Young adults with learning disabilities were divided into two groups: successful (n=29) and unsuccessful (n=21). Variables discriminating the groups (verbal intelligence quotient, length of enrollment, and math achievement discrepancy) did not accurately predict group membership. Qualitative analyses revealed personal attitudes and behaviors and…

Examined teacher judgment for determining eligibility for special education services among students referred as learning disabled. Data from 236 students indicated that reliance on teacher's ability to judge whether or not student is learning disabled would nearly double number of students identified as learning disabled and result in far more…

An adult with language-learning difficulty participated in an instruction program for remediating a morphological impairment. The program focused on metalinguistic information and the contrast of sentence pairs differing in single morphological features. Results confirmed the program's effectiveness in improving the accuracy of suffix usage in…

A total of 55 learning-disabled children ages 8 to 13 years completed a self-esteem measure, and photographs of their faces were rated for attractiveness by adults and peers. Found relationships between children's facial attractiveness and self-esteem and between adult and peer ratings of facial attractiveness. Found no gender differences in…

Examination of 27 studies on spelling instruction for students with learning disabilities suggests several activities that may enhance learning, such as limiting number of new words introduced, facilitating student-directed and peer-assisted instruction, providing immediate error correction, and including instruction in morphemic analysis. Future…

This paper describes research (involving six postsecondary students with learning disabilities) that reflects the effectiveness of Strategic Content Learning as an instructional model for supporting students to generate individualized strategic approaches to cognitive activities. The model's effectiveness is attributed to students' task analysis…

A review of the literature on gifted students with learning disabilities concludes that the literature is presently unable to provide empirically based guidelines for identifying and serving children who are both gifted and learning disabled. Several key problems are discussed, including identification, characteristics, and intervention.…

This paper urges a deeper consideration of the role of psychometrically defined intelligence in the operationalization of aptitude/achievement discrepancies inherent in most definitions of learning disability. It proposes a new disability, dysrationalia, the inability to think and behave rationally despite adequate intelligence. (DB)

An understanding of the role played by specific centers of the brain will help special education instructors develop appropriate individualized instructional programs for the learning disabled. Neurobiological learning makes it clear that teaching the learning disabled should be based on the principles of learning strategies instruction,…

This study investigated taxonomic clustering and use of frequency associations as features in the semantic memory of children (n=30 in grades two and six) with learning disabilities (LD). Results suggested that, when individual child-generated word lists (i.e., meaningful) are used, children with LD may not be impaired in their ability to utilize…

This article offers guidelines on the development of the gifted adolescent with learning disabilities into an adult. Topics considered include the struggle for autonomy, provision of all diagnostic information to the young adult, the special problems of the adult with attention deficit hyperactivity disorder, rights and responsibilities, living…

Discusses community development strategies for preventing resistance against community-based learning disability projects with illustrations from the Hong Kong experience. Suggests that community acceptance requires fundamental changes in images projected by the media and service providers along with involvement of the government and social…

A teacher educator--former teacher and principal, and mother of a developmentally delayed 12-year-old girl--discusses placement of special children from 3 perspectives. Under the best of circumstances, inclusion is a very good idea. With too little funding, training, or development, it can be a disaster. Selecting the right children for inclusion…

This response to Carr (1993) on the issue of inclusion for students with learning disabilities supports inclusion. It distinguishes between "mainstreaming" and "inclusion," describes one inclusion model being implemented, and suggests that the momentum of the inclusion model has been generated by the failure of programs currently serving students…

The study compared the use of guided notes alone and guided notes with supervised review time with six students with learning disabilities integrated into a regular high school science class. The guided notes with supervised review time strategy produced significant academic gains across all participants. (Author/DB)