At Camelot Schools there is a firm belief that every child with autism is a success story waiting to be told. Children with the disorder often have difficulty expressing their needs and engaging in social contact with others. It is important for parents to know that progress is possible, and they do not have to go it alone. Camelot Schools'…

Argues that personal integration and transfer of interpersonal skills is more likely if significant attention is given to the learning phase of skills training. Presents guidelines, as part of an integrative approach, to help trainers create conditions that encourage learners to discover personal meaning of skills. (Author/NB)

Examined differences between students who perceived themselves as "successful" and "unsuccessful" problem solvers. Results revealed "successful" and "unsuccessful" problem solvers differed in number of problems acknowledged, on self-report ratings about the personal problem solving process, and on ratings made by interviewers on several cognitive…

The problem of using learning styles to enhance the design of learning environments is discussed. Some questions to be addressed are examined: learning style characteristics that are most likely to prove useful for designing instructional processes, the best way to measure learning style, etc. (MLW)

The two articles in this newsletter issue focus on and discuss the multiple intelligences (MI) theory and its application in schools. Developed by Howard Gardner at Harvard University, the theory argues that individuals differ in their abilities, learning styles, and interests, and that these differences need to be acknowledged and nurtured in…

Poor social skills of children with serious learning disabilities may be more limiting than their academic deficits. This paper reviews the social and behavioral issues related to social status, self-control, problem-solving behavior, student-teacher relationships, language and communication skills, individual temperament differences, and learning…