This abstract uses graphs and text to summarize recent statistics on the education of children with disabilities based on data from the U.S. Department of Education. It reports that 12.2 percent of students enrolled in American schools in 1993-94 were officially designated as having disabilities. More than two-thirds of students have mental or…

This paper provides an overview of traumatic brain injury (TBI), including incidence, definition, characteristics, assessment and identification, remediation, teacher responsibility, and parent involvement. It discusses the eligibility of students with TBI to receive appropriate and related services in school under the Individuals with…

Examines guidance services for young children with emotional and behavioral problems in school. A longitudinal study followed the children (N=527) from preschool screening through grade three, and found that over one quarter of the children had used guidance services. Differences emerged between children with transitory and persistent problems.…

The characteristics of a sample of school-aged children identified as learning disabled (LD) are described. They were characterized by distributions of single variables (e.g., discrepancy between IQ and achievement) and hierarchical classification creating subgroups within the LD sample. Fewer than half the sample exhibited characteristics…

Describes the Minnesota Preschool Inventory and provides data regarding its validity. Results based on a study of (N=360) prekindergarten children indicated that low scores on certain developmental scales question children's abilities to meet kindergarten expectations. Parent concerns, adjustment scales, and symptoms may point to a need for…

Suggests ways the classroom teacher can spot learning problems in the earliest grades and work with other staff and parents to intervene. (SJL)

The article describes the capabilities and features of basic microcomputer systems and describes special education applications: computer assisted instruction, prosthesis, testing, communication, and enhancing personal relations. Problems such as the availability of authoring languages, high quality educational software, and computer safety are…

Due to such factors as increased geographic mobility and the use of several specialists rather than one family doctor, the identification of handicaps among children has become increasingly difficult. Cooperation among local, state, and federal agencies is necessary to meet the health and education needs of all children. (RJG)

The study involving 54 children (10 to 15 years old) was concerned with identification of conceptual functioning as an avenue of differentiating between auditory processing problems and primary ego development difficulties within the context of appropriate instructional/remediation strategies. (Author/SBH)

Students selected as emotionally handicapped reported themselves to be tense, frustrated, and driven. They had irrational worries, and were sensitively aware of being criticized. Selected students lacked superego strength and emotional stability. Clear differences between primary and intermediate teachers' perceptions of emotionally handicapping…

A clinical experience program for student nurses provides a unique learning experience for the students and a service to the community. Components include classroom observation, screening skills, community assessment, home visits, classroom teaching, and field trips. (CJ)

Analyzed WISC-R profiles along a three-factor approach for purposes of differential diagnosis. Profiles of 278 school-verified learning disabled children were compared to those of Educable Mentally Impaired (N=141), Emotionally Impaired (N=67), Otherwise Impaired (N=61), and Nonimpaired (N=294). Resulting data was not useful in differential…

Fifty subjects were classified as having a primary (endogenous) or secondary (exogenous) reading disability; then their Bender protocols were scored. Results indicated that specific score distortions, but not total developmental scores, differentiated between the two groups and that the primary group was more severely reading retarded. (Author/SJL)

Explains how many of the narratives told by children are mapped onto frameworks carried in long-term memory. Assessment methods that speech-language pathologists can use to determine whether a child can use narrative frameworks and how to explain the assessment results are discussed. (Author/CR)

Maladaptive behavior of 43 children (ages 4-19) with Prader-Willi syndrome was compared to children with Down syndrome and nonspecific mental retardation. The children with Prader-Willi showed more frequent and severe internalizing, externalizing, and total problem behaviors. Certain maladaptive behaviors were distinctive to these children and…