The purpose of this paper was to examine how constructivist approach has contributed to the education of students with learning disabilities, which is typified by teacher-directed, explicit instruction. In doing so, first, general characteristics of the constructivist approach were examined. Then, constructivism-related discussion in the field of special education was reviewed. Next, research-based constructivist practices for students with learning disabilities were investigated. Finally, based on the analysis of the constructivist practices for students with learning disabilities, presented were implications for the design of constructivist learning environment for students with learning disabilities: first, depending on the needs of students with learning disabilities direct and explicit instruction can be used in constructivist learning environment; second, constructivist learning environment can be improved by the integration of technology; third, students who are familiar with teacher-centered, highly structured teaching need additional instruction for understanding of the characteristics of the new teaching approach and the new role of teacher and students; and forth, demands for knowledge of subject matter and constructivist approach in teachers-especially elementary school teachers and special education teachers-should be considered and the way teachers can be equipped with the knowledge needs to be incorporated into the design of constructivist learning environment.
Key words : learning disabilities, constructivism, technology* Korea Nazarene University