This study examined whether there are differences between Israeli students with learning disabilities (LD) and their typically developing peers with regard to their 21st-century skills according to their self-report and whether the differences between the two groups are greater in postsecondary education than in high school--an aim that had not…

When two psychological reports of handicapped children were presented to 86 professionals alone and in their multidisciplinary team, the teams exhibited significantly less variability in placement decisions than the same specialists acting independently. No one profession appeared to dominate the group decision making. (Author/CL)

The collaborative efforts of clinic and school district personnel to provide comprehensive evaluations in children with severe learning disabilities are described. Reasons for mixed success of the program are discussed. (CL)

The article proposes a cooperative assessment strategy with language impaired children to assist the interdisciplinary psychoeducational evaluation and planning team to function as a unit by (1) agreeing on a theoretical framework, (2) cooperating in planning the assessment, (3) raising questions for the assessment, and (4) making cooperative…

Major objectives of the teacher workshop are to increase the empathy and knowledge of the regular teacher concerning the characteristics and problems of the LD student, and to work out communication problems and increase the dialogue between the resource learning center teachers and the regular classroom teachers. (SBH)

This article describes the purpose of vocational rehabilitation and the service delivery process for individuals with learning disabilities in transition from school to work or postsecondary education settings. Suggestions are made to prepare families and students with learning disabilities, vocational rehabilitation counselors, and special…

This article synthesizes descriptions of and recommendations for community transition teams which assist in the transition of youth with learning or other disabilities from school to adult life. The levels, composition, and functions of transition teams are described. Community-level transition teams are shown to be critical support vehicles for…

This study analyzed and compared the perceptions of elementary-level learning disabilities resource teachers (n=83) and general education teachers (n=64) regarding actual and ideal performance of collaborative roles. Results indicated significant differences in teacher perceptions of actual and ideal performance of collaborative roles. Constraints…

Defines and describes the consultation, collaboration, and teaming models that have been implemented for educating students with learning disabilities. Delineates how these models contribute to interactive teaming, outlines the key features of the interactive team, and provides some guiding principles for successful implementation of this model.…

Discusses the impact national goals, federal legislation, and local reform practices will have on future reform efforts for students with learning disabilities. Twenty-first century predictions are made and indicate the need for effective collaboration processes, with participants making an effort to understand, accept, and/or value different…

Discusses the discrepancies among physicians, psychologists, and schools regarding the diagnosis and treatment of attention deficit disorders. Stresses the need for all evaluations to include cross-disciplinary cooperation, and for the acceptance of standardized measures as part of the identification and treatment process. (CR)

This article, originally published in 1968, examines learning disabilities from the perspectives of history, disciplines (calling for interdisciplinary convergence), education (viewing learning disabilities as a concept rather than a category), teacher preparation, province (evaluating the appropriateness of various delivery systems), and time…

Describes a 3-year study of 18 elementary and 7 middle school teams involved in development and implementation of building-level programs designed to support students with disabilities in mainstream classrooms. The teams used co-teaching as an integral part of their service delivery models. Benefits and problems are discussed. (Author/CR)

The school reentry of students with traumatic brain injury (TBI) is discussed, focusing on federal legislation requirements, TBI characteristics, assessment methods, the range of services that need to be considered, problems affecting students' academic and social functioning, need for a school team approach, schedule for reintegration planning,…