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Practical recommendations for using homework with students with learning disabilities

J R Patton1

  • 1University of Texas at Austin.

Journal of Learning Disabilities
|November 1, 1994
PubMed
Summary
This summary is machine-generated.

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This study explores homework practices for students with learning disabilities, focusing on effective and recommended strategies. It addresses challenges and provides evidence-based approaches for inclusive educational settings.

Area of Science:

  • Education
  • Special Education
  • Psychology

Background:

  • Homework is a prevalent educational practice.
  • Increased inclusion of students with learning disabilities necessitates tailored homework strategies.
  • Educational reforms impact homework quantity and implementation.

Purpose of the Study:

  • To review issues related to homework for students with learning disabilities.
  • To highlight empirically validated and recommended homework practices.
  • To support effective homework utilization in inclusive classrooms.

Main Methods:

  • Literature review of existing research on homework and learning disabilities.
  • Analysis of educational reforms and their impact.
  • Synthesis of field reports and expert recommendations.

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Main Results:

  • Identified key challenges in assigning homework to students with learning disabilities.
  • Compiled a list of effective, empirically validated homework strategies.
  • Outlined recommended practices based on literature and field reports.

Conclusions:

  • Effective homework strategies are crucial for students with learning disabilities.
  • Tailored approaches are needed to maximize homework benefits in inclusive settings.
  • Further research can refine best practices for homework in special education.