This article examines issues in the assessment of secondary and postsecondary students who are both learning disabled and hearing impaired. It notes origins of the gap between deaf education and the field of learning disabilities; considers who should evaluate these students; and discusses formal assessments, informal assessments, and use of…

Presents an overview and evaluation of a computer program directed toward the remediation of children's deficits in word recognition and phonological decoding. Finds that students improved their word recognition skills and phonological decoding of nonwords. Notes that the most severely disabled readers showed the largest gains. Discusses…

When children with Attention-Deficit Disorder (ADD) with and without hyperactivity (total n=28) were compared for behavior, results differentiate the two ADD subtypes into a more externalizing dimension (ADD-hyperactivity with and without conduct disorder or oppositional defiant disorder) at school or home and a more internalizing disorder (ADD…

A study of 22 Welsh students with learning difficulties or disabilities revealed gaps in the provision of career education and guidance, a need for better transitional support, and a need to change employer attitudes toward hiring people with special needs. (SK)

To explore principles that guide post-secondary professionals who work with students with learning disabilities, vignettes describing typical ethical dilemmas were presented to 245 counselors and other educational professionals. Differences were found in issues of confidentiality when providing references, dual relationships between provider and…

This study investigated whether specific academic deficits were associated with attention-deficit disorder subtypes (with or without hyperactivity) with 40 elementary students. Results support the hypothesis that inattention exerts a specific and deleterious effect on the acquisition of arithmetic-computation skills. Implications for ADHD…

This study compared instruction in three social skills (giving positive feedback, contributing to discussion, and accepting negative feedback) by either a special-education teacher or peers with learning disabilities. Both groups improved in all three skills. Results suggest that social skill instruction by peers may be as effective and more…

Twenty-three elementary and middle school students with learning disabilities were taught 14 difficult-to-memorize multiplication facts with a combination of mnemonic and traditional instruction. Results indicated that mnemonic training enhanced learning and these benefits were retained over time. (Author/DB)

Suggests that many "writing disabilities" derive from too little time allocated to writing instruction or from instruction inadequately designed for learning needs of students. Reviews characteristics of students with learning disabilities. Recommendations are given for effectively teaching writing to a broad range of students. Discusses…

In a pilot project, middle school students with learning disabilities were trained to be mentors to preschoolers with physical disabilities. The training used psychosocial group methods implemented by graduate students in counselor education. Mentors developed social and communication skills and a sense of accomplishment. (SK)

A study examined whether electrophysiologic techniques could identify central auditory processing difficulties in 15 low-achieving gifted adolescents. Results found that P300-wave morphology was significantly poorer for the low-achieving gifted group compared to achieving gifted and nongifted typical groups, but was not different from those with…

Presents an overview of a screening process developed by a postsecondary institution that has a comprehensive support program for students with learning disabilities. The steps in the process are outlined, as are the successes and limitations. Recommendations for programs that are considering adopting a screening process are provided. (Author/CR)

Fifth-grade students with learning disabilities who were good (n=12) and poor (n=11) handwriters and 56 matched controls were asked to copy text under two conditions, quickly and neatly. Students with learning disabilities were not as capable of increasing writing speed and demonstrated a slower rate of speed. (Author/CR)

Parents (N=67) and siblings (N=71) of children with and without learning disabilities (LD) and/or behavior problems were interviewed. The primary indicator of the impact of a child with LD on siblings and parents was whether the child also had behavior problems. Results also indicated that LD children and siblings differed in perceptions of…

This article describes constructivist principles of learning in geometry specific to children's imaginal anticipations in line measurement and fractions. Application with seven sixth grade students with learning disabilities found that students had difficulty coordinating and imagining second-order and higher nested relationships that could be…