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Instructional Design in Mathematics for Students with Learning Disabilities

Douglas Carnine, PhD, is currently a professor in the College of Education at the University of Oregon and director of the National Center to Improve the Tools of Educators. His research interests include policy for educational improvement, knowledge utilization, and curriculum design. Address: Douglas Carnine, National Center to Improve the Tools of Educators, University of Oregon, 805 Lincoln St., Eugene, OR 97401.

The low achievement level of students with learning disabilities has multiple causes. One is the mismatch between the students' learning characteristics and the design of instructional materials and practices. Design principles better suited to the characteristics of students with learning disabilities are described and illustrated for five areas: (a) big ideas; (b) conspicuous strategies; (c) efficient use of time; (d) clear, explicit instruction on strategies; and (e) appropriate practice and review. Wider application of these design principles, in instructional material and in actual teaching, could contribute to far higher achievement levels in mathematics for students with learning disabilities.

Journal of Learning Disabilities, Vol. 30, No. 2, 130-141 (1997)
DOI: 10.1177/002221949703000201


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