Journal of Education, Society and Behavioural Science

Abstract

This article explores the growing number of students with disabilities enrolled in postsecondary educational settings and the need for faculty to reconsider the format of the traditional lecture by utilizing learning strategies and interventions that have proven successful in the literature. Research studies and literature reviews have investigated the needs of students with disabilities. Our goal was to select examples of three strategies (guided notes, response cards, and think-pair-share) that can be blended purposefully in lectures acrossdifferent academic disciplines to increase the opportunities for student success.