LINKING THE NEEDS OF STUDENTS WITH LEARNING-DISABILITIES TO A WHOLE LANGUAGE CURRICULUM

As a curricular approach to language arts instruction, whole language has gained prominence in the last decade. Many researchers and practit ioners working in tile field of learning disabilities have questioned tile appropriateness of whole language for students considered to be l earning disabled. In this article a rationale is presented for how the whole language approach provides the type of environment that is part icularly suitable for these students. This is developed by analyzing t he documented characteristics of these learners and the implications o f those characteristics within a whole language curriculum.