An overview is provided of the current literature on mathematical learning of children with a learning disability. Mathematics for the population viewed is seen to mean mainly arithmetic. It is felt more research is clearly needed on teaching arithmetic to children with a learning disability. (MP)

Describes some compensatory and developmental strategies that are designed to help the secondary student with learning disabilities achieve the objectives of vocational education. These strategies are discussed as they relate to cognitive abilities, learning processes, attention and concentration, academic skills, and work habits. (CT)

Presents an approach to developing acceptance of handicapped students in a mainstreaming situation by staff and normal students. Planning should be developed prior to the handicapped child's entrance into a regular classroom. Handicapped learner labels should be avoided. Counselors should provide leadership in this endeavor. (Author/BEF)

A defense of the articles published in the September 1981 issue of "School Psychology Review" is provided. Concerns raised regarding the integration and application of neuropsychological knowledge in the school environment are addressed. Readers are urged to reevaluate their concepts regarding the learning problem child. (Author/AL)

Two major types of sociometric measures were administered to groups of learning handicapped and nonhandicapped children. Common scoring methods were compared. Data analyses indicated that variation in class placement of learning handicapped children is crucial in judging the appropriateness and interpretation of content of various sociometric…

The purpose of the study was to determine whether, by item analyses, a miniscreening test could be derived from the 23-item Screening Test of Adolescent Language (STAL). The miniscreening test is recommended for large scale screening with students from the 6th through 12th grades. (Author)

The development of teaching strategies, communication, and conferencing skills through microteaching and simulation are emphasized. Feedback is provided at several interaction points. The design for university training parallels the resource/consultant teacher program implemented in many schools. (Author)

Pretest and posttest measures of reading were obtained for two groups of learning disabled elementary students for 2 years. The argument was made that based on reliability considerations, practical issues, and ethical concerns, teachers might be better off to opt for the direct approach to evaluating their reading programs. For related information…

The discrepancy between middle-class and lower-class children's performance on IQ tests has been thought of as "cognitive deficit" or as "cognitive differences." This paper proposes another explanation--cognitive lag hypothesis--according to which the low IQ test scores of lower-class children are seen as due to the developmentally delayed…

Sixty-two teachers of learning disabled students were surveyed to determine the competency levels they perceived themselves as having in the area of mathematics. The results indicated that, in general, teachers perceived themselves as having weaknesses in certain areas of content, assessment, and methodology. (Author/SBH)

Fifty mildly handicapped students (learning disabled or emotionally disturbed) mainstreamed in secondary classrooms were Ss of a study to investigate conditions for acquiring textbook content through listening and reading utilizing simulated classroom assignments. (Author/PHR)

The ABDs of Reading program provides explicit training in phoneme analysis and phoneme blending, letter-sound correspondences, and decoding to learning disabled children. No extensive teacher-training, teacher-aids, or other unusual classroom support is required. (Author/CP)

The article presents a case study of the educational training program used with a 10-year-old (when first seen) learning disabled boy. The study covers the teaching methods used during a three-year period and includes followup data for over 12 years from the onset of therapy. (PHR)

The contribution of individual differences in physiological arousal to intellective assessment in 29 junior high school learning disabled children was studied. (Author/PHR)

Results show teacher ratings and achievement score changes for all groups with the modulation group superior only in teacher ratings of Personal-Social behavior. Usefulness of this form of intervention in meeting the child's needs and in treating the concomitants of school failure are discussed. (Author)