Hoagies logo
 
   
Shop Amazon and support Hoagies' Page. Thanks!
 
 
Loading

ParentsEducatorsKids Fun!What's New?Gifted 101CommunityConferencesShop Hoagies!PC SecurityAbout
                 ↑Teachers find help here                           ↑ Everyone needs community


 
Barnes & Noble


 

Click on Shop Hoagies' Page before you visit your favorite on-line stores including Amazon and many more of your favorite stores.  Thanks for making Hoagies' Gifted community possible!

Donations
Your donations help keep Hoagies' Gifted Education Page on-line.

Support Hoagies' Page!

ERIC logo


Teaching Social Studies to Students with Learning Disabilities
(July 1999)

What strategies can be used for teaching Social Studies to students with learning disabilities?

Teachers in inclusive classrooms regularly face the difficult task of having to modify the curriculum to reach all of their students, many of whom have special needs. Students with disabilities, whether physical, emotional, or cognitive in nature, respond to the curriculum differently from other students. For example, depending on the disability itself and other factors affecting their ability to succeed academically, students may need modifications such as advance and graphic organizers, instructional scaffolding, additional practice and time to complete assignments, and/or alternative media (e.g., large-print materials, audiotapes, or electronic materials). Without specific modifications, the standard curricular materials can be inadequate for these students, and too frequently they can find themselves blocked from access to essential aspects of the curriculum. Teachers must adjust the materials or their presentation to break down the barriers and assist these students in learning.

The IDEA Amendments of 1997 require that students with disabilities have access to the general education curriculum. This legislative requirement makes the accessibility of curricular materials an issue of even greater importance than it otherwise would be. To meet the goal of equal access to the curriculum for everyone, to enable each student to engage with his or her lessons in a meaningful way, teachers must be prepared to provide useful alternatives in terms of both curricular materials and instructional delivery. Well-adapted materials without an effective method of teaching are practically useless, but with the proper tools and instructional methods, a good teacher encourages each member of the class to participate directly in the learning experience.

(From Preface,ERIC/OSEP Mini-Library on Adapting Curricular Materials. 1999. Volume 1, Toward Successful Inclusion of Students with Disabilities: The Architecture of Instruction; Volume 2, Adapting Reading and Math Materials for the Inclusive Classroom (Kindergarten through Grade Five); and Volume 3, Adapting Language Arts, Social Studies, and Science Materials for the Inclusive Classroom (Grades Six Through Eight). Mini-Library available from CEC's ERIC Clearinghouse on Disabilities and Gifted Education. 1.888.CEC.SPED. Stock No. P5304. $21.60/CEC members; $30.95/non-members. ISBN 0-86586-340-7)

Following are links to related Internet resources and Internet discussion groups, as well as selected citations from the ERIC database and the search terms we used to find the citations.


You can search the ERIC database yourself on the Internet through either of the following web sites:

ERIC Citations

The full text of citations beginning with an ED number (for example, EDxxxxxx) is available:

  • In microfiche collections worldwide; to find your nearest ERIC Resource Collection, point your web browser to: http://ericae.net/derc.htm.
  • For a fee through the ERIC Document Reproduction Service (EDRS): http://edrs.com, service@edrs.com, or 1.800.443.ERIC. (no longer available)

The full text of citations beginning with an EJ number (for example, EJxxxxxx) is available for a fee from:

