A conceptual overview of the Regression Discrepancy Model (RDM) for assessing discrepancy between intelligence quotient and achievement scores is offered. Six RDM goals are identified, and figures from a RDM computer output show basic outcomes. Strengths and weaknesses of the RDM are discussed, without the use of complex mathematical descriptions.…

Cognitive, academic, and behavioral characteristics of 42 children with learning disabilities were assessed from identification at age 6-7 to the age of 11.5. At endpoint, resource students showed a drop in verbal intelligence quotient and lower achievement compared to mainstreamed students, though there were no differences at the time of…

This study investigated the effect of FM (frequency modulation) auditory trainer use on attending behaviors of 36 students (ages 5-10) with learning disabilities. Children wearing the auditory trainers scored better than control students on eye contact, having body turned toward sound source, and absence of extraneous body movement and vocal…

Questioning of teachers and mothers of 84 Israeli students (ages 7-10) classified as either hyperactive, learning disabled, both, or neither, found higher distractibility and hostility among hyperactive children whose families were also reported as less supportive. Learning-disabled students were characterized by dependent interpersonal relations…

Systematic observation of 60 general education teachers found that teacher behaviors toward mainstreamed students with or without learning disabilities did not differ significantly. However, significant differences in student behaviors were found, with students with learning disabilities interacting with the teacher, other students, and classroom…

Investigated differences in depressive symptomatology, attributional style, dysfunctional attitude, and social competency in 147 adolescents classified as learning-disabled-unsuccessful, learning-disabled-successful, nonspecial education-low grade point average, and nonspecial education-high grade point average students. Results suggest that…

Presents answers to common questions on meeting the needs of students with learning disabilities (LD) in regular classrooms. Describes LD, offers instructional strategies, and discusses teaching abstract concepts, student self-esteem, student depression, teacher emotions, inclusive education, how to tell whether someone has LD, and where to get…

Models of working memory were compared in 2 experiments as means of explaining variance in the comprehension of 95 skilled and 80 learning-disabled readers from grades 4 through 7. Results suggest that learning-disabled children's working memory problems are functionally related to higher order processes and not memory alone. (SLD)

This study examined loneliness and sense of coherence among 187 preschool children in Israel, of which 111 were at high risk for developing learning disabilities. The high risk children demonstrated higher levels of loneliness and lower levels of coherence than the control group. The high risk children also were less accepted by nondisabled peers.…

Traces the history of special education services in Russia from its beginning in the early nineteenth century through the rapid expansion of both private and government-supported programs and institutions under the restrictive Soviet period. Changes being implemented currently are noted, including provision of learning disability specialists in…

Outlines an approach to teaching science to a group of 15 eighth-grade special needs students who are either intellectually impaired or have specific learning disabilities. Approaches to issues such as appropriate content and behavior management are described. (DDR)

A study evaluated the effects of explicit timing procedure on problem completion rates and accuracy levels in 40 African-American third-grade students. Results showed that the explicit timing procedure increased problem completion rates. A decreasing trend in percentage of problems correct also occurred. Recommendations for educators are…

Examines early identification and intervention for students with learning disabilities in inclusive classrooms. Early signs of learning disabilities in motor, adaptive, communication and language, cognitive, and social-emotional skills are described. Techniques of functional assessment such as curriculum-based measurement, play assessment, and…

This study examined how two novice bilingual-education teachers, previously nominated as being effective teachers, integrated third-grade students with language and learning disabilities during language arts. Accommodations in these bilingual-education settings were similar to general education settings, in that teachers most frequently used…

Discusses how to manage classrooms that include students identified with learning disabilities, emotional disturbances, and mild mental retardation. For these classrooms to succeed, teachers must implement appropriate curricular accommodation and classroom-management strategies and promote the learning and social skills of typical students. When…