Summer day camps for learning disabled elementary school students can help children to maintain and improve academic and social skills that may otherwise regress during summer vacation. Two such New Brunswick programs are described in terms of rationale, camp structure and organization, funding, student selection, staff selection, training,…

More learning-disabled students could succeed in higher education settings if several inhibiting factors--lack of training for college work, negative attitudes of college faculty, and lack of trained support personnel--were appropriately addressed by educating college faculty, administrative staff, and secondary education personnel about the needs…

Learning disabled (n=34) and low-achieving (n=34) incarcerated delinquents (16-19 years) were assigned to social metacognitive training, attention control, or test-only control groups. Those given metacognitive training improved in rehabilitation achievement and other areas of social adjustment, with a greater proportion of the learning disabled…

Thirteen learning disabled and 15 remedial high school students were taught reasoning skills using computer-assisted instruction and were given basic or elaborated corrections. Criterion-referenced test scores were significantly higher for the elaborated-corrections treatment on the post- and maintenance tests and on a transfer test assessing…

Showed that the standard score difference method for determining intelligence quotient achievement discrepencies produced disproportionate racial representation, whereas the regression method produced proportionate racial representation in Learning Disabilities (LD) classes. Demonstrated advantages in measurement of discrepancies, LD program…

Investigated stability of the Wechsler Intelligence Scale for Children-Revised (WISC-R) intelligence quotient scores of 32 exceptional students over six-year interval. Used 20 learning disabled and 12 mentally disabled students aged 6 to 16. Test-retest findings indicated median reliability value of .74. Discusses implications for clinicians and…

In October 1983, the National Institute of Handicapped Research (NIHR) released its report on the state-of-the-art meeting on the Special Rehabilitation Needs of Learning Disabled Adults. This article presents the seven research priorities forwarded to NIHR and the method by which they were generated. (Author/CT)

Comparison of two computer-assisted instructional vocabulary programs used with 25 learning disabled high school students indicated that the program utilizing smaller teaching sets and cumulative review exercises was more effective in helping students achieve mastery than the program using a large teaching set and no cumulative reviews. (Author/DB)

The 1982 position paper of the National Joint Committee on Learning Disabilities provides recommendations concerning preparation of professional personnel. Major recommendations include periodic evaluations of training programs and faculty, establishment of interdisciplinary training programs, structuring of practica to enable students to…

Considers dyslexia a major cause of failure among academically low-skilled, open-admissions college students. Argues that the legal definition excluding extrinsic causes of dyslexia is inaccurate, misleading, discriminatory, and the major reason for the scarcity of college programs for dyslexic adults. Suggests instructional/curricular strategies…

Naturalistic observations of special education classrooms in a high school, together with teacher ratings of social acceptance, revealed four status positions within a learning handicapped group. Conformity to school expectations was inversely related to social standing, while behavioral dominance was directly related. Discusses individual and…

The paper examines the issue of disproportionate representation of limited-English proficient (LEP) Hispanic students in classes for the learning disabled. Inadequate assessment, evaluation, placement, and re-evaluation of LEP students are noted. Sixteen policy considerations are identified to help school districts ensure that LEP learning…

The article reviews studies on vocational adjustment of the learning disabled as well as current practices and concludes that secondary programs should provide six types of vocationally relevant activities including: occupational awareness/exploration, vocational assessment, instruction in job-related academic skills, instruction in job-related…

Discusses Direct Instruction (DI), its rationale, principles of curricular design, and presentation techniques. Presents research on the effectiveness of DI with disadvantaged and handicapped learners. Also offers criticisms of DI. (RAE)

The effects of social support and school placement on 51 learning-disabled elementary and secondary students were assessed. Students with higher levels of perceived social support scored higher in general self-worth, athletic competence, scholastic competence, and behavioral conduct than students with fewer social supports. School placement was…