The relationship between 13 demographic social variables and the numbers of students placed in four objective and four subjective special education classifications for one school year was examined using 50 states and Washington, DC. None of the objective, but two of the subjective classifications were strongly associated with socioeconomic…

This study investigated effects of microcomputer placement in three resource rooms for learning disabled elementary school children to explore student and teacher behavior changes and teacher microcomputer use. Results indicate no significant impact on student and teacher behavior. Teacher use varied, with teachers assigning different priority…

Investigates differences in performance on a task involving judgments of word-likeness between a group of reading-disabled children and normal readers matched to them either in reading level or age. Shows that although the knowledge of orthographic structure of reading-disabled children matches that of younger normal readers, reading-disabled…

Focuses on the identification of the developmentally young child and the exploration of appropriate placement procedures and programs. Identification of the developmentally young child is essential and can be made through (kindergarten) teacher observations in addition to developmental placement and readiness tests. These children can be helped…

Discusses research areas proposed in the National Research Council Report: aptitude assessment, alternative treatment design, and outcome assessment. Urges that global IQ scores be included in aptitude assessment, adaptive strategies be employed in treatment, and progress toward both common and special education goals be traced within an…

Team Assisted Individualization (TAI), a mathematics program combining individualized instruction, cooperative learning teams, and direct instruction, was compared to control methods in a 24-week experiment in 59 third- through fifth-grade classrooms. Significantly positive effects were found for both disabled and nondisabled students. (Author/BS)

Analysis of data from 49 states reveals that the types of formulas used by the states for funding special education are not related to the percentage of mildly disabled children served in regular educational settings but are related to the percentages of mentally retarded and learning disabled children served. (PGD)

This article provides a description of a planning strategy for the involvement of the learning-disabled adult student. It examines the philosophical approach to planning; characteristics of the learning disabled adult; program planning strategies, involving diagnosis, goals and objectives, modalities and learning procedures; materials and…

Proportions of special education placements (i.e., educable mentally retarded, emotionally handicapped, and learning disabled) for Anglos, Blacks, and Hispanics were compiled for a large elementary school district in the Southwest. The learning disability category was by far the most frequently assigned placement. (Author/SW)

This Education Policy Brief provides readers with a broad overview of Response to Intervention (RTI). Response to Intervention refers to an integrated, schoolwide method of service delivery across general and special education that promotes successful school outcomes for all students. This brief first discusses the impetus behind RTI, which stems…

This book provides specific guidance on: (1) Recognising High Ability and Multiple intelligences Planning; (2) Differentiation and Extension/enrichment in Design and Technology; (3) Teacher Questioning Skills; (4) Support for More Able Pupils with Learning Difficulties (Dyslexics, ADHD, Sensory Impairment); (5) Homework Recording; and (6)…

The 21st century is a time to contemplate the power of the technological advances that have occurred today. Computers have become idea engines- a tool used for thinking, performing, processing, and instructing people. No one understands or appreciates this phenomenon more than children suffering with dyslexia. These children's ability to learn or…

This digest discusses using strategy instruction to assist students with learning disabilities. It begins by describing strategy instruction as teaching students about strategies, teaching them how and when to use strategies, helping students identify personally effective strategies, and encouraging students to make strategic behaviors part of…

Ninety-six high school students from school districts across Minnesota who received special education services for learning disabilities or mild cognitive impairments agreed to participate in an interview on their participation and accommodation use on Minnesota's Basic Standards tests, minimum competency tests in Mathematics, Reading, and Writing…