Teaching Social Studies to High School Students with Learning Problems

Autor/in	Steele, Marcee M.
Titel	Teaching Social Studies to High School Students with Learning Problems
Quelle	In: Social Studies, 98 (2007) 2, S.59-63 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
Schlagwörter	Writing Skills; Memory; Learning Problems; Social Studies; Political Science; Mild Disabilities; Hyperactivity; Communication Disorders; Behavior Disorders; Learning Disabilities; High School Students; Attention Deficit Disorders; General Education; Classroom Techniques; Textbooks; Teaching Methods + Suchen Sie Ihr Suchwort? Writing skill; Schreibfertigkeit; Gedächtnis; Lernproblem; Gemeinschaftskunde; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Hyperaktivität; Kommunikationsstörung; Learning handicap; Lernbehinderung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Allgemein bildendes Schulwesen; Allgemeinbildung; Klassenführung; Textbook; Text book; Schulbuch; Lehrbuch; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Because of recent legislation, many students with mild disabilities enroll in high school social studies courses in general education rather than special education settings. Therefore, teachers may have students with learning disabilities, behavioral disorders, communication disorders, and attention deficit/hyperactivity disorder in their history, geography, economics, and political science courses. Typical characteristics of these students include low-level reading and writing skills, processing problems, memory disorders, language problems, organizational deficits, and behavioral problems. These characteristics present challenges for the students and social studies teachers; however, there are strategies that will help the students succeed. The author summarizes the disability categories and related characteristics and describes textbook, writing, memory, organizational, and instructional modifications to address the challenges. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10