The deficits that create educational difficulties for individuals with learning disabilities also complicate their work lives. Employment counselors can build success in action plan creation and implementation by addressing each of the sources of self-efficacy expectation: previous performance, vicarious experience, emotional arousal, and verbal…

The Social Relations Model is applied to the evaluation of how 34 secondary school students with learning disabilities (LD) rated their own and peers' social skills and behavioral self-control. Subjects viewed themselves individually as less skilled than they viewed their LD peers as a group, contrary to data from typical children and adults.…

This study investigated the relative influence on test anxiety of academic self-concept, cognitive interference (experience of task irrelevant thoughts), academic achievement, and study skills, with 82 adolescents with learning disabilities and behavior disorders. Results showed a positive relationship between test anxiety and cognitive…

This article notes the increasing emphasis on self-determination in the school-to-adulthood transition movement, describes four self-determination models, and outlines instructional programs to promote self-determination in students with learning disabilities. Emerging issues are identified, including redefinition of roles, importance of taking…

This article presents recommendations for transition planning assessment for secondary students with learning disabilities. It proposes redirecting assessment practices to obtain present-level-of-functioning information for Individualized Education Program planning that extends beyond high school graduation. Current assessment procedures that…

Instructions for three classroom sessions show how process writing can be introduced to students with learning disabilities by the teacher modeling the processes of planning, writing, sharing, taking criticism, and revising. Teacher modeling helps students overcome their hesitance about sharing their work. (DB)

This literature review focuses on the outcome of childhood learning disabilities, adult symptomatology, and the educational and vocational status of adults with learning disabilities. It concludes that learning disabilities are life-long disabilities and that childhood deficiencies in reading, language, memory, attention, visual perception, and…

This study evaluated the psychoeducational patterns of 14 adults (ages 19 to 37) with learning disabilities and reading ability at the fourth-grade level or below. Subjects' backgrounds and reasons for referral are summarized, and results of intervention in oral language, reading, written language, and mathematics are reported. (DB)

Examination of data from the "Annual Reports to Congress on the Implementation of Public Law 94-142" from 1979 through 1989 revealed that the placement rate for students with learning disabilities being educated in restrictive, separate class settings almost doubled. The proportion of all students with learning disabilities served in…

This article describes a course developed at Lesley College (Massachusetts) to help students with learning disabilities accept their disability and develop self-understanding and self-advocacy skills. It describes the course model and major tenets, highlights some course components, and summarizes results of a study of the course's impact. (DB)

This article reviews topics concerning the transition of students with learning disabilities into the work setting, including: definition of learning disabilities, relevant federal legislation, importance of transition planning, "best practices" in transition planning and programming, special problems in working with students who have learning…

This article describes a course to teach college students with learning disabilities how to become self-regulated learners in writing, through strategies in prewriting, drafting, revising, editing, evaluation, and comprehension. Forms for writing self-assessment are attached. (DB)

Two studies with a total of 82 students (grades 5-7) with learning disabilities found that, unaided, students corrected 9% of their errors; with spelling checkers, they corrected 37% of errors. Spelling checkers failed to identify about 30% of errors. Students usually selected the correct word from spelling checker suggestions. (Author/DB)

This article introduces a series of 12 papers on mathematics instruction for students with learning disabilities (LD). It discusses educational trends that have implications for mathematics instruction, research in LD and mathematics instruction, and components of effective mathematics instruction. Tables summarize the standards of the National…

This article first discusses purposes for assessing mathematics performance, including comparison with peer performance, identifying mastered skills, and targeting mathematics strategies. It then explains a variety of assessment strategies, including teacher-made tests, checklists/rating scales, graphs of student performance, interviews, miscue…