Finally, supported by the repeated prompts and feedbacks from the teachers and the peers, students with LD will be given the opportunity to practice the strategy until they have mastered it. In spite of slight modifications of the instructional strategies, teachers in the home school district basically require the students with LD to conform to the learning requirements that apply to their typical counterparts (Swanson & Deshler, 2003).
At the same time, it is important to point out that teachers in the home school districts who offer undifferentiated instruction strive to be responsive to the unique learning needs and difficulties of students with LD. In this type of classrooms, the teachers modify the curriculum to meet the needs of the students, utilize teaching approaches that are tailored to the students' strengths and weaknesses and offer multiple assessment options. In these settings, instructional approaches such as cooperative groups and one-on-one teacher-student sessions are adopted to help students with LD to learn. Students can complete their learning task such as responding to a book by drawing, discussing, performing or writing a book report. Nonetheless, especially in the classes of mainstream or inclusion settings, teachers who have to address the learning needs of many students will still require students with LD to adhere closely to the learning standards and curriculum (Baglieri & Knopf, 2004).