Instructional Adaptation for Students at Risk

摘要: Abstract The focus of this study was instructional adaptation for low-achieving students who receive instruction within general education settings. Two types were explored: (a) routine adaptation, or the extent to which teachers establish initial routines facilitate ongoing and (b) specialized how modify plans in light student difficulty. Participants 110 educators, each whom taught reading mathematics at least one with a learning disability. Measures school achievement obtained learning-disabled students, nonhandicapped average-achieving from class. In addition, reported information about their characteristics themselves, schools. Results indicated greater than mathematics. A regression analysis that students...