This study reflects on a research and development project between two dance practitioners, one of them a wheelchair user, working together to develop pedagogical design within teacher education at a university in Norway. The aim of the authors is to encourage student teachers toward becoming inclusive and brave teachers who define diversity among…

In this article Jane Webster enquires into the status of religious education (RE) in the curriculum of children with learning difficulties. She maintains that if RE is to be taught well its essence as a subject must be grasped by those responsible for its teaching, and that this involves establishing a viable conceptual framework for the subject.…

Formerly titled "Empowering Gifted Minds: Educational Advocacy That Works", the author believes this book is the definitive manual on gifted advocacy for gifted students. The author tells parents and teachers how to document a child's abilities to provide reasonable educational options year by year. This book provides imperative information on…

Addresses issues and trends relevant to the instruction of the learning disabled (LD). In this review, attempts to remediate LD are examined according to the adequacy of the theoretical context that guides the instruction and the efficacy and validity of the remediation procedures. Reviews selected studies representative of medical,…

The system of least prompts, an instructional strategy used with moderately and severely handicapped students, is described. A literature review analyzes the populations for which the procedure has been used, the type of skills that have been taught, the results obtained, and describes specific system parameters used by each author. (Author/VW)

Discusses the value of touch as a counseling tool with handicapped students. Delineates the mechanical and neurological components of touch and identifies tactile stimuli that are processed and evaluated during a learning experience. Academic and affective factors are also reviewed. (JAC)

Parallels between accepted educational practices and the provisions of Public Law 94-142 (the Education for All Handicapped Children Act) are presented. Each of the nine provisions of the act are stated and discussed, including areas such as individualized educational programs and mainstreaming. (PHR)

This article summarizes published research on vocabulary instruction involving students with learning disabilities. Nineteen vocabulary studies that comprised 27 investigations were located. Study interventions gleaned from the review included keyword or mnemonic approaches, cognitive strategy instruction (e.g., semantic features analysis), direct…

This book briefs teachers on how to analyze individual students' spelling errors and coach them on strategies to overcome them. Although the book deals with spelling weaknesses of both learning disabled and basic writers, its message to practitioners can also provide help for any student who has spelling weaknesses. The book is organized in two…

Examines how children with special needs can best be identified and categorized without "labeling" them and discusses proven procedures or strategies for use with children who need special or diverse reading instruction. (GC)

The School Resource Center (SRC) in Austin, Texas, is intended to provide a system to link teachers and parents with various public and private information sources in order to improve instructional practice and eliminate unnecessary and costly referrals to special education services. It will collect information from private education agencies,…

A discussion of programs and techniques used to deal with student difficulties in learning math and science highlights the efforts of the Claremont Colleges, the College of St. Catherine, Gustavus Adolphus College, Iona College, Mississippi State University, and Stetson University. (MSE)

Hails the potential that mainstreaming of the handicapped holds for developing individual potential and enhancing equal educational opportunity, but cautions that extensive retraining of staff and diversification of teaching strategies will be necessary if adequate implementation of Public Law 94-142 is to be achieved. (GC)

Three holistic approaches to reading comprehension instruction for learning-disabled children are described: text-based instruction, explicit comprehension instruction, and a combined model. Following discussion of each model's strengths, weaknesses, and teaching techniques, the combined model is recommended. (Author/JDD)

Presents skills for teaching the elderly subculture. Three specific problem areas are explored: (1) motivational strategies; (2) suggestions for dealing with the physical problems one may encounter in the learning situation; and (3) the practical factors involved in planning for and carrying out instruction. (Author/RC)