Apprentices with a learning disability can face significant barriers to completing their training. This paper explores what these apprentices, their lecturers and disability support staff see as the most effective strategies for helping them to overcome these difficulties. Instructional approaches which accommodate students' learning styles,…

Among conclusions of this review of findings regarding contemporary neuropsychology and cerebral hemisphere specialization as related to learning disabilities are: (1) differential specialization occurs very early; (2) anomalous hemispheric specialization is not necessarily associated with cognitive deficit; and (3) left- and right-hemisphere…

A review of research points out manifestations of learning disabilities in adolescents (including low levels of basic skill levels, test-taking and study skill deficiencies, and problem solving strategies) and concludes with suggestions about counseling and instruction emphasizing learning strategy intervention. (CL)

Research on hemispheric and modality preference and implications for children with specific learning disabilities is reviewed. A chart lists information concerning performance of left and right hemisphere for modes of information processing. General and specific skill enhancement strategies for reading and general development are suggested. (CL)

The relationship between cognitive strategy and theoretical constructs associated with cognitive style, cognitive behavior modification, and metacognition, particularly regarding the education of learning disabled students, is examined. Future research directions, including the relationship between a tactual repertoire and metacognitive status,…

The growing move to reintegrate special education within the general education system forms the background and rationale for this paper's proposals. Discussion includes the suggestion that general education students can benefit from explicit instruction in learning strategies which have been primarily used with only learning disabled students.…

Students with learning disabilities work to avoid difficult tasks while trying to appear competent ("passing"). They also check, monitor, and evaluate their actions, a form of "metacognition." These are flip sides of the same coin of strategic interaction and are context-bound, not context-free activities. (Author/LHW)

What makes the surge in learning disabled (LD) children disturbing is that no one clearly understands what LD really means. LD is usually defined in terms of disability, deficiency, and disadvantage--rather than ability, asset, and advantage. Studies now reveal that LD children actually possess positive learning styles and abilities that were…

Noting that many students appear to lack the skills necessary for composing an academic paper, this paper contends that such students may possess a field dependent cognitive style (termed "holistic") that is at odds with the needs and expectations of the college world's field independent cognitive style. Pointing out that cognitive style permeates…

A review of literature regarding learning-disabled college students and their reading problems suggests that these students typically have difficulty focusing attention while reading. Suggested compensation strategies include: using readers or talking books; requesting testing options; recording lectures; and organizing schedules to maximize use…

This review of the male preponderance in the prevalence of learning disabilities examines such factors as gender-related etiology differences and learning style differences; complications of pregnancy and infancy; effects of male hormones on the nervous system; and sex differences in maturity rates. (JDD)

Many educational theorists in recent decades have argued for the plurality of forms of knowledge, both in the mind and in the curriculum. Two popular ways of conceptualizing this plurality have claimed that individual students either differ in their "learning styles" or possess "multiple intelligences". Both theories have encountered numerous…

The cognitive profiles of children with Neurofibromatosis Type 1 (NF-1) have many similarities to those observed in learning disabilities in the general school population, as well as some distinct features. Approximately 30-65 percent of children with NF-1 have learning disabilities; most commonly, they have language and reading disabilities,…

Empirical findings on the efficiency of memory processes in exceptional children are outlined. Cognitive deficits are considered to be central to many academic and social skill problems of children with mental retardation and learning and behavior problems. In response, educators and psychologists have devised ways of training such students to use…

The article reviews recent theoretical and empirical research related to the role of communication in effective strategy training for instilling stable and general cognitive strategic skills in learning disabled students. Among implications discussed is the need for increased focus on the interactional dynamics of the strategy training situation…