Learning disabled adolescents can be helped to make sense of large amounts of material by a systematic study approach that builds on memory strategy. Such a strategy includes building on meaningful associations and recollections and using specific memory aids (such as kinesthetic, visual, and auditory rehearsal). (CL)

The article discusses general classroom management suggestions to help the learning disabled student achieve in the regular classroom. Suggestions address aspects of orientation/organization, physical environment, directions, instruction, memory, assignments, worksheets, and evaluation. (CL)

Resource teachers can help learning disabled students generalize skills to a mainstream setting with three types of procedures: transfer activities; self control procedures (in which a behavior contract is developed and contingencies for self reinforcement are specified); and cooperative planning (in which resource teachers and regular teachers…

Recommendations for adapting instruction for learning disabled high schoolers can be made to regular teachers according to a four-part format: frequently observed instructional modifications, difficulty factors based on an average of a sample of general education teachers, comments regarding the implementation, and suggestions for making the…

The article outlines and illustrates some methods a classroom teacher can use to modify final exams to better meet the needs of mainstreamed secondary learning disabled students. (SB)

Answers eight questions concerning the teaching of reading to handicapped children. Includes background information on Public Law 94-142, discussions of mainstreaming and "least restrictive alternatives," and suggestions about instructional practices for use with the handicapped learner. (MKM)

The digest explores aspects of serving the learning disabled (LD) student in vocational education classrooms. It is noted that LD students may have difficulty following directions and understanding lectures and may forget more often than other students. A list of seven accommodations that can be made for LD students in vocational classrooms…

A model depicting teacher-to-teacher communication can serve as a guide for special class teachers to systematize and streamline communication with regular teachers of mainstreamed learning disabled students. (CL)

The article lists sources of assistance and teaching strategies used by 71 secondary classroom teachers perceived by teachers of learning disabled students as highly effective teachers for that population. Sources and strategies cover 10 academic disciplines: business, home economics, industrial arts, mathematics, English, music, physical…

Suggests ways for the regular classroom teacher to cope with learning disabled students in a mainstreamed setting. (AH)

Describing a program aimed at learning disabled boys aged 11-15, this article presents the program's purpose and goals (mainstreaming), activities, and main focus (a maple syrup operation and guide development project). (JC)

Teachers and parents can help learning disabled students make transitions to mainstream settings by preparing them for change in physical conditions, instructing them in organization and time management, teaching them interpersonal skills through role-playing, and assisting them in identifying and responding to a variety of emotions. (CL)

The paper delineates three observable and measurable variables in the regular classroom (response opportunity, teacher-student interaction, and social acceptance) which the placement team can use to make the initial placement decision and to evaluate educational progress in the future for learning disabled students. (Author)

Suggested accommodations for mainstreamed secondary learning disabled students on teacher made tests are presented. Suggestions are grouped into general; format; and test taking modifications (presentation, recording, and scoring). Among the many suggestions made are the following: watch readability of questions; assure test is clearly printed;…

Teachers' decisions regarding size and composition of student groups working at the computer can have positive cognitive and social effects for both handicapped and nonhandicapped students. (DB)