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ERIC Number: EJ758040
Record Type: Journal
Publication Date: 2007
Pages: 11
Abstractor: Author
Reference Count: N/A
ISSN: ISSN-0022-2194
Source Interpretation: Teaching Students with and without LD to Read and Write Historically
De La Paz, Susan; Morales, Petra; Winston, Philip M.
Journal of Learning Disabilities, v40 n2 p134-144 Mar-Apr 2007
We review domain-specific teaching approaches for students with learning disabilities in social studies, then present De La Paz's 2005 historical reasoning strategy so that readers understand the rationale for and have information on each stage of instruction. Next, we highlight the role of self-regulation for the reasoning process. We then turn to describing the role of each teacher (Morales as the social studies educator and Winston as the special educator), first as they collaborate with De La Paz and each other, then as Morales works alone, 1 year later. Implications are given for changes in teaching. The topic of women's suffrage is used throughout the article to highlight the teaching approach and to present student work.
PRO-ED, Inc. 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202; Fax: 800-397-7633; Web site:
Publication Type: Information Analyses; Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Bolivia