ABSTRACT
The chapters by Kathryn Au and Jacquelin Carroll and by Charles Greenwood characterize two theoretical and operational perspectives on the form and function of classroom instruction. These models, although distinct, are both clearly articulated and highly developed, and versions of both models are employed widely throughout the country today. Consequently, the implications of these models are broadly generalizable to the current educational climate. I begin my discussion of these chapters by summarizing the broad differences and similarities across these views on classroom instruction. I then focus my discussion on the evidence these authors have presented on the effectiveness of the two models for the variety of learners we can expect to find in general education classrooms today—including students with learning disabilities (LD). I argue for the need to consider differential effects deliberately and, in support of that argument, I briefly describe a study illustrating how classroom instruction may in fact affect different types of learners differently. I conclude by offering one important direction for future research activities.