ERIC Search Terms Used

learning disabilities

AND

social studies or civics or geography or history or political science

ED418034 SO028712
Development of Geographic Literacy in Students with Learning Disabilities.
Bennett, Wendy M.
1997
32p.
EDRS Price - MF01/PC02 Plus Postage.
Language: English
Document Type: PROJECT DESCRIPTION (141)
Geographic Source: U.S.; California
Journal Announcement: RIEAUG98
This paper addresses issues related to the development of geographic literacy by describing, explaining, and discussing these issues as they relate to the current reform movement in the teaching of geography. Emphasis is placed on how this information relates to students with learning disabilities. The paper emphasizes the importance of effective teaching of geographic literacy in students with learning disabilities. There is a lack of activities related to geography in the special education curriculum and the student's Individualized Education Plan (IEP) does not generally include geography goals. The paper questions the artificial activities that are in place in the special education curriculum. This review of the literature is intended as a search for ideas, strategies, and ways to effectively reach the population of students with learning disabilities.
Descriptors: Developmental Disabilities; Elementary Secondary Education; *Geographic Concepts; *Geography; *Geography Instruction; *Learning Disabilities; Learning Problems; Social Studies; World Geography

EJ499314 EC610677
Elaborative Maps for Enhanced Learning of Historical Information: Uniting Spatial, Verbal, and Imaginal Information.
Brigham, Frederick J.; And Others
Journal of Special Education, v28 n4 p440-60 Win 1995
ISSN: 0022-4669
Language: English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Journal Announcement: CIJJUL95
Three formats of maplike displays containing historical event and location information were presented to 72 middle school students with learning disabilities(LD). Although recall of locations was significantly greater than recall of event information in all conditions, both mnemonic and elaborative encoding improved recall.
Descriptors: Instructional Materials; Junior High Schools; *Learning Disabilities; *Learning Strategies; *Locational Skills (Social Studies); *Maps; Memory; Middle Schools; Mnemonics; *Recall (Psychology); *United States History

EJ497674 EC610612
State the Facts.
Conderman, Gregory; Tompkins, Bonita J.
TEACHING Exceptional Children, v27 n3 p57-58 Spr 1995
ISSN: 0040-0599
Language: English
Document Type: JOURNAL ARTICLE (080); TEACHING GUIDE (052)
Journal Announcement: CIJJUN95
Target Audience: Teachers; Practitioners
A teacher-developed board game, designed for upper elementary and middle school students with mild disabilities, promotes student familiarity with their home state and applies problem-solving and map-reading skills in a cooperative-learning format.
Descriptors: Cooperative Learning; *Educational Games; *Geography; Intermediate Grades; Junior High Schools; *Map Skills; Middle Schools; *Mild Disabilities; Problem Solving; Social Studies; *Teacher Developed Materials

ED421418 SO029064
Acquisition and Application of Study Skills and Test Taking Strategies with Eighth Grade Learning Disabled Students Failing Social Studies.
Fatata-Hall, Kimberley
1997
46p.; Ed.D Practicum, Nova Southeastern University.
EDRS Price - MF01/PC02 Plus Postage.
Language: English
Document Type: PRACTICUM PAPER (043)
Geographic Source: U.S.; South Carolina
Journal Announcement: RIEDEC98
This practicum was designed to improve the social studies averages of eighth-grade learning disabled students by using direct instruction and small group interaction. A study skills course was developed after student and teacher surveys indicated the need and desire for the class. The course curriculum included outlining skills, multiple choice and true false test preparedness, and organizational skill development. Analysis of the students' test scores after the 12-week class revealed that the averages in social studies rose thirteen points. Students reported they felt more confident in their test-taking abilities and displayed better organizational skills through the use of a table of contents for their notebooks. Teachers reported an increase in class participation during group discussions.
Descriptors: Academic Achievement; Action Research; Grade 8; Junior High Schools; *Learning Disabilities; *Learning Strategies; Middle Schools; Notetaking; Outlining (Discourse); Social Studies; *Special Education; Student Improvement; Study Habits; *Study Skills

