Literature related to the definition, identification, characteristics, and intervention for gifted learning-disabled students is reviewed. Under-researched areas revealed include identification of characteristics and effectiveness of specific interventions. Issues in gifted/learning-disabled education and suggestions for future research are…

A task force report on promising practices in identification touches upon the problem of identification, eligibility, pre-referral activities, teacher support teams, high-risk students, team decision making, and transitioning and exiting procedures. The need to clarify regular and special education roles in this matter is emphasized. (CL)

The article describes the eligibility model developed by the community college system of California for students with learning disabilities. Major activities of the research and development process leading to the eligibility model are detailed including components, procedures, and criteria. The process combines clinical and databased evidence with…

The Woodcock Johnson Psycho-Educational Battery (Revised) is reviewed in regard to its application with learning-disabled (LD) adults. Strengths of the revised test are identified as are concerns about the low representation of LD adults in the normative sample and the complex interpretation process. (DB)

This article offers guidelines for identifying gifted/learning-disabled high school students who would survive and thrive in the most competitive college environments. It strongly encourages the development of more informed admissions processes, not only at the undergraduate level but at the graduate and professional school levels as well.…

Current literature on identification and instructional remediation of subtypes of learning-disabled readers (LDR) are reviewed. Preliminary findings suggest that not all LDR children manifest the same oral language, memory, and perceptual deficits that impede decoding accuracy and efficiency and all do not respond equally well (or poorly) to the…

This article identifies issues for students with learning disabilities at the secondary level (e.g., underpreparedness, definition, and overidentification) and the postsecondary level (e.g., admission and academic adjustments, service delivery, training and research needs). It calls for policy formulation, research, and administrative planning for…

Birthdates and educational histories of special education students (N=291) were analyzed to determine how school entrance age affected placement in special education programs. Analyses were significant for learning disabled and emotionally disturbed, but not mildly mentally retarded students, suggesting that parents and educators must insist on…

Programs for learning-disabled students should: minimize the use of self-contained classes; organize one-to-one remediation for the severely learning disabled; organize teacher assistance teams; identify and remediate learning disabilities at the preschool level; and educate regular teachers to deal with minor handicaps in the classroom. (CB)