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Journal of Learning Disabilities
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Engaging Adolescents With LD in Higher Order Thinking About History Concepts Using Integrated Content Enhancement Routines

Janis Bulgren

University of Kansas Center for Research on Learning and Courtesy Professor in the Department of Special Education,

Donald D. Deshler

Center for Research on Learning at the University of Kansas

B. Keith Lenz

Department of Special Education at the University of Kansas, University of Kansas Center for Research on Learning

The understanding and use of historical concepts specified in national history standards pose many challenges to students. These challenges include both the acquisition of content knowledge and the use of that knowledge in ways that require higher order thinking. All students, including adolescents with learning disabilities (LD), are expected to understand and use concepts of history to pass high-stakes assessments and to participate meaningfully in a democratic society. This article describes Content Enhancement Routines (CERs) to illustrate instructional planning, teaching, and assessing for higher order thinking with examples from an American history unit. Research on the individual components of Content Enhancement Routines will be illustrated with data from 1 of the routines. The potential use of integrated sets of materials and procedures across grade levels and content areas will be discussed.

Journal of Learning Disabilities, Vol. 40, No. 2, 121-133 (2007)
DOI: 10.1177/00222194070400020301
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