Learning disabled subjects functioned on both the cognitive and perceptual sections of a Time Understanding Inventory at a level three grades below their CA grade placement equivalent, suggesting that their lack of mastery of time concepts represented a generalized rather than specific disability. (KW)

Equipping regular class teachers with skills necessary for coping with problem situations is recommended as an alternative to special classes for children with relatively mild behavioral, emotional, or learning problems. (KW)

No significant differences in the obstetric complication measures were found among the various diagnostic groupings of 61 psychologically or behaviorally disturbed children, nor between any complication measures and any of the three disturbed behavior patterns identified (psychotic withdrawal, acting-out aggression, organic signs). (KW)

Automated and traditional procedures for teaching speech sound discrimination (the /s/ phoneme) were found to be equally effective with 40 second through fourth grade speech handicapped students. (KW)

Of 50 educators interviewed, 27 favored retention of special classes for the mildly exceptional child and 23 favored integration into regular classes. Teachers tended to prefer special classes; nonteaching educators (administrators, school psychologists) tended to favor regular class placement. (KW)

Gifted classes were shown to have a broader scope of cognitive emphasis, to emphasize higher thought processes, have more opportunity for discussion, less teacher domination, and more enthusiastic students. (Author)

Primary purposes of the study were to determine if mentally retarded students, when compared to nonretarded students, exhibited a deficit in the early stages of rote verbal learning, and whether such an early stage deficit could be reduced by pretraining. (KW)

Described is a program for training teachers to deal with learning disabilities which combines inservice education and graduate study. (KW)