Effective Teaching as Effective Intervention
Abstract
The Learning Disabilities Association's initiative to investigate, discuss, and disseminate information about effective educational intervention approaches for children and adults with learning disabilities is commendable. The latest symposium focused on approaches to intervention with an emphasis on theoretical perspectives for instruction and teacher-child interactions. However, unlike the other participants in the symposium, our area of specialization is not learning disabilities specifically. Rather, the research project we coordinate is designed to investigate the inclusion of students with disabilities in general education classrooms. But, because our research has allowed us entree into well over 100 classrooms, we have learned much about the effective instruction of students with disabilities who are being taught in general education classrooms, including, of course, students with learning disabilities. In fact, the research project is called the Supporting Effective Teaching (S.E.T.) Project and, as the name implies, is as much a general as a special education project. The project name reflects the current state of interdependence between the two disciplines and the fact that the most effective educational intervention for students with disabilities is effective teaching.
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