Instructional Methods with Students Who Have Significant Disabilities

Abstract

The purpose of this paper is twofold: to identify conclusions that can be made related to teaching students with significant disabilities and to identify selected areas in which additional research is needed. Questions that must be answered when one is designing instruction for students with disabilities are listed. Three of these questions are then used to organize both what the field has learned about teaching students with significant disabilities and what the field needs to learn. These questions include the following: (a) What is the role of materials? (b) How can students be motivated to learn? and (c) What instructional strategies can be used?