Contents of this summary report on the Project of Early Identification of Children with Potential Learning Disabilities, carried out from Fall 1968 through Fall 1969 by the Wellesley Public Schools with a grant from the State Department of Education under Title VI of the Elementary and Secondary Education Act, include the following topics:…

An interactional view of the factors of school success or failure is presented which encompasses the student's strengths, weaknesses, and limitations on the one hand and specific classroom situational factors on the other. The child's success in the classroom is seen as dependent upon the congruity of his characteristics and the characteristics of…

The purpose of this paper is to give a brief overview of the reasons why a model change for servicing children with specific learning needs was recommended for the St. Anthony Village-New Brighton School District, an overview of the Resource Unit model proposed, and a summary report of the Resource Units within a small district's elementary and…

Eighteen children (12- to 15-years-old) with learning disabilities and behavioral problems were assessed to determine the effect of desk calculators on student achievement, attitude, and behavior. The Ss, whose IQs ranged from 68 to 116, used four calculators in a mathematics class to check answers of mathematics problems for 6 months. Comparison…

Provided is a language activities information packet designed to help preschool and primary level teachers identify and remediate areas of need in language development. Included is a checklist of primary language arts skills for children from 2 - 6 years-old, an expressive language evaluation scale for ages 6 months - 7 years, and a description of…

The College for Living is an educational program for adults with developmental disabilities. It is based on the theory that everyone can learn something and has the right to an education in a positive setting. The program is characterized by high morale, nontraditional teaching methods emphasizing experiential learning, and individualization.…

To examine the efficacy of using generic categories and programs that include educable mentally retarded (EMR), learning disabled, and emotionally disturbed children, 40 educationally handicapped and 20 EMR children (9 to 13 years old) were compared using five problem-solving tasks. (IM)

Available from: Council for Exceptional Children, 1920 Association Drive, Reston, Virginia 22091. The author discusses characteristics, assessment, and curriculum development of independent study behaviors in learning disabled students. (BD)

Three types of outcomes are proposed as guidelines for understanding movement in relation to learning problem theories and programs for perceptually handicapped children. (Author/PHR)

A review of the research indicates that Fernald's technique (VAKT) for learning to read and spell is effective in some, but not all, instances. (MKM)

Suggestions are given for using a kitchen timer with mildly handicapped students to help in classroom management, individualizing instruction, developing social behaviors, implementing reinforcement systems, and providing negative consequences. (CL)

The complex relationship between learning disabilities and delinquent behavior is discussed. Two groups of learning disabled adolescents are identified: (1) a group adapting by learning to compensate for their disabilities; (2) a group who had more academic, interpersonal and legal difficulties. (JAZ)

Two short-term strategy training programs were used to teach learning disabled 9- to 12-year-old students (N=42) to use an organizational strategy for a memory task. A three-rule program stressing the acquisition of specific strategy content showed a greater transfer of learning than a six-rule program teaching both specific strategy content and…

A training experiment with 30 mentally handicapped children tested two models of mental-arithmetic development. Children's initial responses to a mental-addition task appeared to be the product of a mechanical prescription. Errors appeared to be more errors of method than of recall. (MNS)