Lauretta Bender's experiences as a bright child struggling with specific learning problems and her subsequent work in language disorders are described. Her recognition of the biological nature of a group of learning disorders for which there was no clinical evidence of structural damage to the central nervous system is emphasized. (JDD)

Described are the history of the study of language disabilities, briefly outlining the work of Samuel Orton, Judson Herrick, Adolph Meyer, and Paul Schilder; Lauretta Bender's development of the Bender Visual Motor Gestalt Test; and the basic principles of language disorders, including familial patterns, maturation lag, plasticity, and nonfixated…

The Interactive Diagnostic Model, intended to facilitate disability interaction between teacher and clinician on behalf of the young language handicapped child, is described. Four levels of interaction are discussed: identification, diagnosis, management, and follow-up. (JW)

The prevalence of communication disorders in a population of 242 children with learning disabilities between 8 and 12 years of age was determined. A speech, language, or hearing problem was exhibited by 96.2 percent of the children. Only six percent of the children were considered to be receiving appropriate services. (Author/DB)

The article describes a beginning reading program that was planned and implemented by an interdisciplinary team for 14 first-grade language-handicapped children. (DLS)

The relationship between recurrent otitis media (middle ear infection characterized by the presence of middle ear fluid and possibly leading to a temporary conductive hearing loss) and learning disabilities (LD) is examined. Traditional treatment approaches (antibiotic medication and surgery) are reviewed. The definition of LD is presented and the…

A language therapy program designed for use with behavior-disordered adolescents was also used with language/learning-disabled adolescents. Line drawings of facial expressions were used to teach the concepts of feelings and identify ranges of similar emotions as well as to introduce new vocabulary. Special behavior considerations with the behavior…

Semantic categorization and concept formation models were used as the bases for intervention with adolescents with language-learning disabilities. The approach embraced such teaching procedures as collaboration, holism, student centeredness, guided questioning and scaffolding, and semantic word webbing. The use of cognitive-linguistic training…

Language training for the non-verbal or language delayed child should utilize feedback to reinforce correct responses and should closely follow the syntactical development of normal children. The two basic areas of language training are receptive and expressive. Receptive language training includes attending and responding, following single phase…

The paper presents an alternative model of treatment to serve the language and learning disabled children in public schools. The Multidisciplinary Diagnostic and Training Program (MDTP), at the University of Florida, serves students in grades K-6 with learning, language, behavior and/or medical problems. Seven components of the MDTP are addressed:…

The paper examines factors in the differential diagnosis of language-based learning disabilities, reviews models of language processing, and lists frequently used measures of language form (syntax and morphology), content (semantics), usage (pragmatics), and processing. Case studies of three children with various degrees and types of language…

The report describes ASSIST, a teacher-controlled computer assisted instruction (CAI) system in special education. Field tested with aporoximately 200 handicapped elementary and junior high students (educable mentally retarded, educationally handicapped, learning disabled, and oral language handicapped). Results are said to demonstrate that such a…

The document contains three papers presented at the Annual International Convention of the Council for Exceptional Children in 1979, on the establishment, function, and impact of a preschool speech, language, and hearing program (the Preschool Speech, Language and Hearing Program of the School District of Philadelphia). The first paper, "The…

The paper describes the GEL (Guidelines for Early Learning) Program developed by the Easter Seal Society of Southwest Florida which serves children, aged 4-6 years, with language, learning, and/or developmental problems. Developmental theories of Piaget and Chomsky and the model of David Weikart's High Scope Program were used to develop the GEL…

This paper presents a model for the full integration of children with severe speech-language problems into the regular classroom. It describes characteristics of this population, structure and roles of the collaborative teaching teams, the critical importance of administrative and parental support, and the active involvement of the staffing team.…