Jennifer L. Stringfellow M.Ed., University of Nevada, Las Vegas
Susan P. Miller Ph.D., University of Nevada, Las Vegas

In recent years, great emphasis has been placed on providing all students access to the general education curriculum (e.g., Individuals with Disabilities Education Act, No Child Left Behind Act). Given the diversity found among today's student population, both general and special education teachers struggle to find methodologies that enhance the learning of students while simultaneously providing access to the general education curriculum. This challenge is particularly evident in secondary classrooms due to the complexity of the curricula and the emphasis on delivering instruction using lecture formats. The purpose of this article is to share research-supported strategies that increase the likelihood that access to the general education curriculum via class lectures will result in successful student performance. Specifically, the use of guided notes, visual organizers, lecture pausing and structured questioning will be addressed.

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