Danielson’s Framework for Teaching (FFT) is currently used in more than 20 states to inform teacher evaluation and professional learning. To investigate whether FFT promotes instruction that appropriately responds to the needs of students with learning disabilities, we conduct a systematic content analysis of the instructional approach emphasized in the FFT’s Instructional Domain (Domain 3) of Danielson’s FFT. We frame our study using cognitive load theory and research regarding effective instruction for students with disabilities. We end by discussing implications regarding the evaluation and development of effective teaching for students with learning disabilities.

中文翻译：

---

丹尼尔森的教学框架：特殊教育中有效性概念的趋同和发散

Danielson 的教学框架 (FFT) 目前在 20 多个州被用于为教师评估和专业学习提供信息。为了调查 FFT 是否促进适当响应有学习障碍学生需求的教学，我们对 Danielson FFT 的 FFT 教学领域（领域 3）中强调的教学方法进行了系统的内容分析。我们使用认知负荷理论和有关残疾学生有效教学的研究来构建我们的研究。我们最后讨论了对有学习障碍的学生进行有效教学的评估和发展的影响。