pear in a program for someone with her difficulties. She needs objectives
from the domains of study skills and attention, and she may need assistance
beyond what her general education teacher can supply to learn these ob-
jectives. This is a result of the fact that what she needs to be taught is not
currently being taught by that teacher.

After some attempts at marine engine repair, our author remembered and
employed one of the most basic of all problem-solving strategies. He asked
for help and was towed to the marina by another boat. He is now working
on building proficiency at the strategy so that he will ask for help earlier-
possibly even before buying a boat.

This chapter includes a discussion of the role of task-related knowledge in
school success, which was defined in general terms, and specific portions
of it were represented through examples and illustrations. The argument
was made that many of the weaknesses present in current efforts at pro-
gramming, as revealed through an analysis of IEPs, can be avoided if the
present view of special education curriculum is expanded to include task-
related knowledge. It was asserted that this expansion, once incorporated
into the model of programming presented in Fig. 6.1, will lead to more
productive thinking by professionals interested in finding solutions for stu-
dents who have not yet learned how to learn.

Alexander P. A., Kulikowich J. M., & Jetton T. L. ( 1994). "The role of subject-matter knowledge
and interest in the processing of linear and nonlinear texts". Review of Educational Research,
64( 2), 201-252.

Alexander P. A., Kulikowich J. M., & Schulze S. K. ( 1994). "How Subject-matter knowledge affects
recall and interest". American Educational Research Journal, 32, 313-337.

Anderman E. m., & Maehr M. L. ( 1994), "motivation and schooling in the middle grades". Review
of Educational Research, 64( 2), 287-309.

Arter J. A., & Jenkins J. R. ( 1979). "Differential diagnosis prescriptive teaching: A critical appraisal".
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Bateman B. D. ( 1971). The essentials for teaching. Sioux Falls, SD: Dimension.

Bateman B. D. ( 1996). Better IEPs ( 2nd ed.). Longmont, CO: Sopris West.

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(Ed.), Issues in the classification of children (Vol. 1, pp. 164-193). San Francisco: Jossey-Bass.

Bloom B. S. ( 1980). "The new direction in education research: Alterable variables". Phi Delta
Kappan, 61, 382-385.

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