A model of the teaching-learning process that can be used as a framework through which learning disabled students' mastery of basic academic skills can be maximized is presented. The model takes into consideration both the psychological and social conditions of learning, and necessarily reflects the complexity of the classroom environment. The central tenet of the model is that learning is a direct result of students' activities and pursuits. At the same time, the teacher's activities are represented as a consequence of institutional factors, the teacher's own background and characteristics, and the pursuits and predilections of individual students. Procedures for directly and indirectly affecting pupil pursuits during learning are also examined.
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