Data were collected from 14 remedial and 208 regular private schools and 180 remedial therapists in South Africa on such topics as problems handled, staff qualifications, and multiracial practices. Among findings are that 42 percent white and three percent Black schools offer services to learning disabled children. (MC)

A program in which behavior management plans are systematically demonstrated can help parents of learning disabled students carry through the plan at home. When parents are involved in deciding on target behaviors, record keeping, and actually implementing the program, the likelihood of success is increased. (CL)

A visual/spatial nonverbal approach to sentence development for the reading and learning disabled uses pictures, model sentence configurations, and function words. Students are encouraged to contribute their own written language that conforms to the model. Visual and sentence clues provide input to the right brain, encouraging language learning.…

Seventeen educable mentally handicapped and learning disabled students (9-12 years old) who participated in a self-instruction (cognitive behavior modification) group scored better than a control group on the operations area of the KeyMath Diagnostic Test. Systematic instructional variables (such as precise assessment and task-analyzed curriculum)…

A free reading program in which learning disabled adolescents select from a variety of high interest-low vocabulary materials can help motivate students to read. Students follow up the reading period by writing in a journal which the teacher reads and responds to. (CL)

The author raises questions concerning the nature of learning disabilities and the effectiveness of special disabilities and the special education services (including resource rooms and secondary programs that are basically extensions of elementary programs) for this group. Three organizational solutions concerning research, policy analysis, and…

A survey of 136 teachers serving learning disabled students indicated such results as that 82.1 percent knew about direct and frequent measurement; that 43.8 percent used the approach, expending 10 percent time; and that 46.4 percent did not use the technique due to perceived lack of time or skills. (Authors/MC)

Critiques K. Kavale's meta-analysis, which reported reliable significant correlations between auditory-perceptual skills and reading achievement. Concludes that Kavale fails to provide evidence that teaching auditory-perceptual skills is useful to learning disabled children unless skills are functional reading skills. (Author/CL)

Using environmental materials (such as the phone book and placemats from fast food restaurants) can be a motivating way to teach learning disabled students skills and concepts, as shown in an approach to reading, math, science and nutrition, and social studies instruction using a JELL-O brand gelatin box. (CL)

Compared the performance of learning-disabled and behavior-disordered children (N=60) on the Personality Inventory for Children (PIC). Results showed that learning-disabled and behavior-disordered children could be differentiated clearly on subtests that comprise the cognitive development and conduct disorder factors. However, less differentiation…

The article summarizes a demographic profile of 494 learning disabled students who also exhibited related communication disorders and the impact of this population on speech-language and hearing services. Racial and sexual factors are also examined. (Author/CL)

Twenty learning disabled students (average age 11) were given a simply written personal report explaining the reason for their referral to the clinic, test results, and next steps in their remedial program. Nineteen children who responded to a mailed follow-up questionnaire were overwhelmingly in favor of the practice. (Author)

A junior high school media center developed a program to help provide resources for the instruction of children who have been diagnosed as neurologically or physically impaired. (JY)

An evaluative study was carried out by the author to determine the effects of an art-based remediation program on the psycholinguistic abilities of twenty learning disabled children. (Author)

Examined with 48 first graders was the effect of initial instruction in cursive writing on reading, spelling, and perceptual skills and the validity of suggestions that learning disabled children should be taught cursive writing. (DB)