Developed by the Education Development Center and Bank Street College of Education, this professional development program shows general and special education teachers how to collaborate to provide a high-quality, standards-based mathematics education to all students, including those with disabilities. The Math for All learning experiences detailed…

Suggestions are offered for teaching composition to brain-injured, brain-damaged, neurologically impaired students. Teachers are cautioned to choose a limited topic based on students' concrete experiences, concentrate on setting up generalizations and theses, and help students consider ways to expand and organize the topic. For creative writing,…

The author describes instances in which children perform quite well in some areas and poorly in others, and suggests that rather than being unmotivated, these students have a "splinter" type of intelligence. If the cause is cerebral damage, the teacher's attention is best placed on adjusting assignments to their strengths. (CL)

Reviews some of the most pertinent current research on possible causes of dyslexia. Offers guidelines for the prognosis and treatment of dyslexics and literary options for reading teachers and specialists to use in working with dyslexia. (PA)

Discusses a new finding that repeated sexual abuse in childhood underlies damage to the hippocampus, a structure previously implicated in short-term memory. (MKR)

The author contends that falling barometric pressure hampers the flow of blood throughout the nervous system, thus encouraging maladaptive behavior in some neurologically impaired children. Among guidelines offered are to create a calm environment and to check the barometer frequently during the day. (CL)

A technique for teaching sight word vocabulary through combining common syllables was used with two neurologically impaired elementary grade students. (DB)

Discusses three major physiological or neurological areas in which learning problems originate: language deficits, visual processing deficits, and information processing deficits. Discusses remediation efforts. (RS)

Presents hands-on activities to teach about the causes and consequences of strokes. (YDS)

Understanding the criteria and process for determining a student's eligibility for special education services is critical for any educator in an inclusive school environment. Based on the current reauthorization of IDEA 2004, this timely resource offers teachers and administrators an overview of each eligible disability and clear, specific…

For many children, especially those with reading difficulties, a motor-kinesthetic learning activity may be an effective tool to teach complex concepts. With this in mind, the authors developed and tested a game designed to teach fourth- to sixth-grade children some basic principles of nervous system function by allowing the children themselves to…

A clinical psychologist describes an approach she uses to assess learning disabled students. She explains that brain function is analyzed through a sequence of tasks charting visual and auditory discrimination, perception, memory, organization, integration, and output. An example is cited in which an 11 year old child with traumatic brain injury…

The sensory-motor bases of motor rehabilitation and current instructional theory about how handicapped children learn motor skills are explained. Strategies for organizing learning sessions, techniques of skill instruction, and the use of reinforcing feedback to maximize educational opportunities for handicapped children are discussed. (PP)

This manual provides guidelines for aquatic teachers of people with disabilities. It is based on experience in teaching American Red Cross Adapted Aquatics and is to be used to complement and accompany the Red Cross Adapted Aquatics materials. Emphasis is placed on successful experiences in a positive, safe, reinforcing environment stressing…

Describes the Gilles de la Tourette Syndrome, a little-known disorder of the central nervous system whose symptoms include involuntary movements, such as facial tics, and the production of involuntary sounds, such as grunts and obscenities. Suggests ways teachers can help a child afflicted with this disorder. (SJL)