General Educators' Instructional Adaptation for Students with Learning Disabilities

Over the past decade, we have conducted research exploring methods by which general educators introduce instructional adaptations to meet the needs of students with learning disabilities (LD). This article provides an overview of this research in the area of mathematics. To create a context and rationale for this program of study, we begin by summarizing the levels and types of instructional adaptation general educators typically incorporate into their classrooms. Then, we provide an overview of the methods we have developed to extend general educators' adaptation strategies for students with LD. Finally, we describe a series of studies in which we have explored teachers' planning methods and the associated learning outcomes for children with LD with and without these special interventions in place. Implications for preparing general educators and for the special education full inclusion movement are considered.