Learning Disabilities It has been proven that students with learning disabilities need explicit instruction to perform to their highest potential. However, in general education settings in high schools, explicit instruction is not always used due to the large number of students without disabilities in the class, time constraints, and teachers who only “cover” the content and do not explain it enough in detail to ensure complete student understanding. The purpose of this journal article was to look at how curriculum maps and guiding questions can be incorporated into the lesson to increase the test scores of students with learning disabilities. Graphic curriculum maps, which resemble flow charts, are a great way to visualize the information and show the relationship between topics that are covered. On the other hand, guiding questions are given at the beginning of a lesson to make students keep overarching themes in mind as they hear the lesson; then the whole class will come up answers to the question. An experiment was conducted on high school students with learning disabilities. All three methods: the traditional and verbal repetition of information, guiding questions, and curriculum maps, were used to see which one, if any, showed substantial improvement in understanding and testing. Results showed that using curriculum maps helped material understanding and comprehension for students with learning disabilities more than using guiding questions. However, using guiding questions “enhanced learning more than the traditional periodic review” (241). This study shows that the teacher should spend time finding the critical information, visually structuring it, and showing a question and answer process about the lesson information, in order to increase the performance of students with learning disabilities. I think that this experiment should show general education teachers that they should make an extra effort to accommodate for their students who may have...