This follow-up article reasserts the need for professionals to avoid hasty identification of children with unusual test performances as "learning disabled." A child diagnosed as "learning disabled" at age 7 transferred to a different school, was placed in a gifted program, and is performing well in grade 11. Implications for the evaluation of deaf…

A survey of general educators (n=194) revealed a general willingness to accept students with learning disabilities and behavioral disorders, contingent on mainstreaming modifications (such as availability and effectiveness of support personnel) and their participation in decision making. (Author/DB)

This paper describes the definitions, diagnostic criteria, and eligibility criteria used by vocational rehabilitation agencies in serving adults with learning disabilities. The paper emphasizes that the focus of all vocational rehabilitation services is on employment and that counseling is at the core of the service program for persons with…

This study examined the categories of objectives in the Individualized Education Programs of children with behavior disorders, learning disabilities, or mild mental retardation in five states. The study found differences among disability groups in objective categories (academic, career/vocational, behavior, and basic living skills) but less…

A model is presented for assuring the appropriate identification and referral of students with learning disabilities to special education. The model formalizes a regular education component in six steps for implementation in regular education contexts, followed by seven procedural safeguards once a student has been referred for comprehensive…

Of 124 students (ages 5-15) with behavioral/emotional problems, 38 percent were identified as also having learning disabilities and an additional 17.8 percent as having learning problems. The incidence of learning disabilities decreased with age, but that of learning problems remained stable regardless of age groupings. (DB)

This paper discusses the history of U.S. reading instruction; instructional approaches and learning processes; the whole language view of literacy acquisition; promoting literate behavior through reading to or writing with children, shared reading, and guiding children's reading/writing; and use of the whole language approach with…

Results of this evaluation study did not find that attribution retraining (embedded within a mathematics computer-assisted instructional program) had a significant impact on the attributions of 29 students with learning disabilities. However, students in the attribution retraining condition did complete more program levels and scored higher on…

This article addresses the concept of communication and social role including dimensions of speaker-listener relations, speaking options in these relations, and implications of language/learning-disabled individuals' failure to appreciate these dimensions and options. (DB)

Descriptive information was gathered about 790 students with learning disabilities in primary, intermediate, and secondary grades. Results included identification of learning disabilities peaked in first grade; 76 percent of these students were identified by the end of grade 5; and students with more severe discrepancies tended to be identified at…

A study involving four male beginning readers with learning disabilities compared the effects on gains in fluency of two types of mastery criteria. One required students to reread a passage until they demonstrated 3 successive improvements; the other required rereading until 90 correct words per minute were reached. Both were successful;…

A total of 338 employers, service providers, and high school students with mild mental disabilities and learning disabilities completed the Successful Employment Survey. Results indicated that service providers and employers have similar expectations about what individuals with disabilities need for workplace success, whereas students ranked…

Semantic categorization and concept formation models were used as the bases for intervention with adolescents with language-learning disabilities. The approach embraced such teaching procedures as collaboration, holism, student centeredness, guided questioning and scaffolding, and semantic word webbing. The use of cognitive-linguistic training…

As more students with learning disabilities are enrolling in college, a formalized collaborative transition model at the high school level is needed. This paper discusses roles of various transition team members, including the student, parents, transition case managers, guidance counselors, school psychologists, rehabilitation counselors, and…

Gifted learning-disabled and average learning-disabled middle school boys (n=42) in grades 6-9 were compared on ways they cope with difficult school situations. Although no group differences were found on the Coping Resources Inventory, significant differences were found in the actual strategies the groups reported using, with gifted students…