The history of difficulties with definitions of learning disabilities (LD) is reviewed and the definition proposed by the National Joint Committee for Learning Disabilities is described. LD is seen as a generic term referring to a heterogeneous group of disorders presumed to be due to central nervous system dysfunction. (CL)

The article defines the highly talented; describes their special academic, social, and personal needs; gives reasons why children talented in a specific areas are often overlooked; and offers suggestions for parents, teachers, and counselors. (CL)

The author defines psychic ability and suggests ways that teachers can recognize it. (KC)

Addresses the problem of terminological inconsistencies or oddities often quoted in translation literature, lamenting the scarcity of articles devoted to the terminology research process itself. In answer to this need, attempts to clarify the different steps involved in the research process as applied to specific or isolated terms. (MES)

Clarifies the differences between two meanings of discrimination: (1) the process of differentiating between objects and (2) making choices with a bias against a particular choice. The author argues that the two meanings are often confused in education, and that unbiased discrimination to establish personal preferences is morally justifiable. (AM)

It is argued that the defining of literacy is a complex problem which societies must resolve according to their own needs. General principles to guide efforts to increase literacy levels are offered. These and other issues involving the attempt to achieve universal literacy are discussed. (GK)

Discusses problems that may be encountered when evaluating a major course in educational technology and makes pragmatic suggestions for small-scale evaluations on such dimensions as informal/formal, formative/summative, case-study/generalizing-study, internal/external, holistic/analytic, and process/product. Fifteen references are listed. (LLS)

The definition of developmental disabilities clarifies the functional intent of the Developmental Disabilities Act (P.L. 95-602), but it raises many questions. Issues discussed include the advantages of labeling, individualizing, and the prescriptive potential of the definition. Problems include complexities in implementation, inconsistencies in…

The author develops a broad definition of the concept "censorship" and a classification scheme for analyzing major properties of censorial phenomena: censorial technique, protected entity, censored material, target population, belief entailed, and censor. He uses many examples to illustrate his scheme. (SJL)

This first of a two-part series presents basic definitions and teaching ideas on landmarks, which were developed by a funded project at the Minneapolis College of Art and Design. (SJL)

Reviews the uses of television in education and considers the future in relationship to the microelectronics revolution. New microelectronic technology, cheap information storage, and cheap transmission of information are discussed as major components of a revolution in educational television use. (Author/BK)

Conventional definitions of teaching are too limited. Teaching is much more than classroom instruction by a professor. University experience will be enriched by new forms of dialogue and exchange, if we recognize that anyone who gives information is a teacher and anyone who benefits is a student. (SJL)

The author argues that modern educational psychology tends to take a mechanistic view, at the individual level, of such basic concepts as "learning process" and "reading process." To demonstrate the importance of socio-historical context, he analyzes historical examples relating to the concepts of "reading" and "literacy." (Author/SJL)

Examines the history and effects of bibliotherapy, as well as problems in terminology and in finding documentation of its influence. Several studies are briefly discussed which do not support the claims of proponents of bibliotherapy. Forty-nine references are included. (BK)

With special reference to Alabama schools, the authors review the development of the mainstreaming concept and consider some of the attitudinal, definitional, organizational, and regulatory problems inhibiting this reintegration of regular and special education. (SJL)