Multifactorial models of dyslexia have expanded how we consider heterogeneity within the population of children with dyslexia. These models are predicated on the idea that cognitive/linguistic risk factors are not deterministic but instead probabilistic, with the likelihood of difficulties involving an interaction between risk and protective…

One in five children experiences a diagnosable mental disorder. However, adolescents have been overlooked in programming and policy responses to mental health issues. Mental health issues contribute to poor academic performance, lower rates of high school graduation, disrupted development, increased health risk, role transition from adolescent to…

Previous efforts at leveling the learning field for all students have not met with success. In 1955 Johnny allegedly could not read because of the "look-and-say method" of teaching reading; 26 years later he still could not read because most elementary schools continued to use the aforementioned unproductive system. Perhaps now is…

The purpose of this article is to offer insights into the complex area of learning disabilities, to provide tips on how to recognize children with various types of learning disabilities, and to offer suggestions for teaching students who are learning disabled. The hope is that with some information and "teaching tips" in this area, more and more…

The lack of a firm definition of emotional disturbance, accompanied by a dearth of valid identification methods and absence of effective programing are cited as major problems. The authors emphasize the importance of basic skills instruction, behavior management leading to self-control, and reeducation of the student's total environment. (CL)

The extent to which Mississippi teachers receive specific training regarding screening for learning disabilities and teaching learning-disabled adults was examined through a mail survey of all 81 of Mississippi's adult education supervisors. Of the 36 supervisors who returned usable questionnaires (a 44% response rate), 5 (13.9%) did not attempt…

This interview with an individual with Asperger Syndrome (AS) discusses the characteristics of autism, how AS differs from autism, and common characteristics of AS. His experiences in school are described and recommendations are made for teachers who work with students with AS and for parents of children with AS. (Contains references.) (CR)

Compensatory education students and mildly handicapped special education students would be better served by a single system meeting the needs of both groups. Student classification methods, historical, political, and pedagogical reasons for separating the programs, and alternatives to the existing arrangement are discussed. (PP)

Discussion of the educational needs of students who are both gifted and learning disabled focuses on terminology, definitions, characteristics, identification, and instructional programming. A study showing the effectiveness of systematic direct instruction in small groups for this population is summarized. (DB)

A discussion of language disorders that often occur with learning disabilities focuses on definitions, characteristics, alternative assessment methods, and service delivery models and interventions. Use of standardized test batteries, curriculum-based language assessment, and portfolio assessment is reviewed. Principles and methods to enhance…

This article discusses issues in referral and special education instruction for students from language-minority groups. It discusses inadequacies in assessment and placement; development of effective and feasible instructional strategies through collaboration between bilingual education and special education; and potential solutions involving both…

As the community college student population increases in age, the number of older-than-average (OTA) students with physical and learning handicaps increases. Physical handicaps to learning can include back problems, carpal tunnel syndrome, and hearing or eye-sight problems. Students may not be aware of solutions, however, and instructors may not…

Presents an overview of areas related to preparing educators for diversity that have particular significance or unique implications for special education. Issues addressed include special-education eligibility determination, instructional methodology, parental involvement, culturally diverse special educators, and educational equity. (CR)