Presented is a model for the design of inservice programs for teachers of children with learning disabilities. Experiences at the Merrimack Education Center (Massachusetts) are said to suggest that program development be preceded by assessment of local needs, and agreement on educational goals and teacher roles. The model recommends that inservice…

This paper presents an overview of the Karnes Ameliorative Curriculum (KAC). The program studies the problems of the preschool handicapped and low-income child and develops and tests approaches and curricula for meeting the needs of these children. Sixteen assumptions underlying the program form the basis of program goals. The goals include a)…

As the first step in curriculum development, 12 educational programs for young deaf children with learning disabilities and communication problems were studied in order to identify the atypical deaf child. Subjects were 193 children (age range 6 to 14 years) selected from 12 schools for the deaf in New York State. Data was obtained from school…

In order to determine the extent of deficiencies found in deaf children with learning disabilities so that appropriate remedial curriculum could be developed, a series of diagnostic tests designed to differentiate deaf children with learning disabilities from typical deaf children was constructed and evaluated. The tests developed were said to…

The auditory perception skills of 32 learning disabled (LD) and 32 non LD culturally different elementary pupils were compared. Results of the Wepman Auditory Discrimination Test and three subtests of the Illinois Test of Psycholinguistic Abilities indicated consistent differences between the two groups on all four measures of auditory perception…

The author asserts that for many types of learning disabled students, integration with regular class students is desirable, and that a comprehensive analysis of the educational service delivery system is needed to achieve this goal. Disadvantages of the special class arrangement are described in terms of cost benefit, psychological growth of the…

Presented is a position paper on learning disabilities developed by the Region 9 Task Force (State education directors or their designates from Connecticut, Maine, Massachusetts, New Hampshire, New Jersey, Rhode Island and Vermont). It is explained that the Task Force met in March 1976 to share state and regional concerns about definitions,…

Responding to J. Lerner's article on differences between the fields of reading and learning disabilities (EC 081 334) the author suggests that Lerner fails to distinguish between corrective reading and remedial reading, misunderstands learning disabilities as including only learning problems with neurological bases, and misconstrues task analysis…

In response to J. Lerner's paper (EC 081 334) on differences between the fields of reading and learning disabilities, the author suggests that differences be minimized by using behavioral terms to describe learning problems, using task analysis to pinpoint both the whats and hows of teaching, and developing interdisciplinary training programs. (DB)

In response to J. Lerner's paper (EC 081 334) on differences between the fields of reading and learning disabilities, the author questions Lerner's logic in some of the distinctions made and the definitions provided. (DB)

An approach to children with behavior problems and learning disabilities, based on viewing each child in the class as an individual, is presented. (Author/BD)

The article is a continuation of a detailed review of the book "The Neuropsychology of Learning Disorders," edited by R. M. Knights and D. J. Bakker. (Author/SBH)

The Basic School Skills Inventory (BSSI), a longitudinal rating scale, and the First Grade Screening Test, a group readiness test, were administered to 159 kindergarteners. (SBH)