Pictorial Mnemonic Strategies for Special Education

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Abstract
Recently, the associative learning of exceptional children has been found to be greatly facilitated by the use of pictorial mnemonic strategies. This paper reviews the use of such strategies as an instructional tool for both nonhandicapped and handicapped learners. Recent research has indicated that (a) mildly handicapped learners can sucessfully employ fairly complex mnemonic strategies, and (b) mnemonic strategies can be adapted to many different content areas. In this research, students taught to use mnemonic strategies have consistently outperformed students taught using direct instruction and free-study techniques. Implications for the improved learning and retention of school content by exceptional students are discussed.

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