Instructional models for children with special needs

emphasis, however, on a systematic approach to content analysis, curriculum, and the process of education for handicapped students. Bruner (1968), in his book Toward a Theory of Instruction, defines instruction as leading the learner through a sequence of statements and restatements of a problem or body of knowledge that increases the learner's ability to grasp, transform, and transfer what he is learning (p. 45). Thus, from this perspective, instruction entails more than the mere transmission of skills and knowledge from teacher to student. The organization and transformation of information to be taught is a complex arrangement that we refer to as an instructional model.