ABSTRACT
The instructional strategies and techniques used by teachers directly impact how much and how fast students with signifi cant cognitive disabilities learn. Research suggests however that a number of other contextual variables can infl uence the quality of students’ educational programs, and affect the learning and social outcomes that students’ realize while they are in school. A discussion of the full range of variables that infl uence these outcomes for students is beyond the scope of the present chapter. Consequently, emphasis is placed four on variables that are particularly important in the design of students’ educational programs. These include where instruction is provided, who provides instruction to students, how students are grouped for instruction, and what accommodations and modifi cations students use to perform successfully in various settings. The chapter will briefl y summarize the key research fi ndings on the impact that these variables have on student learning, discuss some of the implications of the research for the design of educational programs, and identify potential areas for future research.
