This paper reports the findings of a study which aimed to explore the learning and behavioral characteristics of students with Learning Disabilities (LDs) in Jordan. Specifically, variables that related to challenging behaviors, school's type, and gender differences were investigated. Four resource room teachers in public and private schools were…

This study compared how students with learning difficulties in math (MLD) who were randomly assigned to two instructional conditions answered items on problem solving tests aligned to the Common Core State Standards Initiative for Mathematics. Posttest scores showed improvement in the math performance of students receiving Enhanced Anchored…

Sixteen elementary students were observed systematically over 2 entire school days to examine the nature of instruction and academic responding times for elementary learning disabled (LD) students during resource room and mainstream classroom instruction. Data were recorded on six categories in 10 second intervals. Results indicated that in the…

To investigate self-concept, 50 learning disabled adolescents from a regular high school who were receiving resource room assistance were given the Situation Specific Subject Competence Test for self-concept. Their scores were compared with 50 learning disabled adolescents from a self-contained program. The adolescents from the self-contained…

Observation of resource room instruction of 66 elementary learning disabled (LD) and educable mentally retarded (EMR) students revealed no differences in instructional behavior of special educators holding differing teacher licensure and no differences in classroom behavior of students. Results suggest the categorical model is not appropriate for…

This column offers two articles: one on problems in identifying students who are gifted and learning disabled and recommendations for working with this population; a second article describes a resource program for students in grades six through eight who are gifted and learning disabled, involving collaboration through weekly team meetings. (SW)

This study of 343 elementary school students with learning disabilities examined whether different approaches to teachers' use of progress monitoring data related to differences in achievement. Achievement differences were not found to relate to varying data utilization approaches. The two factors consistently related to student reading progress…

The literature review examines the issue of whether categorical differentiation and placement of mentally retarded and learning disabled students is educationally warranted. First, the two conditions are defined; next, a comparison between the two on psychological, behavioral-social, and educational characteristics usually ascribed to children so…

A survey of 48 secondary-level learning disability content teachers and 45 basic skills teachers examined their relationship with the mainstream, curricular structure, instructional methodology, and students' behavioral characteristics. The two groups differed little in how they taught but more in how they perceived their interactions and their…

To evaluate suggested improvements in rural special education services, behavior disordered, learning disabled, and educable mentally handicapped students (total N=89) in grades seven through nine were compared on three measures. Instructionally relevant differences were minimal, the need for categorical resource rooms was questioned, and…