Learning disabled (LD) and juvenile delinquent (JD) adolescents have many characteristics in common and alternative educational approaches should be considered to prevent school failure and socially deviant behavior. (DB)

Described in an application of Dr. Frank Hewett's Madison plan to the residential treatment of adolescent emotionally disturbed boys with learning related problems. (DB)

Discussed is use of the trampoline to remediate perceptual handicaps in learning disabled children. (DB)

College students in an introductory psychology course were offered learning options which depended less heavily on reading skill to obtain course content. (DB)

The tactile-kinesthetic approach to spelling provides a practical teaching device for use with both disabled learners and moderately poor spellers who need to learn a technical or professional vocabulary. This multisensory approach to learning teaches to the student's strengths and places emphasis on finger contact, muscle movement, saying and…

Presented is the teacher handbook developed as part of Project TEAM (Teacher Encouragement to Activate Mainstreaming) to improve attitudes and skills of regular secondary teachers working with educable mentally handicapped or educationally handicapped students. Sections of the handbook include an introduction, a brief consideration of classroom…

Described is Project IMPACT in Berrien County, Michigan, designed to develop and implement a flexible instructional model for training classroom teachers in techniques and procedures to meet the needs of mainstreamed children having learning and adjustment problems. (IM)

The form box is an instructional material appropriate for screening children (2-5 years old) for perceptual learning disabilities, creating individual learning experiences, and developing cognitive processes and strategies. (DB)

Twenty-five dysfunctional (either autistic-like or with reading disorders) Ss ranging in age from 2 months to 25 years were studied to determine whether they respond to the same sound more than once. (Author/SB)

Describes the characteristics of a child with Minimal Brain Dysfunction. Then explains how a goal can be set with such a child and tasks established to move the child toward the goal without losing momentum because of a school vacation. (EJT)