Describes a multisensory approach to making science accessible to students with profound learning disabilities. (WRM)

Twenty students with learning disabilities in inclusive fourth and fifth grades were interviewed to determine their experience with school-related loneliness and coping strategies. Most students felt lonely at school when they were bored or lacked a companion and coped by engaging in a solitary activity or seeking companionship. (Contains…

This study surveyed 162 faculty at the University of Massachusetts, Amherst, concerning instructional accommodations for students with learning disabilities. Respondents' beliefs about the helpfulness of and need for instructional accommodations were associated with the faculty provision of accommodations. Also, a perception of support from the…

Forty Spanish-speaking children with reading disability (RD) were matched for age and reading level with normal readers. Since RD children performed more poorly than younger normal readers on a word/nonword naming task in orthographically transparent Spanish, results suggest their poor phonological skills were due to a deficit in phonological…

Discusses issues surrounding classroom-based assessment of writing. Describes the author's own experiences in developing and using a formative evaluation system for middle school students with learning problems; and discusses issues related to the linkage between assessment and instruction. Suggests matters of technical adequacy are as important…

Shares observations about implementation issues that have emerged during efforts to find and evaluate computer-based solutions for students' learning and studying problems. Notes these issues fall into five topic areas: access issues, motivational issues, curriculum integration issues, labeling issues, and funding issues. Describes each issue,…

The prevalence of learning disabilities (LD) was studied in 233 students (ages 6-16) newly identified with behavioral disorders. Overall, 53.2 percent met at least one LD definition, ranging from 15.9 percent for low achievement to 42.9 percent for regression. Almost one-quarter showed overlapping between low achievement and discrepancy…

Responds to an article on learning disabilities and foreign language learning. Discusses assumptions about students classified as learning disabled (LD) with foreign language learning problems, and the assumption that students classified as LD need a different approach. (Author/VWL)

Responds to an article on learning disabilities and foreign language learning. Highlights the distortions and omissions in that article. (Author/VWL)

Two experiments found that German-speaking dyslexic 9-year-olds showed impaired learning of pseudonames in several visual-verbal learning tasks, even when phonological retrieval cues were provided and when pseudonames were presented in spoken and printed form. There was no deficit when short, familiar words were used, and no difficulty in…

This rejoinder to commentaries on the authors' original article (EC 630 380) concerning the balance between science and politics in the education of students with learning disabilities first clarifies and expands particular points, then addresses each of the four commentaries individually. The authors urge increasing scientific research and…

Four middle schoolers with learning disabilities were taught to recruit teacher attention while they worked on assignments in two inclusive classrooms. The students were taught to show their work to teachers two or three times per session for feedback. Training increased their rate of teacher praise, instructional feedback, and accuracy.…

Reviews the historical basis and rationale for identifying children as learning disabled due to a discrepancy between scores on measures of intelligence and achievement. Discusses the validity of such classifications and the role of IQ testing in the designation of children as learning disabled for research and public policy. Alternative…

A study compared 11 Italian children (ages 7-11) with nonverbal learning disabilities (NVLD) to 49 controls on four tasks requiring visuospatial working memory and visual imagery. Results found the children with NVLD showed deficits in the use of visuospatial working memory and visual imagery. (Author/CR)

Describes Intermittent Central Suppression (ICS), a treatable eye malfunction that can make reading difficult. Reports that some students with ICS are not diagnosed through standard vision acuity tests and are misdiagnosed as learning disabled. Presents a study that found that students who were treated for ICS stayed in school longer than students…