The arts are important tools in academic learning, especially for learning-disabled students, because they provide a structured activity that increases students' feelings of self-worth. At The Lab School of Washington, such art forms as woodwork, music, dance, drama, and filmmaking are employed. The role of the art teacher is described. (JDD)

In response to a previous article, the paper stresses that, in addition to theory development, the field of learning disabilities needs to resolve definitional issues involving disability specificity, intelligence, measurement concepts, and the continua of abilities. Suggestions for developing operational definitions of both learning disabilities…

Arguments supporting the conceptual validity of learning disabilities are presented against the background of current definitional problems. The need to differentiate between classification and identification and the importance of a shared attribute definition are stressed. It is argued that a taxonomy of learning disabilities and related…

This paper provides a rationale for basic research and metatheory development in the field of learning disabilities, outlines the steps and cognitive parameters involved in validating such a metatheory, and discusses integrating the findings of basic research with instructional manipulations and reasons for the poor integration of theory and…

This paper affirms H. Lee Swanson's views in "Toward a Metatheroy of Learning Disabilities" and elaborates upon the role of basic research in learning disabilities. An alternative perspective on the nature of applied research is described that views applied research as theoretically driven research aimed at practical matters. (JDD)

In response to H. Lee Swanson's paper, "Toward a Metatheory of Learning Disabilities," this article argues that the field of learning disabilities does not need to be legitimized and that basic research in learning disabilities is not necessarily the prerequisite vehicle by which theoretical progress can be made. (JDD)

Alerts high school guidance counselors to the availability of college programs for learning disabled students. Suggests ways counselors can judge the quality of special programs available at many colleges. (Author/ABB)

The literature on metacognition and students having learning problems is reviewed. Investigations of metacognitive instruction to enhance memory skills, to increase text comprehension, and to improve written expression and math performance are reported. The roles of the teacher and learner in acquiring and controlling the targeted cognitive…

Results of interviews with 35 low-income parents indicated: that most had positive feelings about special education; that most lacked information essential for making informed decisions regarding placement; and that parents of learning disabled children perceived their children differently than parents of mentally retarded children. (Author/DB)

A constant time delay procedure was used to improve spelling of an 11-year-old learning disabled child. The near errorless instructional method provided a time delay between a controlling stimulus (prompt) and a new stimulus (target response). The five-second constant delay procedure resulted in acquisition, maintenance, and generalization of 15…

Changing the presentation of a lesson can clarify instruction for the mainstreamed learning-disabled student and reinforce instruction for other nondisabled students. Examples are given of modifications for language arts activities, including adaptations for oral language, reading, writing, and language process and grammar. (CB)

The article reviews the history of public policy, legislation, and services affecting learning disabled children in the context of professional differences concerning definitional issues and anxieties about current initiatives to serve learning disabled students in the regular classroom. The need for solid research on effective instruction with…

A process to translate results of vocational assessment of learning disabled and behavior-disordered students into individualized education program objectives is described. The process addresses three concerns: (1) appropriate vocational assessment for all; (2) adequate use of assessment results; and (3) inclusion of transition objectives and…

Test-taking skills should be part of learning-disabled students' instruction. Student performance on previous tests should be analyzed to determine lack of information, carelessness, misinterpretation, material not studied, or incorrect reading. Notetaking techniques, language problems, and special problems presented by essay tests and math tests…

The article presents four guidelines for developing favorable classroom language learning environments for learning disabled students including a physical setting which promotes talk; opportunities to interact and use language; opportunities to use language for a variety of purposes and audience; and a responsive teacher who encourages continued…