This article explains the clause in the Individuals with Disabilities Act, 1990 (Public law 94-142) excluding from special education services students whose primary problem is an emotional disturbance. The history of the regulation is provided. (SM)

Twenty elementary teachers were supported in developing curriculum-based measurement and peer-mediated instruction to serve math students with learning disabilities (LD); 10 of the teachers also used decision rules and specialized adaptations when student progress was inadequate. Teachers implemented the specialized adaptation with respectable…

Interviews with 49 adults with learning disabilities who had attended college found that most respondents adjusted well to demands of college, approximately 90% of respondents graduated from college in 5.5 years, and students typically attended more than 1 college and pursued a variety of majors. Keys and barriers to success are examined, and…

Examined effects of explicit teaching and peer tutoring on reading achievement of learning-disabled students and nondisabled, low-performing readers in academically integrated classrooms. Found that explicit-teaching students did not achieve reliably better than controls; students in the explicit teaching plus peer tutoring condition scored higher…

Examined student perceptions regarding the acceptability of teachers' adapting academic work and differentiating rules and rewards to meet the diverse needs of students with learning or behavior problems. Found that most students favored academic and behavioral adaptations when needed; however, most students in several grades opposed some students…

Describes key elements for the successful transition of adolescents with learning disabilities to postsecondary education, focusing on intervention activities for high school counselors. The significance of career counseling and transition programs is demonstrated using a case illustration of how a learning-disabled student made a successful…

This article proposes a developmental approach to the assessment of early mathematics disabilities. It examines major findings concerning children's early mathematical thinking, emphasizing counting and calculation skills. Both normal and atypical development are considered, and guidelines for an assessment procedure are offered. A case vignette…

This case study reports on an 11-year-old boy with multiple exceptionalities. The child was verbally gifted, learning disabled in mathematics, and health impaired. He had received homebound instruction throughout his elementary school years. Qualitative research methods were used to explore the subject's learning characteristics and educational…

This article uses discourse theory in arguing that learning disabilities, by explaining several contradictions and anomalies of schooling, function to sustain dominant assumptions of schooling and society and to maintain inequitable distribution of social goods. Educators are urged to actively confront the inequities of schooling and society.…

This article applies the ethical principles of beneficence, justice, and autonomy as a framework from which to reflect upon the use of technology with persons with learning disabilities. Principles are applied to instructional/remedial, assistive, and diagnostic technology; technology and special abilities; social/psychological impact of…

This article presents strategies teachers can use to develop a pool of potential sensory reinforcers for behavior problems in students with learning disabilities, behavior disorders, mild or moderate mental retardation, or language delays. It also provides a step-by-step method for conducting ongoing reinforcer assessment, and suggests how the…

Two analyses are provided to demonstrate that the population of students with learning disabilities is distinct from the population of low-achievers. Reasons for different interpretations of Bob Algozzine and colleagues' research are suggested. Assumptions surrounding the reality of learning disability are explored, as are differing perceptions…

A survey of 160 Quebec school administrators (with 51.3 percent responding) found that respondents perceived that 13 percent of learning-assistance teachers' time was devoted to direct intervention in regular classrooms, while 27 percent was the desired amount. Consultation with regular classroom teachers and parents occupied a relatively minor…

This study assessed the effects of special education placement from the perspectives of nine high school students receiving learning disabilities services in separate classrooms. Students did not view their experiences as either socially or academically efficacious, but they valued the services to avoid an unresponsive general education system and…

Focuses on a single case study of a mentally handicapped child to examine directly the relation between the development of number-after rules and a counting-on from the larger addend (COL) strategy. Examines the development of children's proficiency with n+ and 1+n combinations and the evolution of their counting-on strategies over time. (AA)