EJ532363 EC614646
Authenticity in Learning: Multimedia Design Projects in the Social Studies for Students with Disabilities.
Ferretti, Ralph P.; Okolo, Cynthia M.
Journal of Learning Disabilities, v29 n5 p450-60 Sep 1996
ISSN: 0022-2194
Language: English
Document Type: JOURNAL ARTICLE (080); POSITION PAPER (120)
Journal Announcement: CIJMAR97
This article explains reasons for focusing on social studies as an untapped domain in which to foster thinking and problem solving skills of students with disabilities, discusses the use of multimedia technology in supporting projects in the social studies, explores considerations in implementing multimedia design projects, and examines challenges to implementation of such projects.
Descriptors: Curriculum Development; Educational Media; Educational Strategies; Elementary Secondary Education; *Instructional Design; *Learning Disabilities; *Multimedia Instruction; *Problem Solving; *Social Studies; Teaching Methods; *Thinking Skills

EJ496171 EA530139
Addressing Learning Differences Right from the Start.
Heron, Elizabeth; Jorgensen, Cheryl M.
Educational Leadership, v52 n4 p56-58 Dec-Jan 199 1995
ISSN: 0013-1784
Language: English
Document Type: PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080)
Journal Announcement: CIJMAY95
Without careful attention to learning-disabled students' strengths and weaknesses, learning styles, language processing abilities, and reading levels, these students can fail to master content and essential knowledge about the Civil War and other subjects. Alternative approaches include providing in-class readings for group discussion and outside reading materials at different grade levels, holding small-group discussions, and using film and video creatively.
Descriptors: *Civil War (United States); *Disabilities; *Lesson Plans; *Mainstreaming; *Media Adaptation; Secondary Education; *United States History
Identifiers: *Inclusive Educational Programs

EJ527702 EC614287
Hypertext Support for Remedial Students and Students with Learning Disabilities.
Higgins, Kyle; And Others
Journal of Learning Disabilities, v29 n4 p402-12 Jul 1996
Special series: Technology.
ISSN: 0022-2194
Language: English
Document Type: JOURNAL ARTICLE (080); EVALUATIVE REPORT (142)
Journal Announcement: CIJDEC96
Evaluation of the use of social studies hypermedia (text only) study guides with 25 high school students, either learning disabled or receiving remedial instruction, found that the hypertext provided adequate reinforcement to move students toward continued, unprompted use of a hypermedia study guide, and that short-term and long-term retention of information could be expected.
Descriptors: *Computer Assisted Instruction; High Schools; *Hypermedia; *Instructional Effectiveness; *Learning Disabilities; Remedial Instruction; Retention (Psychology); Social Studies; *Study Guides

EJ532388 EC614671
Teaching Law Concepts within Mainstreamed Middle School Social Studies Settings.
Hollenbeck, Keith; Tindal, Gerald
Diagnostique, v21 n4 p37-58 Sum 1996
ISSN: 0737-2477
Language: English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Journal Announcement: CIJMAR97
Target Audience: Researchers
A study compared the performance of 21 sixth graders receiving Title I services, 13 with learning disabilities, 9 gifted students, and 58 others on a legal knowledge test after a 3-week course in a mainstream setting. The groups differed significantly on declarative knowledge tasks, but not on procedural and conditional knowledge tasks. Results support a collaborative conceptual teaching model.
Descriptors: *Concept Formation; Cooperative Learning; Economically Disadvantaged; Educational Strategies; Grade 6; *Inclusive Schools; Instructional Effectiveness; Intermediate Grades; Junior High Schools; Juvenile Justice; *Knowledge Level; *Law Related Education; *Learning Disabilities; Middle Schools; Problem Solving; Social Studies; *Teaching Methods; Teaching Models

EJ539242 EC615722
Using Teacher-Guided Practice To Help Students with Learning Disabilities Acquire and Retain Social Studies Content.
Hudson, Pamela
Learning Disability Quarterly, v20 n1 p23-32 Win 1997
ISSN: 0731-9487
Language: English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Journal Announcement: CIJJUL97
Sixth and seventh grade students (n=18) with mild to moderate learning disabilities (LD) were taught social studies by using instructional sequence techniques. Results found LD students performed significantly better when these techniques (breaking new material into small units of information and providing frequent student practice and teacher feedback) were used.
Descriptors: Drills (Practice); Educational Principles; Feedback; *Instructional Effectiveness; Intermediate Grades; Junior High Schools; *Learning Disabilities; Learning Processes; Middle Schools; *Sequential Approach; Social Studies; *Teaching Methods

