The literature review examines the issue of whether categorical differentiation and placement of mentally retarded and learning disabled students is educationally warranted. First, the two conditions are defined; next, a comparison between the two on psychological, behavioral-social, and educational characteristics usually ascribed to children so…

Eleven brief articles focus on specific learning disabilities with emphasis on programs in New York State and City. Articles have the following titles and authors: "The History of Learning Disabilities Revisited" (J. Wiederholt, G. Hale); "The Learning in Learning Disability--Ask What, Not Why" (R. Schworm) which stresses the…

This study investigated time allocated to instruction as a function of the specific type of mild handicap and as a function of setting and subject matter content. Subjects were 122 elementary students categorized as learning-disabled, emotionally/behaviorally disturbed, educable mentally retarded, and nonhandicapped. Subjects were in mainstreamed,…