A three-tiered approach to help teachers develop a meaningful mainstreaming program begins with the development of self-esteem in each student. Cross-age tutoring, the second tier, can enhance learning of nonhandicapped and handicapped students. The final tier focuses on information and support needs of the staff. (CL)

Recommendations for adapting instruction for learning disabled high schoolers can be made to regular teachers according to a four-part format: frequently observed instructional modifications, difficulty factors based on an average of a sample of general education teachers, comments regarding the implementation, and suggestions for making the…

The article outlines characteristics of effective learning centers for reinforcing initial teaching, clarifying concepts that have been taught, and providing needed drill and practice. Steps involved in creating a learning center are listed, and a description of a learning center is offered. (SB)

Described is a zoological program which developed as a remedial effort to meet the needs of a 13-year-old boy with a history of academic failure and emotional withdrawal. (CL)

The paper reviews inadequacies common in secondary programs for learning disabled students and suggests guidelines for more appropriate program development. (CL)

Steps in developing career education programs for learning disabled adolescents are described, and components of a successful career education program are outlined. (SW)

The article examines effective teaching methods for students with severe disorders of language and discusses planning the physical education program to include identification and awareness of body parts, understanding of spatial/directional concepts, and appropriate social interaction skills. Management suggestions based on behavioral principles…

The author describes a system using computer technology to organize instructional materials in a school system or regional library so that teachers of learning disabled and other disabled students have help in the selection of appropriate materials. (SW)

The article provides practical suggestions for teachers working with gifted learning-disabled students. It includes a discussion of whether students can be both gifted and learning disabled, and reviews service options, methods of identification, and programing for this population. (DB)

Outlined is the Special Academic Development Program devised by the author, a specific learning disabilities consultant at the secondary level. (JG)

Strategies for establishing and maintaining an effective vocational assessment program for students with learning disabilities involve highlighting the school motivation and career planning connection, securing administrative support, conducting a needs assessment, communicating goals, maintaining open communication with school personnel,…

Problems of implementing a mainstreaming program for exceptional children include lack of staff preparation and inadequate guidelines concerning resource room operation. Four approaches to the problem are recommended: a total integrated effort of all staff, a well-developed plan for teacher education, good public relations, and early involvement…

A peer tutoring model is described and suggestions for implementing peer tutoring programs are provided. The seven steps in the development of a peer tutoring program are: establishing a need, considering curriculum, assessing, selecting learners, selecting tutors, monitoring, and coordinating. (PHR)

Rapid changes in the field of regular and special education have increased the urgency of supplying relevant inservice teacher training programs to help regular teachers serve an increased number of exceptional children in their classrooms. (DB)