Mildly handicapped students can be helped to improve their writing skills by careful attention to the prewriting stage. Prewriting exercises include observing, drawing, thinking, reading, researching, interviewing, and note-taking. (CL)

An approach that combines a signing or gestural component with an integrated approach to word learning--reading, listening, speaking, and writing--has been used successfully with mildly disabled children who demonstrate difficulty acquiring sight words through typical approaches. The seven-stage sequence of instruction is described. (CL)

A psycholinguistic approach to reading instruction for mildly handicapped adolescents, emphasizing meaning rather than discrete reading skills, may include such assessment techniques as modified miscue analysis and informal reading inventories and such instructional alternatives as guided reading, previewing, and study strategies. (CL)

A four-step sequential prompt instruction strategy for mildly handicapped students is outlined and suggestions are made for managing prompts during instruction and monitoring their use. (CL)

Phone hours, specific times each week during which parents and teachers could call each other outside of school time, has been an effective way to promote communication between teachers and parents of mildly handicapped secondary students. (CL)

Describes motivational tool to help students with mild disabilities master basic math facts by providing a concrete visual indicator of progress (a "trip" across the United States). Use of the program with 20 mildly disabled elementary students found student enthusiasm high, increased mathematics knowledge (from 22 to 87 percent), and increased…

Described is a teaching technique which uses the collection of ice cream sticks as a means of increasing awareness of quantity in a self-contained elementary special class for students with learning disabilities and mild mental retardation. (DB)

A driver education program for mildly handicapped secondary students is described in terms of eligibility and placement criteria, program goals, and program phases (classroom instruction, simulator training, behind-the-wheel training, and parent involvement). Preliminary results indicated that the program is successful. (CL)

Computer assisted learning, (CAL) which embodies an interactive approach to learning, is distinguished from computer assisted instruction, and the usefulness of CAL with mildly handicapped students is considered. A project is described in which eight special education students used Turtle Graphics for developing thinking and problem solving…

The authors apply the statement-pie approach (in which the reader is trained to look for the two major categories of concepts--the statement or major topic of the passage, and the information which supports the statement) to the teaching of reading and writing skills to elementary level mildly handicapped students. (SB)

A four step procedure for individualized, teacher-directed spelling instruction with mildly handicapped students is presented with such features as student responsibility for checking accuracy of work, daily spelling tests, and systematic review of words learned. (DB)

The author considers several issues regarding the development of report card grades for the mildly handicapped mainstreamed student by the regular class and resource teacher. (SW)

Teachers can help students with learning problems in solving arithmetic word problems by following the principles commonly used in the design of Direct Instruction curricula: teach rules and strategies rather than rote memorization; sequence examples and skills carefully; and introduce and review skills cumulatively. (CB)

A resource program for mildly handicapped secondary students combines direct instruction with an emphasis on generalization. Additional support is given directly or indirectly (through the regular teacher). Resource teachers have to find time to consult with students and teachers, adjust the resource curriculum, and develop rapport with regular…

Described are strategies for teaching social communication skills to 8- to 10-year-old students with mild handicaps. The instructional model involves determining behaviors to be taught; assessing social communication skills; teaching skills through motivating student performance, modeling, and practicing; and maintaining and transferring skills. A…