Source interpretation: teaching students with and without LD to read and write historically.

Area of Science:

• Education
• Special Education
• Social Studies Education

Background:

• Students with learning disabilities often require specialized instructional strategies in social studies.
• Effective teaching approaches must address both content knowledge and reasoning skills.
• Self-regulation plays a crucial role in the learning process for these students.

Purpose of the Study:

• To review domain-specific teaching approaches for students with learning disabilities in social studies.
• To present De La Paz's (2005) historical reasoning strategy and its instructional stages.
• To examine the role of self-regulation in the historical reasoning process.

Main Methods:

• Review of domain-specific teaching approaches.
• Presentation of De La Paz's historical reasoning strategy.
• Description of collaborative teaching roles (social studies and special educator).
• Analysis of implications for teaching practices.

Main Results:

• The historical reasoning strategy provides a structured approach to teaching social studies content.
• Collaboration between general and special educators is vital for implementing specialized strategies.
• Self-regulation strategies can enhance students' historical reasoning abilities.
• The study highlights the adaptability of the strategy over time.

Conclusions:

• Domain-specific strategies, like De La Paz's historical reasoning approach, are effective for students with learning disabilities in social studies.
• Teacher collaboration and attention to self-regulation are key components for successful implementation.
• The findings offer practical implications for improving social studies instruction for diverse learners.