The authors encourage those in the field of school psychology to consider the use of learning disabilities assessment practices in relation to specific American Psychological Association and National Association of School Psychologists ethical codes and in regard to the American Educational Research Association, American Psychological Association,…

Underpinning the technical gaze that dominates learning disabilities theory and practice is the assumption that learning disabilities are a pathology that resides in the heads of individual students, with the corollary that remedial efforts also focus on what goes on in the heads of students classified as learning disabled. This article begins…

In this article Jane Webster enquires into the status of religious education (RE) in the curriculum of children with learning difficulties. She maintains that if RE is to be taught well its essence as a subject must be grasped by those responsible for its teaching, and that this involves establishing a viable conceptual framework for the subject.…

These tests provide one source of diagnostic data to support educational decisions for learning disabled children. The Profile Graph expedites communication of diagnostic assessment results to parents and teachers, and is a useful source of information in making placement and program planning decisions for learning disabled children. (Author)

Focuses on how learning works. Discusses three major components related to processing information--sensory and perceptual systems, integration of information, and output of information--and developmental and environmental factors affecting brain information in each of these areas. Concludes with discussion of biological bases for cognitive and…

Mathematical learning disabilities (with emphasis on the learner characteristics and system inefficiencies) are discussed and two case studies illustrating commonalities which exist across ages are presented. (PHR)

Whilst solution-focused brief therapy (SFBT) has become a widely used form of psychotherapy in the UK, there is little published writing on its use in services for people with learning disabilities. This article briefly discusses SFBT's potential uses with this client group, and provides by way of illustration a case example of its application…

The following two changes in conceptualizing learning difficulties are occurring: (1) a shift from identifying deficits to focusing on assessing knowledge and (2) the use of diagnoses that are more dynamic and domain specific. This article illustrates how these changes relate to knowledge of the learning process and to better instruction.…

Reports findings from three studies investigating the efficacy of an instructional model designed to promote self-regulation, the Strategic Content Learning (SCL) approach. Each study comprised multiple in-depth case studies involving postsecondary students with learning disabilities who ranged in age from 19 to 48 years. Implications for theory,…

Formerly titled "Empowering Gifted Minds: Educational Advocacy That Works", the author believes this book is the definitive manual on gifted advocacy for gifted students. The author tells parents and teachers how to document a child's abilities to provide reasonable educational options year by year. This book provides imperative information on…

The following aspects of left-handedness are discussed: etiology and associated learning and developmental disorders; right-brain dominance and how to detect it; adaptations to the physical learning environment; behavior patterns; and teaching techniques. (JW)

Five resistive activities (activities which integrate symmetric tonic neck reflex and facilitate learning) for use with problem learners are briefly described. Reports on using resistive activities with learning disabled children are offered. (SBH)

The author examines continuing questions that impede educators' understanding of learning disabilities and reviews concerns expressed by those involved with education of learning disabled adults. She touches on diagnosis of learning disabilities, vocational counseling, and strategies for intervention. (CH)

An attitude questionnaire (accompanied by a student vignette) completed by 210 faculty members explored (1) their preception of the academic potential of LD students, and (2) their perceived ability to work with learning disabled individuals. Among conclusions was that university faculty are influenced by the presence of labeling information. (JW)

Presents reliability and standard error of measurement figures for several combinations of ability and achievement measures. Discusses the rates and types of errors that occur when such scores are used to classify children as learning-disabled. Three recommendations for using difference scores are given. (BH)