PAPERS BY TWO SPEAKERS ARE PRESENTED, TOGETHER WITH BRIEF BIBLIOGRAPHIES (TOTALING 15 ITEMS) OF THEIR RECENT ARTICLES. "A PERSPECTIVE ON LEARNING DISABILITIES AND THE CONCEPT OF MOVEMENT EFFICIENCY" BY BARSCH, SURVEYS THE PROBLEM OF CLASSIFYING CHILDREN IN EDUCATIONAL PROGRAMS AND SUGGESTS THAT CLASSES FOR SPECIAL LEARNING DISABILITIES BE PART TIME UNITS WHICH PREPARE THE CHILDREN FOR RETURN TO OTHER CLASSES. THE CHILD'S DISABILITY DEPENDS ON THE CHILD AND ON THE TASK AND ON THE LEARNING SITUATION. AN EXPERIMENTAL CLASSROOM IN MADISON IS DESCRIBED. IN THE "ROLE OF THE CLINICAL EDUCATOR IN THE DIAGNOSIS AND TREATMENT OF LEARNING DISORDERS," BRYANT DISCUSSES THREE MAJOR AREAS OF KNOWLEDGE CRUCIAL TO DIAGNOSIS AND TREATMENT OF LEARNING DISABILITIES--(1) KNOWING THE MULTITUDE OF COMPONENT STEPS NECESSARY FOR LEARNING ANY SKILL, (2) UNDERSTANDING THE NATURE OF THE DISABILITY, AND (3) USING LEARNING PRINCIPLES TO AVOID OR OVERCOME HANDICAPS BY PROGRESSING TOWARD EACH LEARNING GOAL. THE DYSLEXIC CHILD IS USED AS AN EXAMPLE OF LEARNING DISABILITY. GUIDING PRINCIPLES INCLUDE--STARTING WITH THE MOST BASIC ELEMENT WITH WHICH THE CHILD HAS TROUBLE, MAKING THE STEPS SMALL ENOUGH (90 PERCENT CORRECT RESPONSES), AVOIDING NEGATIVE LEARNING AND CONFUSION. THE CHILD SHOULD MAKE NOTICEABLE IMPROVEMENT AT EVERY LESSON. OVERLEARNING AND REVIEWS WILL HELP KEEP RETENTION HIGH. THIS DOCUMENT IS AVAILABLE FROM NJABIC, 61 LINCOLN ST., E. ORANGE, N.J. 07017. (JA)