The papers in the special series describe the role of data-based decision-making (DBDM) in improving the outcomes of students with learning disabilities based on research across Germany, the Netherlands, and the United States. The articles address multiple aspects of a model of DBDM that includes the role of teacher knowledge, skills, beliefs, and…

In recent years, teachers in Western countries have developed beliefs and attitudes related to working with students with specific learning disabilities (LD) that may be critical in shaping their educational practices with them; however, their beliefs and attitudes differ across political and geographical contexts and may be influenced by specific…

The purpose of the study was to examine whether the Greek translation of the "Learning Disability Evaluation Scale" (LDES) can be used in the identification of learning disabilities. The LDES was completed by 165 teachers for one of their students, aged 5 to 14 years. The LDES was significantly correlated to students' grades in Math and…

This introduction to four papers, which discuss cognitive strategy research with secondary students who have learning disabilities, outlines Edwin Ellis's Integrated Strategy Instruction model for helping students learn content in a strategic manner, identifies model aspects requiring revision, and notes the model's theoretical underpinnings and…

Whether learning disabled children's unique ability patterns and learning styles become assets or liabilities depends on the nature of the school tasks and settings. A multidimensional, interactional perspective of learning disabilities originated with the field's pioneers, whose influences extend to current theories, research, and practice.…

"Job role dissonance" may be experienced by educators who embrace an alternative paradigm for working with students having learning problems. Institutional and other obstacles to true restructuring and better service delivery may include legal mandates, the systemic nature of schools, parents' belief systems, and time limitations of staff.…

The role and training of a child specialist, a generalist concerned with the child's total behavior and life, in the education of learning disabled children are examined. Characteristics of successful candidates are noted, as well as the importance of intensive supervisory and advisement work. (CL)

This article presents the whole-language approach as an environment that is particularly suitable for students with learning disabilities. This approach can allow students control over their learning, encourages them to experiment and take risks in their learning, promotes self-monitoring strategies, and enhances memory. (SW)

The article focuses on a program for remedial handwriting instruction in which the student diagnoses which letters on his/her worksheet are incorrectly formed, relieving the teacher of the need for constant attention and helping to avoid repetitive mispractice.

This paper provides a response to the thoughtful paper presented by Gerber in this issue and at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium in Kansas City with guidance from five major questions posed by the organizers of the symposium. Gerber's paper provides interesting perspectives regarding…

The article reviews ways in which parents of learning disabled students can become involved with different educational settings (clinics, schools, home and community) and different service functions (identification, assessment, programing, implementation and evaluation). (CL)

The article examines the curricular dilemmas of resource teachers serving learning disabled students and proposes an instructional content emphasis that would include school and society--learning skills. The article also offers the term learning specialist. (CL)

Followup of psychoeducational recommendations made for 67 learning problem students (k-12) showed that 68 percent of the parental recommendations and 56 percent of the teacher recommendations were implemented. Findings included that many school personnel had not read the recommendations and there was no effective ongoing advocate for the student.…

The author has attempted to identify a number of misconceptions regarding the concept of learning disabilities in childhood and youth and to counterbalance these with statements based on historical, research, or theoretical facts. (Author/SBH)