The University of Oregon's Center for Electronic Studying investigates ways to use computers to assist college students with physical and learning disabilities for whom studying is especially difficult. Such efforts are increasingly needed because of the trend toward mainstreaming students with varied disabilities. Meeting the cost of the…

Discusses work on a pilot project to develop guidelines for accessible interpretation that integrates disabled and mainstream visitors. Discusses program and facility designs and suggests ways to make existing interpretive programs more accessible to visitors with disabilities. (LZ)

A survey of 251 North Dakota parents of learning-disabled students found that retention occurred twice as frequently for students with learning disabilities as for the general student population. Parents of retained students tended to have lower educational aspirations for their children than did parents of nonretained students. Discusses…

Delinquents (n=116) with reading disabilities were given daily multisensory (Orton/Gillingham approach) remedial reading instruction or regular reading instruction. One year after release, the treatment group had made significantly greater growth in reading and had a significantly lower rate of recidivism. (Author/DB)

Insights from both cognitive psychology and learning disabilities intervention research are presented to improve understanding of the processes by which number fact fluency develops. Discussion includes assessment guidelines and learning strategies such as counting all, counting on, and alternative groupings. (Author/JDD)

This paper introduces management models for developing a collaborative language intervention process, implementation models for language assessment and Individualized Education Program planning, and multicultural issues. Strategy training for language and communication is introduced as a feasible example, with macrolevel and microlevel process…

Social adjustment of 46 children with and 199 children without learning disabilities (LDs) who were integrated full time in third grade team approach to mastery (TAM) classrooms were examined. Children with LDs, particularly boys, were well-integrated socially in TAM classes. The mixture of students may enhance acceptance of children with LDs.…

This article presents the "concrete semiconcrete abstract" (CSA) teaching sequence for teaching basic math skills to students with and without learning disabilities. Guidelines include providing a minimum of nine instructional lessons (three at each level), each with four lesson steps. Validation of the CSA sequence and lesson format with 15…

Criterion-related validity data are presented on 3 methods for assessing reading comprehension, based on 26 learning-disabled middle school students. The standard cloze test and multiple-choice cloze test produced moderate correlations, although the traditional scoring method was considered inappropriate. The story retell procedures demonstrated…

This paper outlines a model of cognitive functioning and remedial direction, based upon an information integration approach and work in neuropsychology. The approach, used primarily with low-achieving and learning-disabled students, utilizes "bridging tasks" which are paired with specific global cognitive tasks to promote generalization…

An Assimilative Base Model is presented and related to the improvement of instruction in writing for learning-disabled and other children. The model, based on Piagetian theory, involves three interchange processes: automatic skill development; puzzlement leading to reorganization of relationships; and strategy development leading to enrichment of…

This study of curriculum-based assessment of the reading ability of four elementary-level students with learning disabilities found that individual-referenced tests are powerful for understanding instructional effects, whereas norm-referenced tests are best suited for determining deployment and allocation of resources. (DB)

Study administered to 1,140 eighth graders examined relationships between dimensions of adolscents' attitudes toward school and their academic level, ethnicity, and gender. Results indicated regular class students held more favorable attitudes toward reading and social studies than did the educationally marginal or those with learning…

Reports on a survey conducted at Salish Kootenai College to determine student attitudes, awareness, and use of instructional and academic accommodations for learning-disabled students (e.g., taped lectures, extended deadlines, added course/test time, grammar proofreaders, and lecture notes). Students agreed that academic counseling and tutorial…

This article discusses reasons for rejection of the learning disability category in New Zealand and describes the general education and special education systems in New Zealand. It is suggested that the needs of such students may potentially be met by new policies for "high incidence" special needs. Teacher training needs are also…