This article offers a rationale for using portfolios in assessing students with learning disabilities or behavioral disorders; discusses possible portfolio contents, including measures of behavior and adaptive functioning, academic and literacy growth, strategic learning and self-regulation, and language and culture; lists reflective questions for…

This article considers the social and emotional needs of gifted students with learning disabilities. It offers a sample case study and considers implications of learning disabilities on the developing self-concept and the importance of accepting and meeting the needs of both the learning disability and gifted characteristics. (DB)

This study found that states with low percentages of students identified as learning disabled (LD) used a diagnostic method for determining a severe discrepancy, whereas few states identifying the most students used such a method. Use of a method to determine a severe discrepancy may reduce inappropriate labeling of students as LD. (Author/JDD)

Nine model transition programs for students with learning disabilities were reviewed. Seven exemplary program components emerged: individualized planning and coordination; vocational preparation; academic remediation and support; academic, vocational, and social-personal counseling; support systems and services; job seeking and placement; and…

This study evaluated the effects of presenting mnemonic devices in conjunction with content information on 41 junior high students' recall performance. Results showed that students with and without learning disabilities within the experimental group recalled significantly more of the reviewed information than did control students. (Author/JDD)

This study compared metacognitive performance of gifted, gifted learning-disabled, learning-disabled, and average males in grades 5 and 6 and grades 11 and 12. For metacognitive knowledge, skill on think-aloud error detection reading, and comprehension, the performance of gifted learning-disabled students resembled that of gifted students more…

An instructional strategy for teaching fiction to students with learning disabilities (LD) is presented and applied to the teaching of a short story. The three-step strategy involves students in assessing what they already know about the story, what they think they are likely to read about, and then what they know after reading the story. (SW)

This introductory article to a series focusing on voices other than those usually heard in professional discussions of learning disabilities emphasizes the importance of examining current assumptions--theoretical, practical, and legal--and paying attention to the actual experiences of students. (DB)

Teaching writing as a process is advocated to enhance a student's metacognitive skills and understanding of writing. The process can be used with students who have mild disabilities. Prewriting techniques such as clustering and color coding are explained, along with three teacher options for prewriting instruction to address class and student…

Coping styles of 50 learning-disabled and non-learning-disabled adolescents and their parents were compared. Learning-disabled adolescents showed less ability to appraise a source of stress and to seek information about their stressful situations and showed greater pessimism about academic concerns. Coping patterns of parents did not clearly…

The author of EC 604 973 comments on his case study of a first-year teacher with a learning disability. These reflections focus on the emotions of the first-year subject, the use of the case study approach, and methods of assisting teachers with learning disabilities in the workplace. (JDD)

Eighty-five children with learning disabilities (LD) in grades 3-6 were compared to matched low achieving (LA) peers. Results indicated that the two groups were comparable on most social competence measures, although LD children reported themselves less lonely than LA children, and regular class children rated LD children more likable than LA…

Describes a remedial program (developed for a ninth grade student labeled learning disabled) that incorporated principles of direct-explicit instruction, metacognition, and language to mediate thinking and learning. Notes that the program helped the student succeed and advance to the next grade. (SR)

This study of 46 highly successful and 25 moderately successful adults with learning disabilities found that the overriding theme in their successful functioning was control. Control was sought through making conscious decisions to take charge of one's life and through adapting and shaping oneself to move ahead. (Author/JDD)

This article presents an interview with two experts in whole-language instruction (Patricia Tefft Cousin and Margaret Richeck) and then offers a commentary section that provides another perspective of the whole-language method, concluding that children with learning disabilities need many types of instruction. (JDD)