HOMEWORK FOR STUDENTS WITH LEARNING-DISABILITIES - THE IMPLICATIONS OF RESEARCH FOR POLICY AND PRACTICE

The literature on homework for students with learning disabilities is reviewed. First, a summary of Cooper's (1989a) synthesis of research o n homework for students without disabilities is presented, including ( a) a definition of homework, (b) a model of the homework process, (c) the results of a meta-analysis of homework studies, and (d) generic po licy guidelines. Next, special education research on homework conducte d after 1985 is described. The literature is divided into studies that manipulated homework conditions and homework-related surveys of teach ers and parents. The results of the literature review suggest that hom ework policies and practices for students with learning disabilities s hould emphasize (a) simple, short assignments; (b) careful monitoring by and prominent rewards from teachers; and (c) parental involvement, especially to provide structure, conducive environments, and immediate rewards.