Offers various ways in which children with learning disabilities can be helped. (RB)

A grab bag of ideas for working with learning-disabled children in the areas of reading, writing, spelling, and arithmetic. (RB)

Describes the five basic stages of motor development as activities in a perceptual motor program for children of normal intelligence who have learning problems. The program emphasizes the relation between sound motor development and academic achievement. (Author)

Learning-disabled kids in a farmhouse classroom. (Editor)

Teachers from four school systems set up their own computer centers from scratch. Each center is tailored to the needs and resources of the school or schools involved. The centers range from a one-machine operation in the corner of a resource room to a laboratory with 18 microcomputers. (PP)

Discusses the problems of helping a group of children that seem otherwise normal but cannot learn. (RB)

Differing viewpoints in the field have resulted in considerabe lack of agreement in definitions of learning disabilities. Considers problems and limitations resulting from these disagreements. (RB)

This article presents information to help the teacher recognize and teach children with special learning needs. Suggestions for diagnosis, classroom strategies, and ideas for home use are offered. Resources for teacher use follow the article. (DF)

Ten brief biographical case studies of famous men who were considered learning handicapped as children are presented to make the point that labels are often erroneously applied. (KC)

When you think ADHD, do you think boy? You're not alone. Boys are three times more likely to be diagnosed with ADHD, even though they're no more likely to have it. Too many young girls are not getting the help they need. That's why teachers are so important. When it comes to learning disabilities, teachers are right there on the front line.…

A recent study of reading instruction in 28 resource rooms designed for learning-disabled students is described. Program effectiveness was found to be determined by use of student time, method of instruction, and coordination between resource teachers and classroom teachers. Ways to use resource rooms more effectively are suggested. (MT)

The repetition involved in preparing slide shows is a factor which slow learners need to bridge their poor memory spans and the visual aids maintain a high interest level. (Author)

Presents a checklist to help teachers identify learning disabled children, and describes a child development program which deals effectively with such learning problems. (CM)

Learning-disabled children often learn to wear masks to protect their self-esteem. Several common types of masks are identified, and an outline is given of the characteristics of learning-disabled children and steps that teachers can take if a learning disability is suspected. (IAH)