MIDDLE SCHOOL TEACHERS PLANNING FOR STUDENTS WITH LEARNING-DISABILITIES

THE FLOW OF THE PLANNING PROCESS MODEL WAS USED TO INVESTIGATE ONE SCI ENCE AND TWO SOCIAL STUDIES MIDDLE SCHOOL TEACHERS' PREPLANNING, INTER ACTIVE PLANNING, AND POSTPLANNING FOR STUDENTS WITH LEARNING DISABILIT IES WHO WERE MAINSTREAMED INTO THEIR GENERAL EDUCATION CLASSES. DATA W ERE COLLECTED FROM INTERVIEWS, CLASSROOM OBSERVATIONS, FREE-FLOWING CO MMENTARY OF THEIR LESSON PLANS (THINK ALOUDS), TEACHERS' PLANNING, VID EOTAPED TEACHING EPISODES, STIMULATED RECALLS, RATING SCALES, AND OPEN -ENDED QUESTIONS. DATA ANALYSIS REVEALED THAT CONTENT COVERAGE, CLASSR OOM/STUDENT MANAGEMENT, AND INTEREST/MOTIVATION OF THE INDIVIDUAL STUD ENT ARE THEMES THAT GUIDE TEACHERS' PLANNING. TEACHERS' PRACTICES AND COMMENTS REFLECTED LITTLE DISCOURSE PERTAINING TO KNOWLEDGE ACQUISITIO N OR PLANNING FOR STUDENTS WITH LEARNING DISABILITIES.