Most definitions of emotionally disturbed youngsters suggest that disturbances in the child's behavior patterns cause academic and social problems which affect the child and his peers. While the process of identification may be facilitated by operational criteria within a definition, these factors are noticeably absent from definitions of…

In 2010, "Intervention in School and Clinic" undertook a project to interview "giants" in the fields of learning disabilities and emotional/behavioral disabilities. The purpose of the interviews was to document the perspectives and reflections of leaders who had contributed to their respective fields over several decades (i.e.,…

The Individuals with Disabilities Education Act (IDEA; P.L. 108-446) is the primary source of federal funding to states for the identification and education of children with disabilities. The majority of IDEA appropriations are allocated to states by formula to carry out activities under Part B, which covers 14 disability categories. Each state is…

This study of 182 secondary special education students with emotional and/or behavioral disorders investigated their classification by their school districts, in particular how well they were distinguished and represented by their federal categories. The districts used four classification groups (emotional disturbance, other health impairment…

Learning disabilities (LDs) are associated with underachievement in one or more areas such as reading, spelling, writing and/or mathematics. In general, it is assumed that LDs are neurological in origin, permanent in nature and resistant to intervention. Moreover, LDs are not considered the result of intellectual, physical or sensory disabilities,…

The article posits that emotionally disturbed (ED) children routinely are diagnosed as learning disabled (LD), a situation deriving from diagnostic problems and inadequacies of definitions. Among suggestions made for special educators are knowing ED and LD definitions, and becoming assertive as evaluation team members. (MC)

Definitional and intervention issues regarding learning disabilities and emotional disturbance are examined. Three major topics are addressed: academic deficits of disturbed students, behavior problems in learning disabled students, and differentiation of LD from ED. The need for a service delivery model with foci in reciprocal person/environment…

The article examines the background and current status of attempts to define the term "learning disabilities" (LDs), and concludes that resolution of the problem by continued search for a consummate definition of LD is unrealistic. (Author)

The Interagency Committee on Learning Disabilities' definition of learning disabilities implies that the presence of social skills deficits alone suffices for diagnosis, even in the absence of academic difficulties. Overlaps between this criterion and eligibility criteria for emotional disturbance are discussed along with implications for…

Society's pervasive negative attitude about disability--which the author terms ableism--often makes the world an unwelcoming and inaccessible place for disabled people. An abelist perspective asserts that it is preferable for a child to read print rather than Braille, walk rather than use a wheelchair, spell independently rather than use a…

Reviewed is research on the role of attentional dificits in the inferior school-related performances of mild-to-moderate learning disabled, emotionally disturbed, or mentally retarded children. (Author/DB)

Briefly explained are the concept, goals, function, and programing of the resource room approach to providing supplementary instructional support for mildly handicapped children. Noted in an operational mechanics section are facilities needed and procedures for initial referral, student identification and evaluation, scheduling, and reporting…

After a discussion of definitional issues, the article reports on a prospective follow-up study of 600 children with early speech/language impairments which found an increased prevalence of both learning disability (LD) and attention deficit hyperactivity disorder (ADHD) with LD strongly associated with ADHD in both initial and follow-up samples.…

The manual contains three classifications (impairments, disabilities, and handicaps), each relating to a different plane of experience consequent upon disease. Section 1 attempts to clarify the nature of health related experiences by addressing reponse to acute and chronic illness; the unifying framework for classification (principle events in the…

This document consists of a compilation of fact sheets and newsletters on specific topics related to handicapped children and youth. The specific titles are as follows: (1) General Information about Handicaps and People with Handicaps; (2) Sources of Help and Information; (3) Autism; (4) Cerebral Palsy; (5) Deafness; (6) Down's Syndrome; (7)…