Suggests programming structures of computer assisted instruction for teaching severely learning disabled students be related to an established educational model. Use of performance contoured programming (PCP), based upon behavioral model of precision teaching, is discussed and contrasted with cognitive programming approaches. PCP applications and…

In evaluation, the whole is greater than the sum of the parts when quantitative and qualitative approaches and methods are combined. Some circumstances in which both approaches can be effectively combined are considered, and case studies of two evaluations using multiple methods are presented. (LMO)

Discusses the different types of learning disabilities (visual, auditory, motor, tactile, academic), types of accommodations needed for each disability, and hints for supervisors. These suggestions include practicing patience, being direct and specific, explaining inappropriate behavior, being understanding but firm, and being especially thorough…

The demands that music classes make on students may be very complex, even at the elementary level, and educators responsible for mainstreaming educable mentally retarded or learning disabled students should examine music programs carefully before deciding that they are appropriate mainstreaming environments. Music teachers should be involved in…

Summarizes the findings of a study of further and adult education provision for people with severe learning difficulties. It also seeks to provide an overview of the information collected and to draw attention to some of the key issues that arise. (CT)

An experiment was designed to compare the speed with which normal and disabled readers in two age groups retrieved semantic information from memory. Results indicate that disabled readers need more time to retrieve categorical information from memory than normal readers. (Author/LMO)

Discusses methods for identifying potential college students with specific learning disabilities. Examines a systems approach to the diagnosis and remediation of such students, which involves analyzing the educational task, preparing criterion measures, designing behavioral objectives, and preparing instructional sequences. Offers guidelines for…

The weight of evidence to date suggests that distinctions among traditional remedial and special education classifications do not correspond to distinctions in the instructional approaches that are needed. Direct teaching of basic skills and frequent assessment of pupil progress seem to be effective for all children with academic difficulties.…

Twenty-one studies that reported mean score differences between the Woodcock-Johnson Tests of Cognitive Ability (WJTCA) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) Full Scale are summarized. The differences are found to be minimal and are attributed to data bias and WJTCA's higher correlation with achievement. (EGS)

Discusses the use of children's literature to students with emotional and learning problems. (RB)

In the seven years since Minnesota's version of federal welfare reform took effect statewide, more than 50 research studies have considered one central question: How well has Minnesota's welfare-to-work system succeeded? This report reviews the research conducted on the Minnesota Family Investment Program (MFIP), and finds that the research…

This document presents the transcript of a hearing before the House Subcommittee on Education Reform concerning learning disabilities and early intervention strategies, specifically possible reforms of the special education referral and identification process as part of the reauthorization process of the Individuals with Disabilities Education…