Discussed is the use of profile analysis of subtest scores on the Wechsler Intelligence Scale for Children-Revised as a basis for educational programing for learning disabled students, and noted is the lack of evidence suggesting the use of these profile analyses in planning remedial programs. (IM)

An individualized learning system for college algebra was devised and tested. Results indicated that the individualized system was at least as effective as traditional approaches, and superior with respect to student attitudes toward the course. (SD)

Based on findings from research using Keller's Personalized System of Instruction the author describes how college students learn in a well-controlled contingency-managed system utilizing stimulus control, small steps, and self-pacing. Classroom instruction focuses on behaviorally defining objectives, student participation, and mastery of…

The administration of a Personalized System of Instruction (PSI) for junior-senior level courses in mechanics, electricity and magneturn, atomic physics, mathematical physics, physics and computers, astrophysics, and relativity is described. (CP)

A quantitative theory of student trajectories in a computer assisted instruction course for deaf students is developed and tested. The theory rests on certain qualitative assumptions about information processing. The fit of data to theory is reported in terms of the standard scale of grade placement. (Author/DEP)

Self-paced instruction as a teaching method can offer flexibility to students and academic institutions, but it must be accompanied by planning and development efforts to identify viable courses and instructors, ensure adequate support for the faculty, and ensure that support systems are responsive to student needs. (MSE)

A case study discusses factors influencing the selection of microcomputer instructional software for a cerebral palsied 6-year-old boy. Complete descriptive information is provided for 25 software programs selected in language arts, mathematics, problem solving, communication, and music. (JW)

Experimental computer programs are being developed to teach students at all levels and in a wide variety of training fields and track their progress at the same time. (MSE)

A three-stage procedure for formulating and monitoring individualized objectives for learning disabled high school students includes: (1) surveying global writing successes and failures; (2) analyzing reliable patterns of selected writing features; and (3) selecting instructional priorities through ongoing negotiation between instructors and…

Examines two West Virginia writing centers and finds no significant difference in the writing quality growth of students taught by individualized instruction in writing centers and those taught by conventional classroom instruction. Finds that the writing center programs achieved the same gain at one-half the instructional cost. (RS)

Described are seven steps used to help self-directed learners to work through the Diploma in Primary Health Care (Education) course at the University of Witwatersrand. The steps are: situation analysis; compilation of a competency profile; self-assessment of learning needs; writing learning objectives; compilation of a learning agreement;…

The article discusses advantages and disadvantages of one-to-one instruction of autistic students and alternatives including individualized instruction in a group, group instruction, and peer tutoring. (Author)

Describes a program at Gloucester County Vocational Technical School whose goal is to enable students to read for meaning and to select and perform computations appropriate to the problem. The ultimate goal is to improve their skills to a level that will enable them to reach their potential in the workplace. (JOW)

"Challenge classes" for secondary students are described in the context of their five-year history in one school district and by comparison with traditional approaches to education of the gifted. The program encourages the learner to push beyond normal curriculum expectations. Content is determined by individual teachers and their students. (JW)

A whole-school approach to meeting special needs is reflected in organizational changes at a girls' comprehensive school in England committed to mixed-ability teaching. The roles of the coordinator for special needs, education psychologist, key teachers in subject departments, and special needs support teachers are described. (JW)