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…

The response to previous articles on the Regular Education Initiative looks at the definition of learning disabilities, identification, mainstreaming of mildly handicapped students, attitudes of general educators toward high risk students, the importance of prevention at the elementary level, and delivery systems. (DB)

Services for learning disabled adults are discussed through a comparison of their treatment in the Dutch and Danish delivery of services. Promising practices are related from a European perspective and questions are raised about the evolution of services to learning disabled adults in the United States. (Author/CL)

Explores current policies and practices concerning the definition, identification, and educational needs of students who are both gifted and learning disabled. Recommendations stress the need for less rigid definitions and cutoff scores for program eligibility and the provision of a wide variety of settings (resource rooms, special classes) and…

This article on service delivery to students with learning disabilities in postsecondary settings deals with differences between high school and postsecondary settings (including differences in federal laws applicable in each setting), determination of eligibility and access, determination of reasonable accommodations, and fostering students'…

The paper questions whether the school consultation model which provides services to learning disabled students has a sound theoretical base. Included are an examination of 10 different models of consultation and their relationship to theory and a review of studies on facilitating the mainstreaming of learning disabled and other low achieving…

While the regular education initiative (also called regular education/special education initiative) has merit, the powerful complexities and dimensions inherent in the changes that are called for must be acknowledged. Excerpts from statements by teacher educators, Education Department officials, researchers, and national associations reflect the…

Basic assumptions of the Regular Education Initiative (which encourages closer coordination of regular and special education) were examined. The authors assert that students are not overidentified for special education, that student failure is not due only to teacher shortcomings, and that variability in student performance will increase not…

In a survey of the 106 California Community Colleges, it was found that over 75 percent operated formal programs for the learning-disabled (LD), while an additional 12 percent provided informal services for their LD student population. Though diversity existed among the college LD programs surveyed, a consistency of process and practice was…

The article calls attention to the fact that one of the ironies of P.L. 94-142 is the constraining effect of the regulations developed to implement the law. A combination resource room and self- contained class are described as one alternative to strict adherence to the Deno Cascade model. (Author)

This response to Carr (1993) on the issue of inclusion for students with learning disabilities supports inclusion. It distinguishes between "mainstreaming" and "inclusion," describes one inclusion model being implemented, and suggests that the momentum of the inclusion model has been generated by the failure of programs currently serving students…

Responses (N=22) to a nationwide survey of learning disability consultants indicated that 68% of states provided services for learning disabled preschool children; that funding included federal, state, local, and private sources; that various assessment instruments were used; and that consultants identified such major issues as possible negative…

The author considers possible educational changes in serving learning disabled students and cites opinions of others such as P. Daniels, who advocates return to self-contained classrooms, and J. Goodlad, who suggests that schools are trying to do too much. (CL)

Described in the final of a four-part series on a Project SCREEN, a statewide learning disability program in Illinois, are a series of resource documents produced by the project. (DB)

In response to Coles (EC 220 146), the author notes issues concerning: who is labeled "learning disabled," why they are labeled, how they are helped, how the solutions have become the problem, what real learning is, how to use present resources to transform the system, and the contribution of a collaborative ecological approach. (DB)