More than 20 years ago, psychologists first described gifted students with learning disabilities (LD). In the past decade, several sets of identification criteria have been proposed for this population. Many of the suggested assessment practices are unsupported by research in psychoeducational assessment, and some have been directly contradicted…

There are three steps a music teacher should take on receipt of an overly general memo about an exceptional student: (1) obtain information; (2) observe the student; and (3) translate observations into instructional solutions. (RM)

A reinterpretation of survey results concerning teacher-education programs in learning disabilities indicates that (1) most large programs advocate a reasonably consistent instructional approach and (2) despite the appearance of the same topics in textbooks for both special and regular education teachers, the same set of skills are not necessarily…

The potential uses of telecomputing in the education of learning disabled secondary students are described, including electronic mail, interactive one-to-one discussions, and database searches. Related staff and administrative concerns are discussed. (JW)

The article uses case histories and anecdotes to describe the math difficulties of learning disabled children and to explain a variety of remedial therapies that match particular problems. (Author/DB)

A teacher of high school students with learning disabilities suggests that not enough is demanded of these students. He describes his classroom program, which focuses on the specific challenges students will face and the standards they will have to meet in the adult world of work. (DB)

More than five years of research offers little evidence that students who attend federally funded remedial and learning disabled reading programs improve their reading skills. The three assumptions underlying these programs are discussed. Ways teachers and schools can evaluate their programs are listed. (MT)

Though clinical judgement is necessary for appropriate diagnosis and provision of services to learning disabled children, such judgement must be based on objective evidence. A statistical procedure for applying the severe discrepancy criterion dictated in federal regulations is suggested for objectifying learning disability diagnosis. (Author/DB)

The learning disabilities (LD) of some gifted students are categorized as subtle gifted LD, hidden gifted LD, and recognized LD and then discussed. Use of instructional strategies that are effective with gifted students and with students who have learning disabilities is recommended. (DB)

This article first reviews the literature on the algebra performance of students with learning disabilities and provides reasons for their common difficulties. Some specific pedagogical practices are recommended, such as the use of the sequence concrete to representation to abstract. Suggestions for improving textbooks are also offered. (Contains…

The paper describes ways in which parents can help their learning disabled children at home. Suggestions touch upon establishing a set time for evening homework, a consistent place for study, involving fathers in homework, using graph paper to ease arithmetic assignments, considering options for reading assignments, using a duplicate set of books…

The article details a rationale and procedures for assessing the mathematics learning environment of learning disabled students. Such assessment can include measures of the student's exposure to instruction, quality of curriculum and instruction, and the student's responses. Examples demonstrate assessment procedures and resulting instructional…

The article contains suggestions for assessing and instructing culturally and linguistically different students with special emphasis on ways to distinguish the learning disabled from students who differ due to cultural and linguistic background and the need to focus on students' strengths and previously gained knowledge. (Author/DB)

Paraprofessional training in administration and scoring of educational and psychological tests for learning disability diagnosis is examined, and it is concluded that projected disadvantages outweigh advantages, indicating caution in adopting the practice. (Author/CL)

While conceptualizations of learning disabilities vary between brain deficit and brain difference, teachers, counselors, and clinicians should consider the degree and nature of the match that exists between the child's abilities and both the classroom methods and materials. (Author)