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…

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)

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)

This paper describes the definitions, diagnostic criteria, and eligibility criteria used by vocational rehabilitation agencies in serving adults with learning disabilities. The paper emphasizes that the focus of all vocational rehabilitation services is on employment and that counseling is at the core of the service program for persons with…

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…