This article discusses aspects of the Americans with Disabilities Act of 1990 (ADA) which may be of particular interest to individuals with learning disabilities preparing for employment. Case studies are presented to illustrate applications of the ADA to typical workplace situations, and suggestions are given with regard to employment preparation…

Special education teachers (n=407) were surveyed regarding coverage of 45 controversial or sensitive topics in their instruction of students with learning disabilities, mental retardation, or behavior disorders. Topical issues were addressed only to a very limited extent, but were addressed more with students having behavioral disorders and at the…

This article describes the inclusion model implemented at two elementary schools in Minnesota and the educational experiences of a second grader and a sixth grader. One school's locally developed model focused on an alternative phonetic reading program for students at risk or with disabilities; the other school focused on team teaching. (DB)

This response to five case studies of inclusive practices for elementary students with learning disabilities (LD) finds that the consistent result was to diminish and subordinate the role of the special education teacher, reduce the potential effectiveness of special education as a specialized instructional effort, and remove the academic press…

This response to five case studies of inclusive practices for elementary students with learning disabilities identifies problems inherent in inclusive education (e.g., coteaching and logistics) and suggests that fundamental school reform offers an alternative that meets recognized best-practice standards and requires the trained skills of learning…

Pennsylvania's instructional support initiatives for secondary students with special needs include collaboration, curriculum-based assessment, learning strategies, and instructional adaptations. A learning strategies model for low achievers is described, followed by one school's experience using instructional supports in regular English classes…

Six instructional design principles are recommended to enable students with learning disabilities to comprehend and compose expository materials. The instructional principles are illustrated using the compare/contrast text structure. Charts provide examples and clarification of the strategies. (SW)

Perspectives on going through the education system are offered by an adult who was diagnosed with learning disability. Experiences are shared concerning elementary school, high school, college, employment, and graduate school. Ten tips are also offered for teachers of students with learning disabilities. (SW)

This exploratory research describes results of a thematic literature-based unit in an upper elementary, self-contained class for students with learning disabilities. Social and collaborative activities included reading, writing, and speaking on the topic of friendship. Literacy outcomes are illustrated in three case histories. (DB)

Reports on the second year of a supplementary reading program. Notes the program was successful with nonreading or delayed-reading students from regular and special education classrooms in grades one through eight. Argues that labels such as at-risk, learning disabled, and dyslexic are excuses for not initially teaching children how to read. (SR)

Special programs for learning-disabled students have limited effectiveness because learning outcome is not determined by remedial education setting. Effective programs must consider cognitive ability, strategic repertoire, previously acquired skills and concepts, and awareness of the goal each task must achieve. Psychological assessment provides…

This follow-up study of 54 graduates of a California high school career and vocational services program for students with developmental disabilities or learning disabilities found that only 39 percent were in competitive employment and that jobs were predominantly in the food, building, fabrication, and packaging service occupations. Most…

Describes a Dutch study of the daily evaluation procedures and instructional decisions of 50 regular and special education teachers over six weeks. Teachers evaluated virtually all the tasks assigned to students, most informally, but did not deviate from their instructional plans on the basis of evaluation results. (DMM)

High school teachers (n=89) rated the importance of 14 student skills and the reasonability of 35 intervention strategies related to mainstreaming. Student skills deemed most important were study skills useful in every class. Factor analysis of intervention strategy results revealed seven factors, and teachers' preferred intervention strategies…

The authors of EC 604 295 examine their developing interest in teachers' perceptions of their peers' effectiveness in teaching difficult students, consider questions raised after seeing results of their study, and outline implications of this line of research in the future. (JDD)