Presents a case study of a special education teacher candidate with a learning disability in mathematics. Issues discussed include the nature of learning disabilities in adults; possibility of workable interventions at the adult level; implications of these problems in teacher candidates; and implications for teacher education programs. (27…

Considers approaches to assessing writing disabilities that use theory-based process measures to explain discrepancies between intelligence quotient (IQ) and achievement; may define learning disabilities independent of IQ; and employ branching diagnosis based on selected tests rather than all tests in standard battery. Outlines model for using…

Presents research relative to importance of language in psychosocial development and skill acquisition as well as diagnostic classification of language disorders. Reviews research that explores comorbidity relative to relationship between language disorders and learning disability. Examines high comorbidity of Attention Deficit Hyperactivity…

Reviews the continuing overrepresentation of African-American children and youth in special education programs for students with learning disabilities, severe emotional or behavioral disabilities, and mental disabilities. Uses a critical-theory model to examine how basic assumptions, world views, beliefs, and epistemologies serve to perpetuate…

To teach culturally and linguistically diverse learners with language-learning disabilities, teachers should ensure that students understand assigned tasks, seat students from similar linguistic backgrounds together, start lessons with lead statements, use varied questioning strategies, ask for summaries, use multimodal approaches, and relate…

Identifies behaviors of professors and students that might facilitate or hinder the teaching-learning process. Analyzes questionnaire responses of students from two groups (university honors students and students with learning disabilities) and compares them with those of traditional students from a 1997 study. Offers recommendations for dealing…

Provides a rationale for using an oral mode of production as a means of composing for individuals with learning disabilities. Supporting research on the use of dictation and studies of both simulated and existing speech-recognition systems with this population are reported. Recommendations are offered for teachers who plan to use dictation or…

Identifies six empirically and socially validated conversational behaviors that can serve as targets of interventions designed to increase social interaction among high school students with and without disabilities. Findings indicate that little social interaction occurs among these high school students in the absence of programming or support.…

A study investigated the effectiveness of a program that provided systematic training and support to ensure the successful inclusion of 5 seventh-grade students with learning disabilities into a general-education setting co-taught by general and special educators. A self-monitoring system was implemented to provide support to students. (Author/CR)

This study analyzed the Stanford Achievement Test scores of Hawaiian students with disabilities and made comparisons to the larger normative population. After local subgroup norms were developed to supplement national norms, results indicated students with disabilities made greater gains in achievement from third to sixth grade than typical…

Offers a ninth grader's self-analysis of his writing disability and attention deficit disorder. Shares his coping strategies and offers his own and his mother's suggestions for how teachers can help (and not hurt) students like him. (SR)

This introductory commentary discusses the following articles on studies that used in-depth case studies of students with learning disabilities to document individuals' progress over time, as well as the relationship between reading and writing instruction and students' development of self-regulation. The benefits of qualitative research are…

Ninety-four 7th- and 8th-grade students with learning and emotional/behavioral disabilities received intervention services that incorporated monitoring and school engagement strategies. Half continued to receive services through grade 9. On two of three measures, students receiving continued intervention services were significantly more likely to…

A study compared the perceptions of 118 American teachers and 292 Japanese teachers children with learning disabilities. American teachers identified 4 percent of their children as meeting the criteria and Japanese teachers identified 1.5 percent. Americans rated high percentages of children as "weaker" in listening, speaking,…

Using a review of survey responses from developmental reading students at a residential two-year college, this article reports that great emphasis should be placed on student/faculty interactions and positive peer group interactions in the college experience. Suggests that faculty members participate in academic advising, offer study skills…