Argues that multimodal education which emphasizes the commonalities among children is needed to help handicapped children experience a feeling of belonging in the regular classroom. Discusses a number of educational programs and a sample lesson which have multimodal properties. (SS)

The article critiques some of the flaws of mainstreaming, such as grade-level curriculum demands, reporting systems, standardized tests, teacher training, and the individualization of instruction. (Author/SBH)

The paper suggests that time-series design methodology provides a useful paradigm in which to conduct research in the learning disabilities field. (Author)

The article focuses on the skills required by the psychologists who work in a school program which provides psychological assistance to children with behavioral and learning problems. (PHR)

A survey was conducted to examine the opinion structure of 409 Illinois specialists in learning disabilities, regarding the relative importance of the teaching competencies in the Illinois Division for Children with Learning Disabilities Professional Competency Document. (DLS)

The literature on two forms of muscle relaxation training (electro-myographic (EMG) biofeedback and progressive muscle relaxation) with learning disabled and hyperkinetic children is reviewed and the authors' own study is discussed. (Author/PHR)

The report has a threefold focus: (1) it describes a university-affiliated summer program for learning disabled children (ages 4-to-14 years); (2) it discusses benefits of the program from the perspectives of both parent and teacher trainee; (3) it points out some problems with the program. (Author/PHR)

Discusses some of the reasons why children fail in math, and suggests a general approach of moving from concrete to abstract in all situations. Reasons for math failure reviewed include too much or too little pressure on the child, lack of self-confidence, learning disabilities, and lack of vocabulary. (DLS)

This study suggests that the Peabody Picture Vocabulary Test and the Slosson Intelligence Test measure different and limited aspects of a child's ability and are only rough estimates of his/her capability of what is generally termed intelligence. Scores from either should be interpreted with care and in light of other information about a child.…

Twenty-eight reading disabled children (in grades 2-4) were divided (on the basis of the nature of errors made in a writing from dictation task), into two groups--analytic-sequential deficient and holistic-simultaneous deficient. (Author/PHR)

Three student experimenters individually trained and tested eight fourth grade children who had been randomly selected and labeled either learning disabled or normal. (Author/CL)

Learning disabled (n=28) and normal achieving (n=28) 8- and 9-year-old boys, approximately equated on the variables of IQ, age, and socioeconomic status, were administered three conservation tasks and J. Flavell's measure of cognitive role-taking. (Author/CL)

Fifty-one learning disabled elementary students received reading instruction with a braille phonics approach. (CL)