EJ525997 EC613807
Using a Learning Set to Increase the Test Performance of Students with Learning Disabilities in Social Studies Classes.
Hudson, Pamela
Learning Disabilities Research and Practice, v11 n2 p78-85 Spr 1996
ISSN: 0938-8982
Language: English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Journal Announcement: CIJNOV96
This study of 20 sixth- and seventh-grade students with learning disabilities receiving social studies instruction found that prelesson learning set activities (including interactive review of previous instruction, statements of lesson objectives and expectations, and discussion of the lesson's importance) resulted in significantly better performance on unit and maintenance class measures.
Descriptors: *Academic Achievement; *Advance Organizers; *Instructional Effectiveness; Intermediate Grades; Junior High Schools; *Learning Disabilities; Performance Factors; Resource Room Programs; Review (Reexamination); *Social Studies; Student Educational Objectives; *Teaching Methods
Identifiers: *Learning Sets

ED418047 SO028745
Reciprocal Teaching of Social Studies in Inclusive Elementary Classrooms.
Lederer, Jeffrey M.
1997
37p.; Paper based upon the author's dissertation presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 25, 1997).
EDRS Price - MF01/PC02 Plus Postage.
Language: English
Document Type: RESEARCH REPORT (143); CONFERENCE PAPER (150)
Geographic Source: U.S.; New Mexico
Journal Announcement: RIEAUG98
This study examines the effectiveness of Reciprocal Teaching during social studies instruction in fourth-, fifth-, and sixth-grade inclusive classrooms (N=128) in a rural school system in New Mexico. Reciprocal teaching is a method of scaffolded instruction that has been demonstrated to improve reading comprehension in students of various ability levels. Experimental and control classrooms at each grade level contained approximately the same number of students with learning disabilities. Comprehension assessments were administered at baseline and once weekly thereafter for a total of four measures. Results indicated that students in the experimental groups improved their performance on comprehension measures more than students in the control group. This improvement continued to be displayed after 30 days in both the sixth and fourth grades. The data also suggest that students with learning disabilities improved their ability to compose summaries as compared to the control students.
Descriptors: Disabilities; Grade 4; Grade 5; Grade 6; *Inclusive Schools; Intermediate Grades; *Reading Comprehension; *Reciprocal Teaching; *Social Studies
Identifiers: *Scaffolding

EJ539241 EC615721
Using Mnemonic Strategies To Teach Information about U.S. Presidents: A Classroom-Based Investigation.
Mastropieri, Margo A.; And Others
Learning Disability Quarterly, v20 n1 p13-21 Win 1997
ISSN: 0731-9487
Language: English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Journal Announcement: CIJJUL97
Target Audience: Researchers; Practitioners
Over a six-week period, students (N=19) with learning disabilities in an inner-city middle school were taught the chronological order of the U.S. presidents. Half the time a modified mnemonic keyword-pegword strategy was used and the other half rehearsal and representational pictures. Delayed posttesting revealed a significant main effect for instructional condition in favor of the mnemonic instruction.
Descriptors: *Instructional Effectiveness; *Learning Disabilities; Learning Strategies; *Memorization; Middle Schools; *Mnemonics; *Presidents of the United States; Secondary Education; Teaching Methods; United States History; Urban Education

