Procedures for using an abacus to teach addition to learning disabled children are described. Considerations in choosing, constructing, and doing basic problems with an abacus are discussed. (CL)

In the absence of a clear definition of learning disabilities, it has become an educational simile with children described as "like a learning disabled child." The learning disabled label has become reflective of a problem related more to social structure than to children. Greater attention should be given to individual needs and less emphasis…

The authors describe the results of five types of WISC-R (Wechsler Intelligence Scale for Children-Revised) profiles in developing remedial reading for learning disabled children. (CL)

The article presents, in chart format, an overview of over 25 separate etiological perspectives on learning disabilities. Information provided includes the name of the perspective/theory, the diagnostic procedures involved, the type of children for which the theory is applicable, and the major proponent(s). (DLS)

Research on 60 highly accomplished people with dyslexia identified career success factors: pursuit of passionate interests, persistence, empathy, and mentors. Problems included lower career expectations for women and denial of access to math and science courses. (JOW)

Postsecondary education and employment are two areas that can pose major challenges and major milestones to adults with learning disabilities. This article introduces a special issue comprising six articles that provide insight into factors that engender success in these areas, specifically focusing on transitional programs, spelling disabilities,…

Teaching social skills to students with emotional and behavioral disorders and learning disabilities has become an accepted practice. Social skills training (SST), however, has often resulted in only modest and sometimes no changes in students' social competence. One of the main reasons is that acknowledged problems have been largely ignored. The…

This article serves as an invitation to rethink and to broaden the scope of learning disabilities (LD) research and practice. We begin with 3 assumptions: Education in a representative democracy is inevitably a political enterprise; social justice is everyone's responsibility, but educators have a special role to play; and segregated schooling is…

The purpose of this article is to respond to Reid and Valle's article "The Discursive Practice of LD: Implications for Instruction and Parent?School Relations" in this issue. Our response to the discursive analysis is organized around two major themes: (a) the issue of balance in the scholarship on learning disabilities (LD) and (b) the centrality…

Gersten, Jordan, and Flojo (in this series) review their research on math difficulties, with an emphasis on applying current knowledge to inform practices of early identification and intervention. On a practical level, educators are in dire need of empirically based screening and intervention tools. From a scientific perspective, it is important…

People with learning disabilities from minority ethnic communities face many layers of disadvantage. Providing services that are culturally appropriate and sensitive can be difficult. Through the use of clinical examples the issues, tensions and dilemmas raised for a community learning disabilities team in attempting to provide culturally…

Several studies have shown that children with learning disabilities (LD) have difficulty in inhibiting irrelevant information, which generates endogenous interference from working memory. Other inhibition capacities have not yet been investigated, however. This article reports on an experiment examining the capacities of children with LD to…

In this paper the small body of research which looks at how people labelled as having learning disabilities view this social identity is considered. The author argues that this research has implications for our assumptions about self-advocacy groups for people with learning disabilities.

This response focuses on the effects of the current construction of learning disabilities (LD) on families of children from devalued racial/ethnic groups. Agreeing with the arguments of Reid and Valle, we add that parents from such groups are further disenfranchised because they are not participants in the critical discourse surrounding LD and…