Discusses instructional practices to help college students with learning disabilities, showing how models of self-regulated learning characterize knowledge, beliefs, and skills that students with learning disabilities need to succeed in school and presenting the Strategic Content Learning (SCL) model, which promotes self-regulated learning. The…

Discusses learning strategies that, if adopted, will ensure the continued success of the learning disabled in a variety of higher education settings. The framework consists of support, time management, technical, and comprehension strategies. (JOW)

In response to a previous article, this article suggests that the differing viewpoints are the result of differences in opinion about what constitutes a foreign-language learning problem and a learning disability and whether evidence is provided to substantiate the claims presented by each side. (JL)

Adolescents (n=99) with learning disabilities were administered the Test of Memory and Learning (TOMAL) (C. Reynolds and E. Bigler, 1994), and Cronbach's alpha was calculated based on their responses. Alpha values were also computed for a control group. TOMAL performance of adolescents with learning disabilities tends to be as reliable as…

Andrew Culham has been a lecturer in further education for seven years. During this time he has worked primarily with students with learning difficulties. He now works for Oxford and Chenveil College as a coordinator of provision for students with profound and multiple learning difficulties within the supported learning curriculum unit. In this…

The aim of this study was to compare visual and verbal memory in children with nonverbal learning disability (NLD) using the Children's Memory Scale and to identify the profile of strengths and weaknesses in visual memory abilities. Performance was significantly lower on measures of visual than verbal memory, indicating that children with NLD have…

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.…

This article reviews "Road to Success" as a curricular innovation that addresses needs of adolescents with learning disabilities (LD) as they transition from school to employment or postsecondary educational settings. A variety of curricula exist for aiding the general populace of job seekers in planning and preparing for employment, but…

Early identification of children experiencing difficulties in learning is essential for timely and effective intervention. The aim of this study was to develop a screening instrument for identifying students with learning difficulties at the end of the first term of Primary 1 in Hong Kong. This paper describes the development and validation of a…

The adolescent and adult population with learning disabilities (LD) continues to be underserved and underprepared to meet the demands of postsecondary education. Evidence pertaining to postsecondary education outcomes for the population with LD is extremely bleak. One purpose of this article is to situate thinking about adolescents and adults with…

The increase in the number of slow learners and children with learning disabilities in schools in Africa has become a major issue and concern. The situation is reflected in various school-leaving examinations, where an average of 30 percent of the results are below average or failures each year. Although there are no statistical records available…

Universal Design for Learning (UDL) stands at the forefront of contemporary efforts to create access to education curricula for all students, including those with disabilities. This policy reader comprises a notably wide range of articles that address the challenges and opportunities facing policy makers as they consider UDL's implications for…

The issue of identifying reading difficulties and disabilities in English language learners (ELLs) is a complex one. It is an area that draws on the diverse disciplines of first- and second-language acquisition, literacy, English language learning, and reading, including differences and disabilities research. This literature review aims to…

Visual and auditory paired-associate learning tasks were presented to 125 fourth grade children (45 learning disabled, 39 border line learning disabled, and 41 nonlearning disabled). The visual task produced a greater number of correct responses than did the auditory task. There were no differences among groups on either task. Scores on the…