The National Center for Leadership in Intensive Intervention (NCLII), a consortium funded by the Office of Special Education Programs (OSEP), prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral…

For children with the most severe and persistent academic and/or behavioral challenges, parent and family involvement is vital. Student outcome data suggest that the current educational system does not adequately prepare students with the most intensive needs, particularly students with disabilities, for the world of college and work. Although the…

The purposes of "Guidelines for Serving Students with Specific Learning Disabilities in Educational Settings" are to: (1) Update previous guidance on serving students with specific learning disabilities (SLD); (2) Provide guidance on the implementation with fidelity of the Response to Intervention (RTI) models as well as the discrepancy…

Learning disabilities are among the most common disabilities experienced in childhood and adulthood. Although identifying learning disabilities in a school setting is a complex process, it is particularly challenging in low- and middle-income countries that lack the appropriate resources, tools, and supports. This guide provides an introduction to…

Studies pointing to the relationship between caffeine-sugar intake and learning disorders are cited and suggestions to facilitate better nutrition in children are offered. Among suggestions made is that teachers be educated in matters of food, nutrition, and reading through inservice programs. A nutritional questionnaire is included. (SBH)

Multisensory techniques to remediate reversal problems in learning disabled students are reviewed. (CL)

The authors describe the results of five types of WISC-R (Wechsler Intelligence Scale for Children-Revised) profiles in developing remedial reading for learning disabled children. (CL)

Two procedures significantly improved multiplication skills in six students (nine to 12 years old) with learning disabilities. The procedures were writing out multiplication problems and saying problems aloud while working. (CL)

Writing a class novel can help learning disabled students integrate such previously isolated skills as use of introductory and ending statements and transitional words. Pre-writing, committee writing, and concluding activities are suggested. (CL)

The nature of career exploration is reviewed along with factors that may inhibit exploration by learning disabled (LD) students. LD students may be less able than normal students to deal with the tension and uncertainty involved in exploration, and be less able to reflect on the meaning of experiences. (CL)

Suggestions are offered for providing career counseling to learning disabled students in groups. Career counseling problems, specifically unrealistic student aspirations, are noted, and career assessment needs are reviewed. (CL)

A teaching-learning procedure in early instruction in mathematics is anchored in Piagetian and Russian psychology and traces internalization processes that occur between material and mental actions, namely perceptual actions of visualization and imagination, verbal action, symbolization, and generalization. (Author/CL)

Literature on metacognition, particularly studies by A. L. Brown and J. H. Flavell, are reviewed, and it is argued that a learning disabled adolescent may become a more active learner by being taught a system of strategies for learning. Comprehension skills, motivation, and metacognitive skills are interdependent. (Author/CL)

The article describes components of the Computer-Assisted Diagnostic/Prescriptive Program (CADPP) and offers specific guidelines for its use. Among the areas covered are personnel involvement, computer familiarity, instructional manual use, and finding program errors. (SW)

Questions considered include where in the justice system the handicapped youths are, who they are, how prevalent handicapping conditions are among juvenile offenders, how handicapped youth get in trouble with the law, what is being done to educate handicapped youths in the justice system, and what can be done. (DLS)