Reports on a study to investigate the existence of learning disabilities within a sample of juvenile delinquents. The study also sought to determine whether the proportion of delinquents identified as learning disabled differed substantially from the prevalence of learning disabled within the general school population. (JOW)

Although students from California high schools are sent to continuation schools primarily because of attendance and behavior problems, assessment measures suggest the presence of a number of unidentified learning-disabled students in those schools. (Author)

The author asserts that the diagnosis learning disability is applied too often and too loosely. It is recommended that the possibility be considered that poor school adjustment may be due simply to immaturity and unreadiness rather than to some general learning disability. (Author/CL)

The column reviews trends and recent articles on computer assisted instruction (CAI) for students with learning disabilities and for students without handicaps. Topics addressed include CAI for incarcerated students, insurance, guidelines for software, and suggestions for purchasing software. (CL)

The author reviews research on early deprivation and neglect and recounts his own experience with children whose dwarfism is attributed to abuse or neglect. The existence of specific learning disability and diminished IQ in many of these children is cited. The author suggests further attention to the problem. (CL)

Adelphi University's Program for Learning Disabled College Students focuses on educational and social growth. Educational services include a summer diagnostic and preparation session. One hour of individual counseling and one or group counseling are required each week. Results from the first two years indicate success for the program. (CL)

The author points out the problem learning disabled students have with the language of right and left. Reasons for inappropriate classroom interventions are pointed out, and guidelines for program implementation and activities for dealing with this problem are offered. (SW)

Using a symbolic interaction perspective, the study focused on the extent of agreement between various parties involved in referring children (N=240) with educational difficulties to a university clinic for psychoeducational assessment. (Author)

Mothers of 23 learning disabled and 23 nondisabled elementary school children were interviewed to determine their perceptions of their child's strengths and weaknesses, causal attributions for these strengths and weaknesses, predictions for future performance, and evaluations of their child relative to other children. Mothers of learning disabled…

The study examined the effects of 50 parents' participation in a Systematic Training for Effective Parenting group on their child-rearing attitudes and on the self-concepts of their learning disabled children. Parents in STEP scored higher in Acceptance and Trust subscales. Their children scored higher on Personal-self and Social-self subscales.…

The author speculates on the mythic symbolism of the maze and describes her work with learning disabled students who responded favorably to mazes, especially to visualization tasks involving mazes. (CL)

Readiness activities are described which are designed to help learning disabled (LD) students learn to perform computations in story problems. Activities proceed from concrete objects to numbers and involve the students in devising story problems. The language experience approach is incorporated with the enactive, iconic, and symbolic levels of…

Based on a review of the literature involving group counseling and guidance activities with learning impaired adolescent students, the article focuses on the cooperative assistance that counselors and special education teachers can provide for the learning disabled. (Author)

A study of 158 students reveals that the learning-disabled students perceive their locus of control to be significantly more external than do their non-disabled counterparts. (Author/MLF)

The study was undertaken to determine if there were differences in the social perception of 23 learning disabled (LD) and 34 nonLD elementary school children. Results showed that LD children were less accurate in their perception of social interactions than normal children. (Author/SB)