Effects of Learning Style Strategies on Special Education Students 
This article describes the effects of research concerned with identifying 
the unique characteristics of Special Education (SPED) students and 
then teaching global, tactual, and/or kinesthetic learners with 
instructional resources that complement their identified learning-style 
strengths. It documents statistically higher achievement- and 
attitude-test scores when such treatments have been provided, as well 
as behavioral and lateness improvements with learning-style responsive 
instruction.