Critical Instructional Factors for Students With Mild Handicaps

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Abstract
Instructional effectiveness is a popular topic, and a crucial one for educating students with mild handicaps. In this paper, the literature on effective instruction is integrated, and implications for instructing students with handicaps are provided. Based on the instructional effectiveness data base and research on quantity and quality of instruction for different categories of students, the authors contend that systematic use of an organized instructional cycle characterized by match, structure, and monitoring is needed to improve academic outcomes for students with mild handicaps.