The article reviews traditional analog time-telling instruction and introduces an alternative approach for learning disabled and other mildly handicapped students. The applied digital approach couples concrete instructional techniques with murals depicting time-related actions of student's day. (CL)

An approach to prekindergarten screening of learning disabled students is explained to probe six areas of development: gross motor, perceptual motor, auditory perceptual, speech and language, visual motor, and social/emotional. (CL)

The author discusses the dangers of using grade equivalency scores to identify learning disabled students. Deficiencies include that grade equivalents invite misleading interpretations, assume that the learning rate is constant throughout the school year, and exaggerate the significance of small differences in performance. Standard scores are…

The article addresses issues in minimal competency testing for physically handicapped and learning disabled students. Adapting the competency test to the needs of the handicapped students, relating minimal standards to the individualized education program (IEP), and adopting different criteria for graduation are three options considered. (CL)

Described are methods used to help David, an emotionally disturbed and learning disabled 8-year-old child, learn basic reading skills and overcome his emotional problems in a residential school. (DB)

The author describes a system using computer technology to organize instructional materials in a school system or regional library so that teachers of learning disabled and other disabled students have help in the selection of appropriate materials. (SW)

The author describes methods she used to hide the fact that, because of a learning disability, she could not read. Through trial and error, the author learned the conditions and ways in which she was able to study and thus was able to largely overcome her disability. (PHR)

Studies pointing to the relationship between caffeine-sugar intake and learning disorders are cited and suggestions to facilitate better nutrition in children are offered. Among suggestions made is that teachers be educated in matters of food, nutrition, and reading through inservice programs. A nutritional questionnaire is included. (SBH)

A five-step method for teaching notetaking skills in students with mild learning handicaps includes evaluating current performance, teaching preskills, teaching a notetaking system, providing for distributed practice, and providing for skill generalization. Additional practical suggestions for teachers are provided. (MSE)

The use of context and relationships can help learning disabled adolescents solve math problems made more difficult by confusing language. Examples are offered. (CL)

Guidelines are offered for increasing the motivation of learning disabled adolescents. Suggestions emphasize the importance of age appropriateness, awareness of student interests and attitudes, creativity, and high expectations. (CL)

A teacher describes the values of wrestling as part of a physical education program for learning disabled students. Benefits include improved self-confidence, use of aggression in a positive way, and increased touch and contact. (CL)

Learning disabled students who know how to tell time may still need instruction in using time in practical situations. Such instruction should focus on skills such as determining the amount of time between two given times, approximating time requirements for recurrent tasks, and predicting time (CL)

A system of teaching measurement equivalencies to students with learning disabilities promotes understanding by teaching basic measurement language. Concrete objects are used to develop the association between a measurement term and its size. (CL)

An approach to teaching time telling to learning disabled children begins with the child drawing a clock, then designating 5-minute marks, using old alarm or play clocks to manipulate the hands, and drawing clock hands to represent specific times. (CL)