Assessment personnel are those individuals who work in the capacity of evaluation of students with disabilities, including, but not limited to, educational diagnosticians, educational examiners, psychometrists, and instructional specialists. These professionals are responsible for identifying strengths and weaknesses and for providing teachers…

The paper summarizes findings from four studies on the referral process for students with academic and social/behavioral problems and several observational investigations on students' academic responding time. Research on referral addresses such aspects as reasons for referral, causes ascribed for difficulties, pre-referral classroom intervention,…

The article considers various learning disabilities in mathematics and suggests teaching approaches such as ways to increase instructional time and the importance of building both computation skills and concepts. (DB)

Results indicated that students identified as disadvantaged who participated in Chapter One received significantly more reading and language arts instruction in regular education classes than did mainstreamed children identified as handicapped and served through special education programs. (PCB)

The yearly increase in the number of learning disabled (LD) students is considered, and it is suggested that the increase is one symptom of school systems' unwillingness to deal with the problems or underachievement. A need exists for special educators to differentiate between LD and underachieving students. Three alternatives to the problem are…

This document discusses the importance of time management for learning-disabled students and techniques to enhance the teaching of time management skills. Teaching effective time management calls for consideration of the student's readiness to learn new material, effective transitions between activities, clear prioritization of educational…

A model of achievement applicable to learning disabled students is presented which comprises entry characteristics, self-efficacy for learning, task engagement variables, and efficacy cues. Research is summarized on effects of social and instructional variables on self-efficacy and achievement behaviors. Self-efficacy appeared to predict student…

Meta-analysis on 25 studies found that both methodologically strong and weak studies demonstrated significant behavioral deficits of children with learning disabilities in 5 areas: on-task behavior, off-task behavior, conduct disorders, distractibility, and shy/withdrawn behavior. Effect sizes clustered around 1 standard deviation. (Author/DB)

Suggestions for teachers who wish to increase academic learning time for learning-disabled students include: reducing transition time; shortening recess or free time; creating more teacher-led instructional groups; teaching more and testing less; increasing teacher questioning; increasing teacher enthusiasm; improving seatwork tasks; giving…

The effects of age; disability (educable mentally impaired, emotionally impaired, and learning disabled); and time interval on the percentage of time spent in the regular classroom were studied over a three-year period. Reading, spelling, and mathematics achievement were also examined. (Author/GDC)

This study examined the nature of instruction provided in 40 self-contained special classes for students classified as learning disabled, emotionally handicapped, or educable mentally retarded. Few differences were identified in teacher communication patterns, learner involvement, and instructional methods for students with different categorical…

This article reviews the literature on self-monitoring interventions with students having learning disabilities. It discusses results of self-monitoring studies in terms of major dependent measures, such as on-task behavior and academic productivity and accuracy. It then analyzes studies comparing effects of self-monitoring of attention and…

This article describes a multistep method for identifying effective teacher-developed instructional procedures and translating them for wide-scale use. The method employs both objective and naturalistic assessments of academic gain and engagement and was used to identify effective practices of teachers of 59 fourth- and fifth-grade students with…

Research on the peer relationship problems of learning disabled (LD) children is summarized, highlighting methodological shortcomings and drawing implications for social intervention. Noted are tendencies of LD children to be frequently off task, to have more negative interactions with teachers and peers, and to be conversationally less assertive.…

Studies of how children spend their time in school, how teachers' perceptions and student characteristics affect interactions and the use of time in classrooms, and how the concept of time relates to student achievement were reviewed in preparation for an investigation of the extent to which different groups of children have different learning…