PRACTICAL RECOMMENDATIONS FOR USING HOMEWORK WITH STUDENTS WITH LEARNING-DISABILITIES

Homework is a commonly used school practice. Its importance for students with learning disabilities has increased in recent years as these students have spent more instructional time in inclusive settings where homework is regularly given and as educational reforms have influenced the amount of homework being given. The first part of the article reviews selected issues that relate to using homework with students who have been identified as learning disabled. The major part of the article highlights effective (i.e., empirically validated) and recommended (i.e., suggested in the literature or determined by field-based reports) practices for using homework with this population.