Data gathered from 539 young adults with learning disabilities found that important factors differentiating between subjects choosing to participate or not participate in postsecondary education were extracurricular activities in high school, use of community resources, intelligence quotient, and reading and mathematics grade equivalent scores.…

Causal statements from adults with learning disabilities and normally achieving adults were analyzed and organized within a linguistic taxonomy of causal semantic relations, and a relationship between Piagetian cognitive stages and verbal expressions of causality were identified. Piagetian principles were used to design assessment and intervention…

As young people survive childhood cancer at ever-increasing rates, the late effects of treatment that affect growth, development, and cognitive functioning must be considered. This paper describes medical treatment for childhood cancer, long-term survival and general effects of treatment, cognitive late effects of treatment, and educational…

A model for conceptualizing the identification process based on a broad view of the nature of learning disabilities is presented. Four decision-making points in the identification process are highlighted with emphasis on the role of team members at each of the four points. (Author/DB)

Comparison of 54 students with learning disabilities (LD) and 71 non-disabled students found the LD group demonstrated higher school anger levels, more negative behavior, less positive behavior, and lower motivation for on-task performance. Students who reported both high anger and high perceived control tended to exhibit the most negative…

Low- and moderate-exploratory children (mean age 6.9 years) with learning disabilities engaged in exploratory behavior independently and with an adult who communicated support in one of two nonintrusive ways. Consistent with a developmental motivation perspective, the children showed higher levels of exploration under both kinds of supportive…

Papers from a symposium on specific cognitive impairment in children with learning disabilities are summarized, and the implications of their results for further research are discussed. While most of the papers addressed reading skills, the generalizability of the research for other learning-disabled children is also considered. (MSE)

A study of the adolescent and adult manifestations of a childhood nonverbal learning disability focused on the adaptive difficulties of these individuals, deriving from the pattern of neuropsychological abilities and deficits typical of the syndrome, and the high risk of depression and suicide. A case study is presented. (MSE)

The teacher of a junior high class for learning-disabled students recounts her class's experiences in running a bike repair business. The enterprise improved basic skills, interpersonal relationships, and gave students vocational experience. (DB)

Organizations sometimes find themselves doing things they don't really choose due to: (1) action anxiety, (2) negative fantasies, (3) fear of separation, and (4) reversal of risk and certainty. Application is made to psychoeducational testing in the field of learning disabilities. (DB)

Compared special education and vocational rehabilitation guidelines for serving individuals with specific learning disabilities from survey of 50 state departments of vocational rehabilitation. Found considerably more agreement within each field than between fields. Found agency definitions shared important elements but differed in how specific…

This study with 37 learning-disabled (LD) elementary-age children found that LD children were lower in perceived cognitive competence and academic self-regulation than nondisabled control groups but were comparable to low achieving children. LD children were also likely to perceive academic outcomes as controlled by powerful others. (Author/DB)

Highlights the classroom teacher's role in assessing and planning solutions for learning-disabled students. Presents an informal yet systematic assessment method for identifying learning disabilities. Suggests ways of incorporating several teaching methods simultaneously to individualize instruction. Underscores the importance of working as…

Students (N=120) with learning disabilities in grades 6-9 were assessed on comprehension of silently read materials under conditions of adjunct questioning, oral recitation questioning methods, and middle/end and end-only question placement. Results indicated a significant effect of method and a significant interaction between level and focus of…

Available evidence suggests that early language intervention is effective when designed to meet the needs of the individual child. Intervention should begin when risk or predisposing factors so indicate or when significant delays are present. Intervention should respect the child's developmental level in relevant areas and should address…