EJ541937 SO528558
Meeting the Needs of Diverse Learners in the Social Studies Classroom through Collaborative Methods of Instruction. Perspectives.
Negron, Elsy; Ricklin, Leslie Perfect
Social Studies and the Young Learner, v9 n2 p27-29 Nov-Dec 1996
ISSN: 1056-0300
Language: English
Document Type: PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080)
Journal Announcement: CIJAUG97
Target Audience: Teachers; Practitioners
Recounts the case of a learning disabled sixth grader mainstreamed into a social studies class. Describes a variety of instructional strategies and activities that capitalize on the student's strengths to facilitate learning. These include critical thinking maps, semantic maps, simulations, and kinesthetic learning.
Descriptors: Cognitive Development; Cognitive Mapping; Cognitive Style; Creative Activities; Elementary Education; Grade 6; *Individualized Instruction; Instructional Effectiveness; Intellectual Development; *Learning Activities; *Learning Disabilities; Learning Modalities; Learning Problems; *Mainstreaming; Simulation; *Social Studies; *Special Needs Students; Teaching Methods
Identifiers: *Algozzine (B)

EJ542825 EC616443
Knowledge Acquisition and Technology-Supported Projects in the Social Studies for Students with Learning Disabilities.
Okolo, Cynthia M.; Ferretti, Ralph P.
Journal of Special Education Technology, v13 n2 p91-103 Fall 1996
ISSN: 0162-6434
Language: English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Journal Announcement: CIJSEP97
Target Audience: Researchers
Effects of project-based instruction were assessed in a study of 21 students (mean age 12) with learning disabilities who developed social studies projects from source materials using word processing tools alone or using multimedia presentation tools. Students in both groups acquired substantial content knowledge, but neither group differed in motivation to learn more or in length of written product.
Descriptors: *Instructional Effectiveness; Intermediate Grades; Junior High Schools; *Learning Disabilities; *Multimedia Instruction; *Research Papers (Students); *Social Studies; Student Motivation; Student Projects; Student Research; United States History; *Word Processing

EJ502291 SO526503
Social Studies for "All" Students. Teacher's Resources.
Porter, Priscilla H., Ed.
Social Studies and the Young Learner, v7 n4 p26-27,30 Mar-Apr 1995
Theme issue topic: "Diverse Learners in the Social Studies Classroom."
ISSN: 1056-0300
Language: English
Document Type: PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080)
Journal Announcement: CIJAUG95
Target Audience: Teachers; Practitioners
Maintains that the inclusive classroom is one in which all students, regardless of differences can flourish. Discusses the role of cooperative learning in establishing and maintaining an inclusive classroom. Maintains that inclusion promotes tolerance.
Descriptors: *Classroom Environment; Cognitive Style; Cooperative Learning; Educational Objectives; *Educational Strategies; Elementary Education; Ethnic Groups; *Learning Disabilities; *Learning Strategies; *Social Studies; Sociocultural Patterns; Special Needs Students; *Teacher Behavior; Teaching Methods
Identifiers: *California Department of Education
 

Top of Page   Back to ERIC Menu   Back to Hoagies' Gifted Education Page


copyright 1999
ERIC Clearinghouse on Disabilities and Gifted Education
counter

 


Barnes & Noble

Recommended best links, also visit Hoagies' Don't Miss! Recommended best products, also visit Hoagies' Shopping Guide: Gifts for the Gifted


Hoagies' Page mug
Order cheetah shirts & mugs
from Hoagies' Gifted Online

Visit this page on the Internet at
 
Hoagies' Gifted, Inc. is a non-profit organization recognized under Section 501(c)(3) of the U.S. Internal Revenue Code. Your contribution is tax-deductible to the fullest extent allowed by law.

Contact us by e-mail at Hoagies' Gifted, Inc. or use our Feedback form
Subscribe to our Facebook, Twitter, LinkedIn, or Pinterest pages for more interesting links
 
Copyright 1997-2016 by Hoagies' Gifted, Inc., All Rights Reserved. Click for Privacy Policy

Print Hoagies' Page
business cards...

Hoaiges' Page business card
prints on Avery 8371
or similar cardstock