While it's true that Strategy Instruction enjoys a solid research base, to date most of the studies to support its use have focused on the academic outcomes of students with LD. Still, the positive impact on this group of learners has not gone unnoticed by researchers and educators working with other student populations.  For example, Braille versions of many SIM strategies have been developed, providing students with visual impairments an opportunity to participate alongside their non-impaired peers in many general education settings. In addition to empowering these students both socially and academically, Braille SIM routines also serve to equip teachers with additional tools designed to reach them. Joyce Russo, a teacher who has spent over 10 years working with visually impaired students, has noticed that SIM strategies have been well received by her students: "They loved it. They really got into working with SCORE Skills." Russo has also recognized a difference in the way she is now able to teach: "There was a real frustration there. A lot of the time you felt like you were just tutoring students instead of giving them skills they could take back to the classroom" (Phelps, 2001).

Similarly, SRSD (and strategy instruction more generally) has been extended for practical use with a wide range of learning populations, including those with mental retardation, brain injuries, and Asperger Syndrome. Even English Language Learners, who have increasingly found themselves placed in special education environments to remediate English skills, have experienced success with tailored strategy instruction. In the following sections you'll find examples of how the principles of strategy instruction have been extended and adapted to meet the special needs of these learners.

CALLA: Cognitive Academic Language Learning Approach

The Cognitive Academic Language Learning Approach (CALLA) was developed by Anna Uhl Chamot and J. Michael O'Malley (1994) at George Washington University. CALLA is a method of strategy instruction for teaching second and foreign language learners essential language knowledge as well as effective learning strategies that allow students to independently regulate their own learning. CALLA's primary goals are to guide students in:

• valuing their own prior knowledge and cultural experiences, and relating this knowledge to academic learning in a new language and culture;
• learning the content knowledge and the language skills that are most important for their future academic success;
• developing language awareness and critical literacy;
• selecting and using appropriate learning strategies and study skills that will develop academic knowledge and processes;
• developing abilities to work successfully with others in a social context;
• earning through hands-on, inquiry-based, and cooperative learning tasks;
• increasing motivation for academic learning and confidence in their ability to be successful in school; and
• evaluating their own learning and planning how to become more effective and independent learners.

For more information on CALLA:
http://www.gwu.edu/~calla/

The SODA Strategy

Children diagnosed with Asperger Syndrome have particular difficulty engaging in appropriate play and conversational routines with others. The SODA Strategy is a step-by-step strategy designed to lead these children through successful social interactions both inside and outside of the classroom.

Stop
Provides a framework for students to evaluate the setting.

1. What activity is taking place here?
2. Who are the participants?
3. Where should I go to observe?

Observe
Prompts students to be aware of social cues used by others.

1. What are the people doing?
2. What are the people saying?
3. What nonverbal cues are they using?

Deliberate
Helps students develop a plan for what to do or say.

1. With whom would I like to talk?
2. What would I like to say?
3. How would I know if others would like to visit with me?

Act
Encourages students to act on the plan and engage successfully with others.

1. Approach person with whom you’d like to visit.
2. Say, "Hello, how are you?"
3. Look for cues that this person would like to visit longer or would like to end this conversation.

Adapted from: Bock, M. A. (2001). SODA strategy: Enhancing the social interaction skills of youngsters with Asperger Syndrome. Intervention in School and Clinic, 36, 272-278.