Invstigated the construct validity of the Kaufman Assessment Battery for Children (K-ABC) with 19 learning disabled and 13 educable mentally retarded elementary students. Correlations with the Wechsler Intelligence Scales for Children (Revised) suggested the K-ABC is a valid measure of general and performance areas of intelligence. (JAC)

Results indicated that teachers of the learning disabled and teachers of the mentally retarded shared similar views concerning skills/competencies needed, while teachers of the behaviorally disordered differed in their ratings of skills/competencies when compared to teachers of the mentally retarded and learning disabled. (Author/CL)

Points out that word processing can be integrated into special education programs and that teachers can gain confidence in their ability to teach word processing to special education students. Inservice programs and effects of word processing instruction on special education students are among the topics addressed. (DH)

The Center for Research and Development in the Application of Technology to Education project identifies effective uses of new technologies for the learning disabled. Areas investigated include effective instructional design principles, program design strategies, adjusting technology for individual learners, software development, and use of…

Attention disorders and learning disabilities were investigated through time sampling in 16 classrooms for the educationally handicapped. When attending behavior was compared with discrepancy between obtained and expected achievement, a relationship confirming the importance of attention in the development of learning disorders was discovered.…

The attitudes of preservice teachers toward mainstreaming disabled students were investigated before and after special education classroom experience. Results are discussed. (DF)

Reviews a test of nonverbal intelligence that uses stimulus materials and task situations that are not confounded by language impairment or other handicaps. (HOD)

Teacher ratings of 94 learning disabled and 241 normal girls, grouped as three age levels, on school emotional and behavior problems revealed that personality problem (e.g., anxiety, withdrawal) was the only factor dimension that differentiated LD from non-LD girls, and these differences were not apparent at every age level. (Author/CL)

A preliminary classroom study is reported in which learning disabled intermediate students participated in a holistic approach that combined the process approach to writing with the word processing capabilities of the microcomputer. Results suggested that improved written language skills on the computer transfer to pencil-and-paper tasks. (CL)

Definitional and intervention issues regarding learning disabilities and emotional disturbance are examined. Three major topics are addressed: academic deficits of disturbed students, behavior problems in learning disabled students, and differentiation of LD from ED. The need for a service delivery model with foci in reciprocal person/environment…

The Courseware Adaptation Project has produced courseware for learning disabled students. The types of courseware developed and current project activities are described. (JN)

Highlights concerns reading professionals might have regarding the use of volunteer tutors to attack the problem of adult illiteracy in a modern industrial nation. (HOD)

Effects of two procedures for increasing students' ability to draw inferences when reading were studied and are presented in this article. Results support the use of strategy and question procedures for teaching inference skills to disabled readers. (Author/DF)

Reviews literature relating to postsecondary education for learning disabled students. Attributes the scarcity of programs to cost, attitudes, unawareness, and lack of data on incidence and characteristics. To comply with legislation, colleges must do more to accommodate special students. (Author/JAC)

A learning disabilities resource teacher describes ways in which she individualized instruction through physical arrangement of the classroom, availability of materials, and instructional methods that focus on readiness, a learning station framework, and thorough record keeping and evaluation. (CL)