Presented is a case study of a 5-year-old girl, originally seen as disruptive, deprived, disturbed, and possibly retarded, which suggests that an ordinary remedial teacher, with some diagnostic help from consultants, can function successfully as the primary therapist for the child with difficulties in learning. (Author/KW)

The systems approach to the establishment and ongoing renewal of programs for the treatment of learning disabilities is described. A case study of systems programing for learning disabilities is cited. (Author)

An examination of some of the assumptions and consequences of the educational application of the above terms to the child who is not making it." (JB)

Many children wrongly diagnosed as emotionally disturbed, actually have a faulty sense of perception, known as minimal cerebral disfunction. This article describes some typical symptoms, and discusses ways such children might be helped. (MG)

Analysis of sociometric ratings for 162 mainstreamed tenth graders revealed that, while learning disabled (LD) Ss were generally less well liked than their peers, a subgroup of the disabled sample was very well regarded. Most of the remaining LD Ss were rated in the neutral rather than the disliked range. (Author/CL)

The paper analyzes problems and offers recommendations for personnel preparation in learning disabilities. Among problems cited are the organizational complexity and rigidity of institutions and lack of interdisciplinary training. Recommendations for preservice education focus on admission criteria, faculty evaluation, accountability, practica,…

Data were collected in mainstreamed and treatment classrooms on the rate and form of problem behaviors to identify conditions under which 11 children, aged 3.3 to 6.3 years and referred for special services due to learning and behavior problems, differed from normative classmates. (Author/MC)

Nine low IQ (less than 80) and 12 high IQ (100 plus) learning disabled children (grades four through six) who attended resource room programs were observed in regular classes. Results indicated that teachers did not perceive the two groups of LD children differently but that the teachers behaved differently toward the two groups. (Author/MC)

A special educator reviews approaches for assessing the writing skills of learning disabled students (by both formal and informal methods), describes common problems, lists prerequisites (such as sufficient visual and motor memory), and suggests prewriting activities as well as ways to help specific writing weaknesses. (CL)

A unit on savings accounts helped learning disabled adolescents with the basic skills of writing dates and numbers on banking forms, using correct forms for withdrawal and deposit, and understanding vocabulary terms and concepts. (CL)