EFFECTS OF GENERALIZATION INSTRUCTION ON THE WRITTEN LANGUAGE PERFORMANCE OF ADOLESCENTS WITH LEARNING DISABILITIES IN THE MAINSTREAM CLASSROOM

Abstract

Much of the instructional success realized with youth with learning disabilities in remedial settings often dissipates once these students return to their mainstream classes. The purpose of this study was to design and validate an instructional sequence that would promote the generalization of written expression learning strategies to mainstream settings. This article delineates some of the elements necessary to promote generalization of skills with learning disabled (LD) populations.

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