Discusses strategies for teaching Spanish to students with learning disabilities. These strategies include using flexible materials and alternative assessment methods, accepting individual students and ascertaining their disabilities, adapting to student needs, using a multisensory approach, and teaching students study skills particular to…

A social skills program for learning disabled children consisting of coaching, role-playing, and information sharing was implemented over a 6-month period by a clinical psychologist in collaboration with classroom teachers. When compared to the control group, participants in the experimental program demonstrated greater social acceptance and…

Maintains that the inclusive classroom is one in which all students, regardless of differences can flourish. Discusses the role of cooperative learning in establishing and maintaining an inclusive classroom. Maintains that inclusion promotes tolerance. (CFR)

Social competence of elementary students (n=141) with learning disabilities, low achievement, or average to high achievement was examined. Ratings of social skills, peer acceptance, behavior problems, and self-perceptions were gathered from students, teachers, parents, and peers. Learning disability and low achievement groups were…

This study explored the availability and frequency of use of 14 types of technology, as well as 68 teachers' views on what kinds would be most helpful, for students with learning disabilities. Information was obtained on: innovative uses of technology, the quality of software available, accessibility of computers, equipment needs for special…

Inclusion of students with learning disabilities in regular education is explored as it relates to the in-class reading specialist. Issues discussed include the necessity for preservice and inservice preparation for assuming coteaching roles, the importance of personal empowerment of reading specialists, and the need for meaningful integration of…

This response to five case studies of inclusive practices for elementary students with learning disabilities finds confirmation of fears that such programs would suffer from problems of organization, planning, and coordination; that related services would not be provided more frequently; and that program value is determined by teacher and…

Suggestions are offered for implementing a collaborative approach to teaching self-questioning and applying this approach to foster the self-regulated learner. Collaborative self-questioning was used in two settings: with adults who were poor readers and with fourth- and fifth-grade students with learning and language disabilities. (SW)

This article describes a federally funded model self-determination project for students with severe emotional disabilities/behavioral disorders (SED/BD). The project promotes self-determination through instruction in problem solving, self-assertiveness, and self-management skills, and utilizes cross-age peer tutoring involving college students…

A basic writing course at the University of Massachusetts, Amherst, serves students underprepared for first-year composition. The student population is culturally diverse, varying widely in ability and background. The course has evolved from a basic syllabus designed to teach writing skills to a more comprehensive, student-centered curriculum…

Effects of a summary skills learning strategy on the comprehension of science text were examined with five elementary-age urban minority students with learning disabilities participating in a summer remedial program. The strategy produced clear improvement in comprehension which was associated with similar improvements in the completeness of the…

The Learning through Creative Writing program was developed for students with learning and emotional disabilities in grades 6-8. The program used a pen-pal correspondence activity to develop students' abilities in communication, higher level thinking skills, geographic concepts, and social studies concepts. (JDD)

This article on service delivery to students with learning disabilities in postsecondary settings deals with differences between high school and postsecondary settings (including differences in federal laws applicable in each setting), determination of eligibility and access, determination of reasonable accommodations, and fostering students'…

Sixty-two college students with learning disabilities were compared to 58 peers matched on gender and American College Testing composite score. Groups were compared on age, high school preparation and performance, college grades, grade point average at the end of each year of study, graduation and academic failure rate, and time taken to complete…

Effects of self-monitoring alone and in combination with external contingent rewards on sight word acquisition were compared across two groups of four learning-disabled elementary students. Both treatments were found to increase sight word vocabulary, but contingent reward did not enhance the reactivity of self-monitoring for most students.…