A teacher of learning disabled students describes a color and shape coded system of teaching such calendar concepts as days of the week, months, seasons, and years. (CL)

Offered for teachers who are overwhelmed by the task of selecting specific details from referral information for application with the learning disabled child is an analysis of prescriptive teaching for early childhood. Prescriptive teaching is described in terms of utilizing diagnostic information by modifying the educational program and…

Explained is the use of memorizing techniques found to stimulate learning processes and memory in a group of learning disabled children. (CB)

Braille should be considered as an alternative language for the severely learning disabled student as it is a ready-made language which uses a completely different pathway than that of auditory/visual input. (Author/DB)

Recounted by the teacher are psychological and academic benefits realized by a class of low achieving children when they dictated and illustrated booklets and read them to other classes. (DB)

Described is a four step method of teaching remedial handwriting which encourages the progressive approximation of writing to a good model and avoids common instructional errors such as unsupervised massed practice, lack of immediate feedback, and failure to provide good models. (DB)

Three subgroups among children labeled as learning disabled are differentiated, including those who just do not function well in nonpersonalized situations and thus have learning problems stemming from deficiencies of the learning environment. Identification and remedial teaching strategies are conceptualized in diagram form. (KW)

A special education teacher summarizes instructional techniques for teaching language handicapped children, with particular attention given to the teaching of reading (a linguistic method, based on phonemes, and with the goal of automatic association of sound and symbol implemented by the auditory-visual-kinesthetic approach). (KW)

Discussed is a modeling procedure which has been used to teach specific linguistic structures to language-handicapped children. (LS)