{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,4]],"date-time":"2026-05-04T11:27:04Z","timestamp":1777894024779,"version":"3.51.4"},"reference-count":42,"publisher":"SAGE Publications","issue":"6","license":[{"start":{"date-parts":[[1991,6,1]],"date-time":"1991-06-01T00:00:00Z","timestamp":675734400000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[1991,6]]},"abstract":"<jats:p>The successful integration of students with learning disabilities into mainstream reading classes may require teachers to adapt instruction and curricula in major ways. In this article, we discuss the relation between the instruction prescribed by standardized commercial curricula and the reading achievement of mainstreamed students with learning disabilities and other low-performing nonhandicapped students. An instructional template designed to complement commercially published reading lessons is described and its effects on the reading achievement of mainstreamed students with learning disabilities examined. Next, the limitations of generic instructional procedures to rectify the deficiencies of mainstream curricular programs for students with greater-than-average instructional needs are reviewed. We conclude with a discussion of the complexity of educating instructionally needy learners in mainstream settings and the significance of well-designed instruction.<\/jats:p>","DOI":"10.1177\/002221949102400604","type":"journal-article","created":{"date-parts":[[2008,12,24]],"date-time":"2008-12-24T02:27:07Z","timestamp":1230085627000},"page":"354-359","source":"Crossref","is-referenced-by-count":7,"title":["Instructional and Curricular Requisites of Mainstreamed Students with Learning Disabilities"],"prefix":"10.1177","volume":"24","author":[{"given":"Deborah C.","family":"Simmons","sequence":"first","affiliation":[{"name":"Deborah C. Simmons a research assistant professor in the Department of Special Education at Peabody College of Vanderbilt University. She received her PhD from Purdue University in West Lafayette, Indiana. Dr. Simmons has been a speech pathologist and special education supervisor. Her current research and teaching interests focus on means for enhancing the quality and quantity of mainstream instruction for students with learning problems. Address: Deborah C. Simmons, Box 328, George Peabody College of..."}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Douglas","family":"Fuchs","sequence":"additional","affiliation":[{"name":"Douglas Fuchs an associate professor in special education at Peabody College, Vanderbilt University. He has been a special education and general education teacher and a school psychologkt. His research interests include exploring ways to make mainstream education more accommodating of student diversity."}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Lynn S.","family":"Fuchs","sequence":"additional","affiliation":[{"name":"Lynn S. Fuchs an associate professor in the Department of Special Education at Peabody College of Vanderbilt University. She received her PhD from the University of Minnesota in educational psychology. Her research interests include curriculum-based measurement and instructional program planning in special education and mainstream settings."}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"179","published-online":{"date-parts":[[1991,6,1]]},"reference":[{"key":"atypb1","doi-asserted-by":"publisher","DOI":"10.1177\/001440299005600603"},{"key":"atypb2","doi-asserted-by":"publisher","DOI":"10.2307\/748010"},{"key":"atypb3","doi-asserted-by":"publisher","DOI":"10.3102\/00346543051001005"},{"key":"atypb4","doi-asserted-by":"publisher","DOI":"10.1086\/461559"},{"key":"atypb5","unstructured":"Brophy, J. & Good, T. (1986). Teacher behavior and student achievement. In M. C. Wittrock (Ed), Handbook of research on teaching (3rd ed., pp. 392\u2013431). New York: Macmillan."},{"key":"atypb6","unstructured":"Carnine, D. (1989). Beyond technique -Direct instruction and higher order skills. 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(1990). reacher planning for pupils with learning disabilities]. Unpublished raw data."},{"key":"atypb20","doi-asserted-by":"publisher","DOI":"10.1080\/00220671.1989.10885938"},{"key":"atypb21","doi-asserted-by":"crossref","unstructured":"Fuchs, L., Fuchs, D., Hamlett, C. & Sleeker, P. (1990). Effects of curriculum-based measurement and consultation on teacher planning and student achievement. Unpublished manuscript.","DOI":"10.2307\/1163151"},{"key":"atypb22","volume-title":"Stanford Achievement test.","author":"Gardner, E. J.","year":"1982"},{"key":"atypb23","volume-title":"Teacher effectiveness evaluation form.","author":"Gersten, R.","year":"1979"},{"key":"atypb24","doi-asserted-by":"publisher","DOI":"10.1177\/001440298505200302"},{"key":"atypb25","doi-asserted-by":"publisher","DOI":"10.1177\/074193259001100312"},{"key":"atypb26","unstructured":"Kameenui, E. J. (1990b). Structural misalignment in textbook adoption, curriculum adaptation, and instructional accommodation of children with disabilities in mainstream education: A call for action. Unpublished manuscript."},{"key":"atypb27","volume-title":"Designing instructional strategies: The prevention of academic learning problems.","author":"Kameenui, E. J.","year":"1900"},{"key":"atypb28","doi-asserted-by":"publisher","DOI":"10.3102\/0013189X004006003"},{"key":"atypb29","doi-asserted-by":"publisher","DOI":"10.1177\/074193258800900108"},{"key":"atypb30","doi-asserted-by":"publisher","DOI":"10.1086\/461491"},{"key":"atypb31","first-page":"97","volume":"2","author":"Mosenthal, P.","year":"1982","journal-title":"Topics in Learning & Learning Disabilities"},{"key":"atypb32","first-page":"9","author":"Osborn, J.","year":"1985","journal-title":"Educational Leadership"},{"key":"atypb33","doi-asserted-by":"publisher","DOI":"10.1086\/461479"},{"key":"atypb34","unstructured":"Rosenshine, B. & Stevens, R. (1986). Teaching functions. In M. C Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 376\u2013391). New York: Macmillan."},{"issue":"4","key":"atypb35","first-page":"31","volume":"3","author":"Shake, M.C.","year":"1984","journal-title":"Topics in Learning & . Learning Disabilities,"},{"key":"atypb36","volume-title":"Teacher effectiveness rating scale.","author":"Simmons, D.","year":"1989"},{"key":"atypb37","unstructured":"Simmons, D., Fuchs, L., Fuchs, D., Mathes, P. & Pate, J. (1990). Effects of explicit teaching and peer-mediated instruction on the reading achievement of learning disabled and low-performing students. Manuscript submitted for publication."},{"key":"atypb38","unstructured":"Simmons, D. & Kameenui, E. (1990). \/Elementary teachers' analysis of basal curricular lessons for low-performing students]. 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