Provided is a perspective on the family's role in the education of handicapped children--one which views the family as an educational agent. (BD)

To investigate the role expectations of the high school learning disability resource teacher, a behavior scale was developed to which 134 incumbents responded as to their actual and desired role performance. (BD)

Discussed in the interview are such topics as the regulations for Public Law 94-142 (The Education for All Handicapped Children Act), formulation of the Learning Disabilities (LD) definition, problems in the labeling of LD students, varying incidence estimates, and divergent opinions among professionals in the field of LD. (IM)

The components of an Individualized Education Program (IEP) are examined as a basis for defining the appropriate education requirements of Public Law 94-142 (Education for All Handicapped Children Act) and procedures for legal compliance, development of useful IEPs, and effective administration, are described. (IM)

To provide practitioners with a means of organizing their subjective reactions to parents of learning disabled children, an interview-based rating scale was developed and tested with 22 parents attempting to place their children in a 6-week summer remedial program. (IM)

The consistency and variability of reading test performance was examined with 243 sixth grade students in a New York City public elementary school. (IM)

Data gathered from a sociometric survey of 177 fifth and sixth grade children, including 22 who were learning disabled (LD), indicated that LD children were less popular in general than non-LD children, that no LD children were extremely popular, but that LD children were not overly represented among social isolates. (Author/IM)

Investigated with 179 regular class students and 108 learning disabled students (grades 1 through 4) was the incidence of middle ear pathology and general levels of language functioning. (Author/IM)

Described is a series of research studies which investigated the sociometric status, social behavior, and social relationship of learning disabled children by means of elementary school classroom observations and laboratory studies. (Author/IM)

Monitoring on some school-related tasks (editing, writing, spelling, and synonymy) was studied in learning disabled and normal adolescents. (Author)

Arguments are presented suggesting that single-subject research designs can form a basis for establishing a working relationship between researchers and clinicians in the field of learning disabilities. (Author/PHR)

The role of the special resource teacher can be seen as that of a consultant to the classroom teacher in increasing the teacher's awareness of his or her own problem-solving experiences with the learning disabled child. (Author/PHR)

Records of children admitted to a growth clinic and follow-up questionnaires were examined to determine the incidence of learning problems in children with constitutional growth delay and those with familial short stature. (Author/PHR)