Integration of remedial pupils and staff into the regular school system is discussed. The article is based on a survey of administrators and remedial teachers in comprehensive schools in England. (CD)

Discusses how to ensure that children who need special help are identified through a series of "safety nets" and given whatever support is individually required. (Editor/RK)

Discusses the responsibilities of the remedial teacher in developing Humanities courses for slow learners as well as high ability students. (RK)

The author maintains that regular and remedial classroom instruction involve application of the same basic principles, but that they differ in their focus on groups and individuals, respectively, and in the level and type of instruction for which they are designed. (GW)

Describes a study that sought to identify which remedial programs are most effective in community colleges. Reports that five college classrooms were visited at various times to observe teaching methods and class attendance. Concludes that one mode of instruction is not a panacea for all students and that colleges should offer at least two modes…

Reviews the reaction to the movement within the developmental education and learning assistance profession to create a national certification program for individuals. Provides a brief history of standards and certification in this field, responses from interviews with Hunter Boylan and David Arendale regarding individual certification, and poses…

Shares the author's beliefs about the practice of teaching developmental writing in an attempt to get colleagues in other academic settings involved in a dialogue about the writing philosophies in their practices. Presents an interest in the beliefs and theories that form the foundation of what others do in their writing programs. (VWC)

Current prereferral intervention team (PIT) regulations, prevalence, membership, goals, and intervention information from two national telephone surveys are reported. Survey 1 obtained information about state PIT regulations and recommendations from employees of the 51 state education departments (50 states and Washington, DC). Survey 2 obtained…

This monograph includes an extensive review and evaluation of the research literature and offers teachers and clinicians background for understanding reading diagnosis, the correlates and causes of reading disabilities, diagnostic techniques, and remediation. The following topics are discussed: (1) the nature and levels of diagnosis, (2) the…

This monograph, third in the reading series of four, is directed to the classroom teacher, who is usually the first to become aware of the child's reading problems. The teacher should be able either to correct those difficulties or refer the child with more serious problems to a reading specialist. Related documents in the kit are: (4-B)…

Describes some ways to make mixed ability teaching more relevant for slow learning students and to relieve some of the apprehension experienced by classroom teachers. (Author/RK)

Suggests that the lack of coherence between remedial programs and regular classrooms impedes the progress of students with reading difficulties. Provides an outline for an instructional program in which classroom and specialist teachers collaborate to provide the learner with coherent and balanced instruction. (ARH)

Calls for a reassessment of the remedial teacher's role. (Editor/RK)

The paper discusses an attempt to make a college educational clinic more effective in its use for teacher training of handicapped children, by means of an interdisciplinary approach. (Author/CB)