Because the teacher spends more time with the child than any diagnostician, the teacher's judgment, based upon observation and formal and informal measures, should be considered- in the decision making process regarding the individual instructional needs of the handicapped child. (Author/SB)

Outlines basic components of a prescriptive teaching program: assessment, curricular objectives, and individualized instruction. Notes the implications that each of these components has for the handicapped student in a mainstreaming environment. Two charts illustrate criteria involved in prescriptive teaching or individualized instruction. (KC)

The article describes a technique for evaluating remedial reading prescriptions as illustrated through case studies of two severely disabled readers (8 and 10 years old) in learning disability classes. (CL)

The author demonstrates that many secondary school students have poor concepts of area and point of view; she argues for diagnostic teaching with respect to formal geometry. Examples of diagnostic activities for determining the development of concepts of space are given. (MN)

Finds that teachers who received the services of a reading field agent--a specialist hired specifically to assist classroom teachers in utilizing their reading resources to the fullest--showed some specific gains in their knowledge of appropriate teaching strategies. (GW)

The author offers responses to five papers criticizing her article (EC 100 217) on limitations of the diagnostic-remedial model and the role of the teacher consultant in dealing with mildly handicapped students with learning problems. (SBH)

The work of Ladislav Kosc on dyscalculia is presented. His work on meanings, forms, terminology, diagnosis, correction principles, factors in mathematical ability, language dysfunctions, and publications are each included. (MNS)

The article describes C-BAID (Curriculum Based Assessment and Instructional Design), a school-wide curriculum-based assessment system which identifies the learning problems and appropriate programming for elementary grade students with learning disabilities. The system consists of three parts: academic skill probes, work habits observation, and an…

Investigated the influence of locus of control and diagnostic testing with prescribed remediation on immediate and retained science achievement of preservice elementary education majors (N=43) during three introductory biology units. Findings, among others, show no locus of control times treatment interactions and differences in achievement…

This article presents information to help the teacher recognize and teach children with special learning needs. Suggestions for diagnosis, classroom strategies, and ideas for home use are offered. Resources for teacher use follow the article. (DF)

Describes a system in which the computer, by interacting with an information bank, produces an individual or group diagnostic profile specifying the nature of the factors that contribute to mathematics difficulties and student variability. The computer also generates suggestions for remediating the learning difficulties and accommodating student…

The authors discuss the development of a diagnostic-prescriptive teaching and learning program in the Youngstown public school system; give background material; describe organizational form and implementation; and conclude with a series of "points to ponder" for educators contemplating a similar venture. (MB)

Examined was the extent of increase in learning efficiency of 72 mentally retarded children, mean age 14 years, when the stronger of two perceptual modalities (auditory or visual) was matched to a unisensory auditory or visual perceptual curriculum. (Author/MC)