Differences in the meaning of the terms "learning" and "achievement" are discussed, with implications for appraisal, placement, curriculum, and instruction. Visual discrimination learning, paired associate learning, adapting to learning, and learning to learn are illustrated with references to learning disabled students. (MNS)

An overview is provided of the curriculum and instructional practices in general and for handicapped learners. Diagnostic teaching and other features of good instruction are reviewed. (MNS)

Some of the major curriculum and instructional problems that precipitate failure among learning disabled adolescents are discussed. A variety of intervention strategies to increase success are then presented. (MNS)

This study surveyed 91 special education teachers to determine perceived mathematical needs of exceptional children, ways teachers assess skill deficits, and teachers' methods and backgrounds. The continuum of skills corresponded to the standard curriculum. (MNS)

Describes the typical eighth-grade geometry curriculum (with regard to teacher emphasis on content, time allocations, instructional methodologies, the use of manipulatives, and compared to current research models) of typical (n=109) and enriched (n=23) mathematics classrooms in the United States based on data from the IEA Second International…

Recent contributions from theory, research, and practice in second-language instruction are discussed in relation to mathematics education. Three methods of teaching and learning second languages are described--"Delayed Oral Production," the "Silent Way," and the "Counseling Learning/Community Language Learning." (KR)