The author reviews problems in mainstreaming exceptional children and discusses conditions necessary for success. The importance of highly individualized teaching methods and use of special instructional materials is stressed. (CL)

The authors discuss ways to improve teachers' affective interpersonal communication skills and review a study in which interpersonal communication skills were found to be an important aspect of special education resource teachers' overall effectiveness. (CL)

The author describes a process through which parents of exceptional children or school personnel in any community can organize a parent group for themselves and their children. (CL)

The collaborative efforts of clinic and school district personnel to provide comprehensive evaluations in children with severe learning disabilities are described. Reasons for mixed success of the program are discussed. (CL)

Two separate articles provide an overview of the economic standing of the learning disability profession throughout the United States through a survey of state directors of special education and a report on a survey of readers concerning job characteristics and availability. (DB)

Experiment 1 showed that LD adults and normal third graders recalled significantly less of a story they had heard than university adults; sixth graders and community college adults were intermediate. In Experiment 2, simple repetition was shown to be extremely effective for improving story recall. (Author)

The trend to include mildly mentally retarded, emotionally disturbed (behavior disordered), and learning disabled children in the same generic category and in the same school programs is increasing. The author believes that the noncategorical trend in special education can endanger the appropriate education of many children. (Author)

Results showed that form errors, which involve some overall changes in the actual shape of the letter itself, correlated reliably with academic performance measures at the end of kindergarten as well as throughout Grade 1 in reading, phonics, language, and math. (Author)

The LD first graders were found to have a lower level as well as greater variability in their understanding of basic concepts. The greatest discrepancy of the LD group was found on concepts of quantity, space, and miscellaneous, respectively. (Author)

Types of training considered include selecting target behaviors which are likely to be maintained by natural consequences, promoting self-management skills, and extending stimulus control through creating similarities between the special and regular class settings and matching the regular class reinforcement frequency in the special class. (DB)

The process that should determine the selection procedures for learning disability specialists is conceptualized. Some qualities identified as specifically related to special education include optimism, internal power, ego strength, internal organization, insight, and empathy. (Author/DB)

Discrimination analyses indicated that the subtests chosen for hypothesized age-related deficits classified from 77 percent to 89 percent of the cases as compared with the school district's selection. (Author)

Two learning disabled nine-year-old males were trained to attend to suffixes (-ed, -ing), resulting in improved oral reading performance. (Author)

The article discusses legal and educational concerns with providing services for learning disabled students under Title 1 of the Elementary and Secondary Education Act which provides services for schools with underachieving disadvantaged students. (DB)

The literature on involvement programs for parents of learning disabled children was reviewed to discover the types of programs attempted, their results, and their implications. The most common program types were tutoring and counseling. Results for both types were generally positive. (Author)