The article reviews ways in which parents of learning disabled students can become involved with different educational settings (clinics, schools, home and community) and different service functions (identification, assessment, programing, implementation and evaluation). (CL)

The classroom behavior of 15 learning disabled (LD) third and fourth grade boys was compared to that of 15 matched normal Ss to determine differences in behavioral style and to examine LD Ss' behavior in different classroom environments. (Author/CL)

Parieto-occipital electroencephalograms were recorded during resting baseline intervals, during an initial instruction period, and during active performance on mental arithmetic and immediate recall tasks to determine if 10 learning disabled boys (10-12 years old) would show less alpha attenuation than 11 normal controls. (Author/CL)

Elementary-age children (Nequals20) diagnosed as learning disabled were assessed. It was concluded that regular classroom instruction alone may be insufficient for mainstreamed children with learning disabilities and that supplemental programming seems necessary if prior rates of academic learning are to be maintained. (Author)

Available from: Council for Exceptional Children, 1920 Association Drive, Reston, Virginia 22091. Explored are some significant factors that the learning disabilities (LD) teacher should be aware of when help is provided to the LD student. (BD)

A resource teacher describes a word imprinting technique which helped to increase reading and memory skills of an 8-year-old student with auditory perception problems. (CL)

Designed for elementary students with learning disabilities, this lesson plan's objectives are to teach direction words utilizing the outdoors. Worksheets provide directions for finding materials and/or building the terrarium (e.g., "look 'under' the slide,""put parts 6 and 7 'under' part 5 so they won't blow away," etc.). (JC)

Suggestions are made for teaching drama to learning disabled students. (CL)

Three basic assumptions underlying learning disabilities (such as the belief that it is a condition which can be defined, identified and remediated) are critically reviewed. (CL)

States that the term "reading disability" is a disease metaphor that narrows our ability to work with failure and that it is necessary to diagnosis a child's reading problem accurately in order to treat the problem adequately. (MKM)

The author discusses two different approaches to management of learning disabilities: the brain-based or process-oriented approach and the behavior-based or goal-oriented approach. (SBH)

The hypothesis that food additives are causally associated with hyperkinesis and learning disabilities in children is reviewed, and available data are summarized. Available from: American Medical Association 535 North Dearborn Street Chicago, Illinois 60610. (JG)

Among findings of a study investigating the effects of labeling children as learning disabled (LD) or emotionally disturbed (ED) on the assessment by 128 Ss of four case studies was that behaviors of emotionally disturbed children were more disturbing and less accepted when they were thought to be exhibited by a LD child than by an ED child. (IM)

The guest editorial by W. Cruickshank criticizes as facile the assumption that the least restrictive environment for learning disabled children is a regular classroom. (GW)