Presented is the final report of a 4-year project to develop and evaluate a prototype program for training special education consultants who are qualified to assist school personnel and parents in remediating academic and social behaviors of handicapped children in the Kansas City (Missouri) area. An overview and introduction are provided in the…

Examined with 59 inservice teachers was the ability to learn to identify and manage children with learning difficulties through participation in a training program using the module "A Decision-Making Model for Teaching the Handicapped", the transfer of knowledge obtained from the training program to the teacher's classroom behavior, and…

To help an elementary-level reader in a secondary school learn to read, the program must not threaten the student's ego or undermine peer approval, and it must be individualized, in the diagnostic-prescriptive mold. Any organizational plan that meets these criteria should be workable. The characteristics of several possible approaches are…

Suggests thirteen diagnostic strategies by which teachers can examine students' abilities and implement appropriate learning activities. (RL)

Covert assessment strategies not usually reported in psychological testing are described and their implications for educational diagnosticians, school psychologists, and clinical psychologists are discussed. Covert assessment is a procedure which does not violate standardized testing procedures, but rather complements and enhances the assessment…

Special programs and services have emerged at four-year colleges as a result of awareness of the potential of learning-disabled students, legislative mandates, and economic realities. These programs include special admission procedures, support services, diagnostic testing and prescriptive planning, program advisement, instructional assistance,…

A literature search identified 39 studies assessing modality preferences and modality teaching. The studies, involving 3,087 disabled and nondisabled elementary/secondary level subjects, were quantitatively synthesized. Subjects receiving differential instruction based on modality preferences exhibited only modest gains. (Author/JDD)

Future research initiatives on learning and instruction are considered to be of most worth if grounded in general systems theory and if multiple research methods are used. Discussed are an information processing theory and a theory for the structure and structuring of stored information. (MNS)

Research on intelligent tutoring systems is discussed from the point of view of providing moment-by-moment adaptation of content and form of instruction to the changing cognitive needs of individual learners. Implications of this goal for cognitive diagnosis, subject matter analysis, teaching tactics, and teaching strategies are analyzed. (Author)

The authors propose the ADPIE model. This model is based on a review of educational and health literature and involves five elements: Assessing factors within elders that affect their ability to learn, Diagnosing special barriers to learning, Planning modifications in learning conditions, Implementing new learnings, and Evaluating educational…

Describes recommendations of the Warnock Committee regarding the field of special education, and reports several important concepts of the 1981 Education Act. Additionally elaborates on the implications the Act has for parents whose children have special needs. Cautionary notes regarding consequences for practice are pointed out. (AS)

Suggests that failure to learn is often the result of inappropriateness of level of instruction and deficiencies in instructional procedures and educational strategies, and differentiates between the functions of criterion referenced tests and diagnostic tests. Results are reported from two studies of the teaching of osmosis and photosynthesis.…

Discusses the problems of introducing diagnostic assessment into Scottish secondary schools in the light of existing assessment policies, teachers' assessment skills, assessment practices, and in view of internal and external influences which produce sociological problems. Problems that the diagnostic assessment itself can produce are then…