change in size and scope of special education services been more astounding than in the field of learning disabilities (LD). In the 15 years just passed, the numbers of students identified and served in programs for students with learning disabilities has increased by more than 145%. Every state in the nation has seen an increase in service rates in learning disabilities, with the service rates for students of secondary school age accounting for the greatest change. According to the Eleventh Annual Report to Congress (U.S. Department of Education, 1989) 1,025,010 students 12 to 17 years old have been diagnosed as LD and are receiving special education services. Before passage of PL 94-142, only a small body of literature specifically addressed the characteristics and needs of adolescents with learning disabilities. It is not that learning disabilities were not thought to exist in adolescents and young adults. Indeed, early descriptions of students with dyslexia and related learning disabilities often included case studies of students in the age range of 12 to 21 years (see Critchley, 1964, pp. ix-xi; Johnson & Myklebust, 1967, pp. 229-232). But secondary school-aged students with learning disabilities were not considered a distinct popl!lation with distinct characteristics and programming needs.

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“…Modifications could include tape-rec o r k lectures, administering tests orally (Mosby, 1980), viewing topic-related films instead of reading text (Hartwell, Wiseman, & Van Reusen, 1979), peertutoring (Jenkins & Jenkins,& 1985), and tape-recording condensed versions of texts (Schumaker, Deshler, & Denton, 1982). The team would decide which modifications would be appropriate or necessary for the student's specific learning problems.…”

Section: Instructional Modificationsmentioning

confidence: 99%

College Preparation for Students With Learning Disabilities: A Curriculum Approach

Whinnery

1992

Preventing School Failure: Alternative Education for Children a

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Modifying Course Content for Mildly Handicapped Students at the Secondary Level

Cited by 12 publications

References 1 publication

Implementing the Regular Education Initiative in Secondary Schools

Implementing the Regular Education Initiative in Secondary Schools

Rethinking Secondary School Programs for Students with Learning Disabilities

College Preparation for Students With Learning Disabilities: A Curriculum Approach

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