The article describes the Coping Inventory, an observation instrument used to assess 48 coping behaviors and to develop a profile which generates goals and objectives in a preschool learning handicapped child's individualized education plan aimed at increasing coping competence. (Author/SB)

Learning disabled, emotionally disturbed, and unclassified male students tested when 6 to 11 years of age with the Elizur Test of Psycho-Organicity were reassessed four years later. The test-retest reliability, subtest reliabilities, and pattern of subtest intercorrelations were found to be stable, but individual subtest scores should be used with…

Describes a program of reading instruction for young disabled readers that is based on a theory of the reading process developed by Kenneth Goodman that integrates speaking, reading, listening, and writing activities. (FL)

A survey of 79 resource teachers identified priority problems and concerns in the following order: policy and procedures, attitude, time, materials, and instructional skills. These professionals overwhelmingly pointed to the school district as the most likely agency to help them solve the noted problems. (Author/SB)

The major conclusions to be drawn from this study were that a battery of four psychoeducational measures was somewhat of a failure in predicting group membership in the learning disability category, and that while teachers were good at predicting academic achievement, they were less effective at predicting personality and psychological variables.…

An overview is provided of the current literature on mathematical learning of children with a learning disability. Mathematics for the population viewed is seen to mean mainly arithmetic. It is felt more research is clearly needed on teaching arithmetic to children with a learning disability. (MP)

Describes some compensatory and developmental strategies that are designed to help the secondary student with learning disabilities achieve the objectives of vocational education. These strategies are discussed as they relate to cognitive abilities, learning processes, attention and concentration, academic skills, and work habits. (CT)

Presents an approach to developing acceptance of handicapped students in a mainstreaming situation by staff and normal students. Planning should be developed prior to the handicapped child's entrance into a regular classroom. Handicapped learner labels should be avoided. Counselors should provide leadership in this endeavor. (Author/BEF)

A defense of the articles published in the September 1981 issue of "School Psychology Review" is provided. Concerns raised regarding the integration and application of neuropsychological knowledge in the school environment are addressed. Readers are urged to reevaluate their concepts regarding the learning problem child. (Author/AL)

Two major types of sociometric measures were administered to groups of learning handicapped and nonhandicapped children. Common scoring methods were compared. Data analyses indicated that variation in class placement of learning handicapped children is crucial in judging the appropriateness and interpretation of content of various sociometric…

The purpose of the study was to determine whether, by item analyses, a miniscreening test could be derived from the 23-item Screening Test of Adolescent Language (STAL). The miniscreening test is recommended for large scale screening with students from the 6th through 12th grades. (Author)

The development of teaching strategies, communication, and conferencing skills through microteaching and simulation are emphasized. Feedback is provided at several interaction points. The design for university training parallels the resource/consultant teacher program implemented in many schools. (Author)

Pretest and posttest measures of reading were obtained for two groups of learning disabled elementary students for 2 years. The argument was made that based on reliability considerations, practical issues, and ethical concerns, teachers might be better off to opt for the direct approach to evaluating their reading programs. For related information…

The discrepancy between middle-class and lower-class children's performance on IQ tests has been thought of as "cognitive deficit" or as "cognitive differences." This paper proposes another explanation--cognitive lag hypothesis--according to which the low IQ test scores of lower-class children are seen as due to the developmentally delayed…

Sixty-two teachers of learning disabled students were surveyed to determine the competency levels they perceived themselves as having in the area of mathematics. The results indicated that, in general, teachers perceived themselves as having weaknesses in certain areas of content, assessment, and methodology. (Author/SBH)