Groups the specific provisions into several central themes or itents to provide a more sound basis for drawing implications. (GR)

Includes third revised list of basic sources used for special series on English-Russian glossary of grammar and literary terms. Additional copies of the list are available for 50cents from the Russian Language Journal," A-729 Wells Hall, Michigan State University, East Lansing, Michigan 48823. (DS)

Knowledge of innovations in educational practice is tested by ascertaining respondent's familiarity with new terms. (MF)

Problems with the current definition of learning disabilities (LD) include its misinterpretation, failure to recognize the developmental nature of LD, and lack of statement about etiology. The definition offered by the National Joint Committee on Learning Disabilities is presented. (CL)

Replies to criticism of work at Minnesota Institute for learning disabilities. Suggests that the work (what is known) in LD reflects the state of practice (what is done). Suggests the LD population is not clearly defined, and research does not indicate that LD children require interventions unique to their category. (Author/CL)

The author suggests that it is a myth of gifted education that a school must identify a certain percentage of students as gifted, which forces an adjustment in criteria and definition until just the right number of students have been identified. (CL)

Discusses various definitions of computer literacy, including those from the Minnesota Educational Computing Consortium and LOGO codeveloper Daniel Watt. Notes a disagreement over whether computer literacy includes programing knowledge. Mentions the problem of "information literacy" (involving data banks) and lists books, magazines, and…

Researchers, policymakers, and teacher trainers, identified as being on the "cutting edge" of research and programing in learning disabilities, responded to surveys in 1975 and 1981. The "experts" generally endorsed learning disabilities as viable classifications and asserted that they are identifiable by specific symptoms or syndrome of symptoms.…

The author reviews the controversy over definitions of learning disabilities and posits two "givens" in any defintion of the condition: that all learning is neurological, and that learning is conditioning. He proposes a definition based on neuropsychological dysfunction which can be translated into an educational regimen. (CL)

Results suggested that potential inclusion within the functional developmental disabilities definition of P.L. 95-602, the Developmental Disabilities Amendments of 1978, varies as a function of categorical disability, age, and level of intellectual functioning. (Author)