Two types of instructional adaptation were explored: routine adaptation (the extent to which teachers establish initial routines to facilitate ongoing adaptation) and specialized adaptation (how teachers modify instructional plans in light of student difficulty). Participants were 110 general educators. (Author/SM)

Two self-administered, self-scored, and self-interpreted career interest inventories used by adolescents and adults are described, the Self-Directed Search and its Form Easy, an adaptation for poor readers. The paper discusses test components, subtests, and theory; gender issues; interpretation; appropriateness; coding discrepancies; and…

Reports on a study of instructional strategies and classroom techniques used by art teachers for children with disabilities. Finds that in both segregated and integrated art education settings, a balanced, comprehensive art education program is possible with all students. (CFR)

Comments on several papers addressing professional development and instructional improvement for students with learning disabilities in regular classrooms. It urges the linking and alignment of professional development, classroom practice, and changes in student performance with measurement and training that expect the influence of one on the…

Provides information for workers in early childhood programs about the needs of disabled mothers. Gives suggestions for accommodating mothers with various disabilities, including physical, psychiatric, sensory, cognitive, or learning disabilities. Explains that some disabilities are "hidden." Describes accessibility needs and lists…

Discusses implications of the Technology-Related Assistance to Individuals with Disabilities Act (1988, 1994) for people with learning disabilities. It discusses the rationale for the act; its provisions and goals; and systems change and advocacy activities of state projects concerning policy analysis, funding, interagency collaboration, consumer…

Uses a case study of a third-grade student with a severe learning disability and an attention deficit disorder to illustrate use of word prediction and speech synthesis software to help students with such tasks as communicating via dialog journals. Guidelines (such as using a relatively small word list) and evidence of the method's effectiveness…

This article reports perceptions of a first-year teacher of students with learning disabilities. First-year challenges are described, as well as views on assessment, accountability, and inclusion. Recommendations are made for new teachers and steps that teacher educators, school administrators, and experienced teachers can take to ensure the…

This position paper of the National Joint Committee on Learning Disabilities urges comprehensive transition planning for students with learning disabilities, especially as applied to their progression from secondary to postsecondary education. It outlines the roles and responsibilities of the student, parent, secondary school personnel, and…

Examined postsecondary school services for students with learning disabilities (LD). Nine postsecondary school counselors in Georgia were interviewed using an open-ended, semistructured guide. Interviews were analyzed for themes and categories. Each school offered LD services and accommodations. Delivery systems varied in scope. Provides…

This article reviews basic legal requirements of the Americans with Disabilities Act and Section 504 of the Rehabilitation Act relative to individuals with learning disabilities and attention deficit hyperactivity disorder. Within this framework, legal issues surrounding reasonable accommodations on professional licensing and screening exams are…

A study examined the causal effects of distal and proximal risk factors for the use of gateway substances by 136 Mexican American adolescents (ages 11-15) identified with learning disabilities. Factors included peer delinquency, school satisfaction, self-esteem, language acculturation, socialization acculturation, self-reported delinquency,…

A survey of 35 middle school students with learning disabilities found that students receiving moderate accommodations and adapted grades attributed their highest grade more to effort than did students receiving minimal accommodations and no adapted grades. Boys attributed the factor of teacher helpfulness significantly higher than girls for…

Despite public skepticism regarding steadily increasing numbers of learning-disabled students, most experts agree that 5 percent of schoolchildren suffer severe difficulties with language and other skills. There are three explanations: remediation is ineffective after second grade; identification comes too late; and federal policies overlook…

Data for 1,833 Norwegian students in grades 4, 7, and 9 show that learning disabled (LD) (n=214) and low achieving (not diagnosed as LD; n=156) attributed success in mathematics and language to ability to a greater extent than other students. LD students showed more helplessness than other low achieving students, although these students showed…