Considers the value of cognitive therapy in teaching intellectual skills and ways of processing information, while teaching the content of a discipline to students who cannot read with comprehension, write coherently, or think analytically. (MB)

A discussion of a project in Quebec in which language disabled children are not switched out of immersion programs but are provided with remedial instruction within these programs. The students develop facility in their first language, learn basic skills, exhibit no exceptional behavioral problems and acquire competency in French. (AMH)

Reports the success of the remedial/foundations courses at the University of Houston Downtown College and their incorporation into regular university structure, and describes the increasing acceptance of special student support services. Includes a bibliography. (TP)

The effects of remediation on 79 learning disabled juvenile delinquents (ages 14-17 years) were investigated. (Author)

Presents reasons why course credit should be given for remedial courses in community colleges. (MKM)

Postscores provide evidence that the phonological patterns of black college students can be improved significantly as a result of speech remediation techniques. However, these remediation techniques do not seem to affect self concept either positively or negatively. (Author/AM)

Presents eleven basic characteristics of individualized educational programs. Some of these characteristics are as follows: an active student learning process, rate-tailoring, use of a variety of instructional media, competency-based curriculum, and feedback and evaluation on a regular basis. (BM)

Discussed are goals for teachers working with learning disabled students, with emphasis on the following three main areas: helping the students academically, socially, and emotionally within the school setting; providing a relaxed and welcome atmosphere to promote success; and assisting other teachers by offering remedical instruction and sharing…

To determine prevalent philosophies, a questionnaire was sent to junior and senior high school learning disabilities teachers in the Chicago and Denver areas. (JG)

The author traces the development of a productive learning environment in a school for emotionally disturbed boys in England. (IM)

After learning that graduating seniors at El Cajon Valley High School, California, were scoring around the 20th percentile in all the basic skills areas tested, teachers redoubled their efforts to establish proficiency standards in basic skills already identified by the community and governing board as a first priority. (Author/RK)

The author offers responses to five papers criticizing her article (EC 100 217) on limitations of the diagnostic-remedial model and the role of the teacher consultant in dealing with mildly handicapped students with learning problems. (SBH)

The article defines the term dyslexia, summarizes a specific instructional procedure developed by the Texas Education Agency, describes a training plan for school district personnel, and offers cautious suggestions to those responsible for the education of dyslexic children. (CB)

Explores the impact of budget changes on the intensity of program services received by students in federal compensatory education programs under Chapter 1 of the Education Consolidation and Improvement Act (1981). Results show that moderate budget cuts translated into service intensity declines, implying that Gramm-Rudman impacts could be worse.…

A case study of an 8th grade girl illustrates the effect of emotional problems on math deficiencies. Suggestions are given for building confidence and mathematics comprehension. (DB)