A learning disability is seen as the outcome of a network of forces that include neurophysical, emotional, familial, organizational, political, social, historical, and technological cases. Options for research and development are based on this integrative view, and both "hard" and "soft" technologies must be considered. "Hard" technology refers to…

The paper suggests appropriate activities for teaching learning disabled fourth graders in a regular class the concepts of geographical latitude and longitude. Application of the learning principles identified in a review of the literature suggests the need to include visual, auditory, kinesthetic, and tactile activities of benefit to the entire…

The report presents an analysis of the size and composition of the school age handicapped population, the numbers and types of teachers providing education to them, the settings and accessibility of school facilities, and the levels of federal funding. The report notes the lack of available data on many national issues. Among major findings…

This manual describes an alternative service delivery model, developed at Park Hill School District in Missouri, that involves regular and special education secondary-level teachers in a collaborative instructional delivery system. Its three major components include: (1) "A Class within a Class" which places the teacher of mild/moderate learning…

The assessment and diagnosis of learning disabilities (LD) in the school is problematic. How do educators determine who is learning disabled? What practices are recommended? The main focus of the paper is on specific, relatively technical points that influence the validity of assessment. Since technical concerns are only one of the factors…

Ten articles focus on the education of behaviorally disordered/emotionally disturbed children from the points of view of a parent, a legal advocate, an educational therapist, a teacher, an administrator of a regular school, and an administrator of a special school. Also considered are institutional collaboration, teacher training, and support…

One of five volumes intended to help teachers of mainstreamed handicapped students, the book presents twelve papers on teaching mathematics. Eight papers address instructional techniques for basic skills and problem solving: "Modalities--One Technique to Mainstream in Mathematics Instruction" (G. Rossi); "Computation Errors--Are We Treating A…

The recent integration of learning disabled students into regular classrooms has emphasized the need of the regular classroom teacher to have special education competencies. The implication is that all teachers should attain a certain level of knowledge, skills, and abilities. The Generic Affective Competency (GAC) model identifies how teachers…

The bulletin explores various aspects of mainstreaming handicapped youngsters into regular K-12 social studies classrooms. It is intended to give classroom teachers practical advice on dealing with the problems which have resulted from the passage of Public Law 94-142. Major problems include that handicapped youngsters often present an additional…

The purpose of this study is to determine the effectiveness of an individualized program for learning-disabled children. The subjects participated individually prescribed learning activities, which involved small-group interactions directed toward the growth and development of perceptual skills, perceptual-motor skills and self-concepts, and…

Social skills across three subgroups of midly handicapped children were compared to a matched sample of nonhandicapped students using a teacher rating scale. Function analysis revealed that 75 percent of the subjects could be correctly classified on the basis of teacher-rated social skills. (Author/JAZ)

Six articles comprise this feature which explores ways in which educators and recreation leaders can respond to the needs of disabled individuals by adopting a flexible teaching style. The emphasis is on creative use of dance, movement, and music with children and adults having various disabilities. (IAH)

Three learning disabled fourth-grade students who asked few questions in their mainstream class viewed videotaped exemplars of question-asking, received structured opportunities for rehearsing question-asking, and received feedback. The resource room training procedures were effective in increasing the level of question-asking and in improving…

Examines research about learning disabled (LD) students and presents an LD learning-style profile. Describes a learning activity, TELSQA, that social studies teachers can use to encourage reading comprehension. TELSQA asks students to identify title (T), examine material (E), look for important words (L), self-question (SQ), and answer…

Twenty elementary teachers were supported in developing curriculum-based measurement and peer-mediated instruction to serve math students with learning disabilities (LD); 10 of the teachers also used decision rules and specialized adaptations when student progress was inadequate. Teachers implemented the specialized adaptation with respectable…