The University of Kansas Institute for Research in Learning Disabilities has designed and validated a set of task-specific learning strategies to teach mildly disabled students "how to learn" so they can more effectively cope with increased curriculum expectations. (Author/CL)

Thirty-seven secondary students with learning disabilities were taught health facts and concepts, which they then applied to problem-solving exercises presented through computer simulation games. Students who were taught an explicit strategy for solving problems performed better on two transfer measures than students given supportive feedback and…

Ss either saw the film twice, read the script twice, or read the script and saw the film with target words stressed by the teacher in all cases. Posttests indicated that Ss who both read the script and saw the film had the greatest increase in number of words recognized. (DB)

The discussion of minimum competency testing (MCT) for learning disabled students focuses on advantages and disadvantages, the need for test modifications, and the importance of coordinating the child's individualized education program with MCT considerations. (CL)

Questionnaires completed by 87 teachers of secondary students with learning disabilities, emotional impairments, or mild mental retardation were analyzed in terms of certification, teaching experience, mainstreaming techniques, district goals/objectives for programs, ideal caseload, and effects of program modifications on teaching effectiveness.…

A weakness of research on minority placement in special education is the tendency to overestimate the homogeneity of populations by failing to disaggregate factors such as language proficiency or to consider other relevant variables, for example, social class or program type. Similarly, certain groups have been understudied, such as English…

Three groups of adolescents (n=82) who received treatment for emotional disturbances as children were compared on four predictive indicators: organic problems, family problems, conduct disorders, and academic problems. Using childhood treatment data, significant differences were found between the aggressive group and one or both of the comparison…

This study investigated the relative influence on test anxiety of academic self-concept, cognitive interference (experience of task irrelevant thoughts), academic achievement, and study skills, with 82 adolescents with learning disabilities and behavior disorders. Results showed a positive relationship between test anxiety and cognitive…

Young adults (N=277) with and without learning disabilities or emotional or behavioral disorders were interviewed regarding their school and post-drop out experiences. Findings indicate that factors such as disability status, when individuals drop out, and self-perspectives influence education participation. Strategies for helping students who…

A study involving 129 secondary general education math and special education teachers found a majority of special education teachers had not heard of the National Council of Teachers of Mathematics (NCTM) Standards. Teachers identified lack of adequate materials as a considerable barrier to implementation of activities based on the Standards.…

The study examined three components of the initial expectations of 66 secondary vocational teachers toward mainstreamed educable mentally retarded and learning disabled children. Among findings was that presence of the labels lowered the initial academic and behavioral expectations of teachers in the sample. (SB)

Seven secondary teachers of 57 students with learning disabilities used a videodisc program to teach fractions. Teacher and student reactions were very positive, almost two-thirds of the students reached or exceeded criterion performance, and teaching styles of participating teachers subsequently became more interactive. (JDD)

Ninety-four 7th- and 8th-grade students with learning and emotional/behavioral disabilities received intervention services that incorporated monitoring and school engagement strategies. Half continued to receive services through grade 9. On two of three measures, students receiving continued intervention services were significantly more likely to…

This qualitative study used focus groups to explore student perspectives on family involvement in the transition from school to adult life. Four focus groups, including students with learning disabilities, emotional and behavioral disorders, and mild mental retardation, demonstrated the importance to students of family input and support.…

This qualitative study examined transition-related practices at one school and their effects on experiences of secondary students with learning disabilities. Findings indicated utilization of some literature-identified best practices including vocation-related activities, instruction in self-determination skills, and such planning activities as…