The Strategy Instruction In America For Students With Learning Disability

It is well known that students with LD (learning disability) exist in every classroom in China. These students own inferiority feelings or even quit on themselves because of the ignorance from their teachers, which must have side effects on their physical and mental development. On the other hand, teachers are likely to experience job burnout because of the slow academic improvement of students with LD. Therefore, providing these students that fits their psychology and cognitive characteristics is key to educational equality as well as educational quality, which will promote the physical and mental development of teachers and students. Only in this way can we achieve our educational goals.The research into students with LD in America is relatively mature,among which strategy instruction is recognized as an effective model. Considering that there are a large number of students who learn mathematics strugglingly and that mathematical knowledge has much in common worldwide, this paper analyses the strategy instruction that focuses on the mathematical learning of students with LD in five chapters. In the first chapter, the author introduces the relevant research home and abroad into the instruction for students with LD. In the second chapter, this paper analyses the inevitability of strategy instruction from the contexts of several educational reform movement in America:Inclusive Education Movement, Standard-based Education Movement, ect. Besides, the identification models of students with LD such as Response to Intervention (RTI) is presented which are different from the traditional identification model. In the third chapter, the definition of strategy, the connotation of strategy instruction, the characteristics of students with LD, especially the students who learn mathematics strugglingly are introduced. In addition, the good-strategy user model is introduced. The fourth chapter introduces some models of strategy instruction including Solve It!, Cue Card Strategy, LAP fractions. Based on the analysis of the fourth chapter, the author provides some advice on the instruction for students with LD in China.