A history professor describes his involvement with project HELDS (Higher Education for Learning Disabled Students) and discusses ways in which he accommodates LD students in his classes. Among the general techniques advocated are taping, use of analogies to help the students understand concepts, and emphasis on context of events within time…

Implications of the HELDS (Higher Education for Learning Disabled Students) project for college health education are considered. The importance of a course syllabus is noted, and suggestions are given for identifying LD students. A sample lesson plan is presented with eight activities on the topic of wholistic health. The article concludes with a…

A professor involved with the HELDS project (Higher Education for Learning Disabled Students) discusses ways to modify instruction to accommodate students' spelling difficulties. Among methods cited are using chalkboards and quizzes to help students learn, re-explaining or presenting new concepts by using other kinds of formats or diagrams,…

The paper describes evolution of an approach to teaching mathematically disabled and slow learning students through a Piagetian framework. It is explained that a step-by-step procedure is used to internalize material actions into mental actions via perception and verbalization. Formulae are introduced early, and emphasis is placed on promoting…

Concludes that the ratio of boys to girls experiencing reading disability problems in the Seattle Public Schools is three to two. (RB)

The concurrent validity of the Peabody Individual Achievement Test (PIAT) with 45 learning disabled children (7- to 12-years-old) was investigated using the California Achievement Test (CAT), the Wide Range Achievement Test (WRAT), and teacher ratings as criterion measures. (Author/DB)

A program involving college psychology majors in the diagnosis and remediation of specific learning disabilities of children in an East Harlem elementary school is described. (Author/RM)

The effects of a visual distractor on vigilance task performance were examined in a sample of 35 learning disabled and 35 normal boys 8-12 years old. (Author/DB)

Braille should be considered as an alternative language for the severely learning disabled student as it is a ready-made language which uses a completely different pathway than that of auditory/visual input. (Author/DB)

A 6 1/2-year-old hyperactive boy was taught to reduce his muscular activity and tension through the use of electromyographic biofeedback for 11 sessions. (Author/DB)

To investigate the practicality of developing short forms of the Porch Index of Communicative Ability, the results from tests previously administered to 222 aphasic patients were analyzed. (Author/LS)

Recounted by the teacher are psychological and academic benefits realized by a class of low achieving children when they dictated and illustrated booklets and read them to other classes. (DB)

Ten functionally nonreading subjects were quickly taught letter-sound associations by an object-imaging-projecting method utilizing 26 actual objects found around the home, each object having a name whose beginning sound is a letter sound, and having a form very similar to the letter form. (Author/DB)