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 objectives. 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 earlierpossibly 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 programming, 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 students 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". Review of Educational Research, 49, 517-555.
Bateman B. D. ( 1971). The essentials for teaching. Sioux Falls, SD: Dimension.
Bateman B. D. ( 1996). Better IEPs ( 2nd ed.). Longmont, CO: Sopris West.
Blanton R. L. ( 1976). "Historical perspectives on classification of mental retardation". In N. Hobbs (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.