To prevent learned helplessness in learning disabled students, teachers can share responsibilities with the students, train students to reinforce themselves for effort and self control, and introduce opportunities for changing counterproductive attitudes. (CL)

Teachers of learning disabled children should view social learning as a constructive task and should plan activities to match social development goals, use all available classroom sources to stimulate social development, and use social studies to encourage development of social knowledge. (CL)

An examination of writing as communication for one's self and for other audiences outlines four essentials to a successful writing-process program: (1) adequate provision of time, (2) child choice of writing topic, (3) response to child meaning, and (4) establishment of a community of learners. Study programs, as well as additional reading…

The article describes typical kinds of writing problems found in fourth grade learning disabled students and discusses ways in which the computer makes the child's planning and composing problems more accessible to teacher help. Similarly, pitfalls of such accessibility are also cited. (CL)

Intermediate students in a class for the educationally handicapped were given access to a word processor so that they could spend their energies on organizing ideas rather than on using the pencil and paper. Students revised the printed copies of their assignments and received final copies without mistakes. (CL)

Suggestions are made to help the regular classroom teacher maximize instructional time for mainstreamed learning disabled students. Suggestions cover general classroom organization, language arts instruction, and math instruction. Recommendations focus on incidental learning. (CL)

The author discusses the role of educational "crutches" that help elementary learning disabled children in tasks involving spatial orientation, visual perception, and auditory short-term memory. Teachers are cautioned to observe how children act in different situations and to allow them whatever "crutches" are effective. (CL)

Described is the use of musical remediation in teaching learning disabled elementary children. (PT)

Described are games to be used in teaching elementary grade learning disabled or other children various academic skills. (PT)

This article examines five factors which appear to contribute to learning disabilities among adult basic education (ABE) learners. While the research literature does not provide a comprehensive basis for describing how the disadvantaged learn, it does lead the authors to make eight helpful suggestions for the ABE teacher. (JDS)

Sixty-two first graders were identified as high-risk learners and randomly assigned to one of three remediation techniques or a control treatment. (Author/DB)

Discusses ways a teacher can help handicapped students by providing the experiences which realistically take into consideration the children's limitations but encourage them to reach out toward their fullest capacities. (Author/GB)

Examined are teacher education priorities of a program whose goal was to have first grade teachers feel confident enough to retain learning disabled children in their regular public school classes. (GW)

Describes a method for helping children with learning disorders to improve their academic performance. (RK)