Among guidelines for use of assertive training with mildly handicapped adolescents are the following: all the elements of assertive behavior should be analyzed and taught; classroom strategies should stress a proper sequence of instruction; and specific assertive skills should be taught with ample time being allocated for practice. (SW)

The article reviews traditional analog time-telling instruction and introduces an alternative approach for learning disabled and other mildly handicapped students. The applied digital approach couples concrete instructional techniques with murals depicting time-related actions of student's day. (CL)

A four-step sequential prompt instruction strategy for mildly handicapped students is outlined and suggestions are made for managing prompts during instruction and monitoring their use. (CL)

A national survey of the methodological content of 87 large teacher-education programs in learning disabilities/mild handicaps indicated that the dominant methodologies are largely the same as those commonly included in general teacher education. Within given courses, methodologies proven both effective and ineffective are stressed. (Author/VW)

The authors apply the statement-pie approach (in which the reader is trained to look for the two major categories of concepts--the statement or major topic of the passage, and the information which supports the statement) to the teaching of reading and writing skills to elementary level mildly handicapped students. (SB)

Twelve mildly handicapped students, aged 10-12, used the "Add-A-Word" spelling program to learn words frequently misspelled in creative writing. The percentage of words spelled correctly in creative writing increased dramatically, and correct spelling of words from a spelling list was generalized to creative writing. (Author/JDD)

Thirteen content-area teachers of mildly disabled adolescents rated six cognitive strategy-based adaptive teaching procedures for facilitating content mastery. The teachers rated the strategies' familiarity, value, use, assistance needed to routinely implement, and reasonableness of being expected to implement. The teachers highly valued and…

Twenty-one hypothesized components of effective teaching were examined and three to four basic attributes for each were stated as instructional strategies for teaching mildly handicapped students. Approximately 40 regular and special educators reviewed the strategies and their validations were used to develop the Assessment Inventory of…

A four step procedure for individualized, teacher-directed spelling instruction with mildly handicapped students is presented with such features as student responsibility for checking accuracy of work, daily spelling tests, and systematic review of words learned. (DB)

A means of quickly reviewing key ideas, facts, or concepts in a cooperative and motivating learning structure is presented. Appropriate for use with students who have mild disabilities, the review activity calls for the teacher to produce a list of 10 concepts to be reviewed and ask questions referring to each of the items on the list. (JDD)

Classroom modifications used successfully by teachers of mainstreamed students with handicaps are described. General guidelines for dealing with daily assignments and activities are outlined, followed by specific guidelines concerning worksheets, textbook/end of chapter questions, study guides, notetaking, tests, and grading. (JDD)

Described are strategies for teaching social communication skills to 8- to 10-year-old students with mild handicaps. The instructional model involves determining behaviors to be taught; assessing social communication skills; teaching skills through motivating student performance, modeling, and practicing; and maintaining and transferring skills. A…

Teaching writing as a process is advocated to enhance a student's metacognitive skills and understanding of writing. The process can be used with students who have mild disabilities. Prewriting techniques such as clustering and color coding are explained, along with three teacher options for prewriting instruction to address class and student…

This digest looks at research findings and instructional applications concerning lesson structure for teacher directed initial instruction of mildly handicapped students. Research has identified seven critical elements of teaching method: gain the learner's attention, review relevant past learning, communicate the goal of the lesson, model the…

The paper presents a research-based case for mnemonic instruction with mildly disabled students, and recommends learning tasks, designs, and implementation formats. Evolution of the research, from theory-driven laboratory research to long-term classroom applications, is described. Recommendations are offered for further research. (Author/JDD)