Describes 1983 pilot program to train regular teachers as special education "extension agents" or "teacher-consultants" for rural South Carolina elementary schools. During three summer sessions, teacher trainees received coursework and instructed mildly handicapped, learning disabled, and mentally retarded children,…

This article discusses the identification of learning-disabled and gifted students as well as the characteristics of the gifted learning-disabled. The reasons for failure to identify gifted learning-disabled students are examined, and procedures to help ensure identification of this group are outlined. (Author/JDD)

Case studies are presented for 4 gifted learning-disabled students, ages 8-16. The students received a multidisciplinary assessment which indicated that psychometric test scores need to be supplemented with informal assessments; historical data; direct student observation; task analysis of permanent products; and information from parents,…

The Language Services Department in the Cleveland Heights-University Heights (Ohio) City School District is presented as a model for the extension of language support services in public schools. Described are the district's Bilingual Education, English as a Second Language, and English as a Standard Dialect programs. Appendices include…

This examination of the frequency of occurrence of multiple meaning expressions in the oral speech of teachers found that such expressions as indirect requests, idioms, similes, metaphors, and irony were used in about 36 percent of all utterances by two different teachers at each grade level from K-eight. Implications for language-impaired…

Finds that Holland's Self-Directed Search--Form E was a feasible method of vocational assessment for 25 rural, learning disabled, secondary students when individual assistance was provided on request. Presents scores on six occupational environments and corresponding personality types, and relationships to students' reading level and measured…

The differences between learning disabled (LD) and non-LD children's problem-solving protocols were analyzed during a picture arrangement task. Although the groups of 29 LD and 27 non-LD children were comparable in global mental processing and task performance, LD children had difficulty with representing problems and deleting irrelevant…

Literature related to the definition, identification, characteristics, and intervention for gifted learning-disabled students is reviewed. Under-researched areas revealed include identification of characteristics and effectiveness of specific interventions. Issues in gifted/learning-disabled education and suggestions for future research are…

Twenty-nine high-school students were taught ratio and proportion word problems using either an interactive videodisc program incorporating empirically validated curriculum design principles or a teacher-taught program with basals. Both groups, composed of remedial and learning-disabled students, made substantial performance gains, with the…

Advocates ecological and normalizing approaches for teaching art to disabled students. Argues against a medical model by stressing that art education should not be designed to compensate for the behaviors and characteristics of a diagnosed disability. Refers to several programs which are based on these beliefs. (KO)

Measurement of cognitive abilities using the Inventory of Piaget's Developmental Tasks of 94 learning disabled fourth- and fifth-grade children found that a linear combination of reading and mathematics achievement yielded a significant positive correlation to cognitive ability. No sex differences were found. (Author/DB)

Following a brief outline of vitamin therapy's effects on schizophrenia and learning disabilities, research is reviewed on vitamin therapy for children with Down's Syndrome, concluding with a discussion of critical responses to research endorsing vitamin therapy. It is concluded that vitamin therapy contributes nothing to the development of…

The article describes Project M.E.A.L.(Model for Employment and Adult Living) in Phoenix, Arizona, designed to move unemployed young learning disabled adults recently out of school to employment and community living. Training and support services link clients with available community training or education programs and sustained employment in…

This study compared the conversational repair strategies employed by eight language-impaired children, aged 7-11, and their linguistically normal age- and language-matched peers. All of the subjects appeared to recognize the obligatory nature of the neutral clarification requests employed, though performance differences were noted relating to…

Twenty children, aged six-eight, with normal nonverbal intelligence but language comprehension deficits, were administered tasks of verbal and perceptual proportional analogical reasoning and a problem-solving task of functional analogical reasoning. Compared to controls, subjects were deficient in analogical reasoning. However, when the…