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Students acquire knowledge of concepts through observation and experience or through instruction. Students with disabilities often have difficulty acquiring concepts through experience and observation, making concept instruction a vital component of special and remedial education curricula. This article outlines a set of procedures for designing instruction and teaching concepts to students with learning difficulties. These procedures are based on well-grounded theories and empirical evidence. The major topics discussed include (a) analysis of the concept, (b) concept definitions, (c) use of examples and nonexamples, (d) instructional sequence, and (e) diagnostic assessment. In addition, the role of technology in the delivery of concept instruction is briefly described.
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Mary Anne Prater (1993) studied this question.
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