Two instruments are described which are designed to assess, by students' own reports, self-concept in learning disabled students. Each student is asked to grade him/herself as a complete person and to choose between word opposites. The measures may be administered by any qualified professional. (CL)

A simple interest inventory that learning disabled students can answer either in writing or orally is presented and remedial instructors are encouraged to use information gained from such inventories to help motivate learning. (DB)

The authors describe a developmental approach for teaching expressive writing skills to learning disabled adolescents. General guidelines for remediation are outlined, and activities useful in a developmental writing approach are listed. (SW)

The article, the sixth in a series discussing specific tests of the Detroit Tests of Learning Aptitude (DTLA), deals with verbal opposites (word meanings in isolation) and verbal absurdities (word meanings in context). (DLS)

Questions designed to help college-bound learning-disabled students and their parents evaluate a college's support services and programs cover such areas as pre-admission counseling, parent counseling, access to course syllabi, orientation programs, library services, modified admissions procedures, visits to college classrooms, testing options,…

The Time-Us Chart is seen as an effective tool for helping the student become aware of how many hours are spent in school, in studying, and in recreation. The Study-Skills Questionnaire evaluates the student's study skills in terms of environment, attitude, and methods. Samples of the two work sheets are included. (SW)

Systematic analysis of courses can help learning disabled college students make appropriate course selections. A guide for evaluating courses includes criteria reflecting: course materials (handouts, reserved readings); content presentation (lecture, discussion); student responsibilities (term papers, field work); student evaluation (tests,…