The article examines the relationship of social interaction and thinking skills in the education of handicapped children through a review of the literature on development of self-regulatory and metacognitive skills, cognitive behavior modification, cognitive training, instrumental enrichment, the notion of mediation, and the role of the teacher.…

The training of learning strategies with students having academic difficulties is discussed in the context of theory that distinguishes between declarative and procedural knowledge and between inert and useful learning. Explained are effective learning strategies for acquiring useful declarative knowledge, practice strategies for procedural…

The article identifies areas of critical knowledge (i.e., conceptual, content, practical, and metacognitive) and skill competencies (diagnostic, teaching and managing atypical learners, setting academic and behavior standards, and motivating students) needed by general educators to effectively address individual differences. (Author/DB)

This article elaborates on the work of Paris and Winograd (EC 233 118) in examining metacognitive instruction with respect to special education research and practice. The article describes research supporting instruction in self-appraisal and self-management with mildly handicapped students, motivational characteristics of these students, the…

The report examines key questions surrounding cognitive and metacognitive strategy instruction for disabled learners as a concept and in practice. The first three sections provide background information about cognitive and metacognitive strategies by defining terms, by discussing their relevance to special education populations, and by summarizing…