Research on the acquisition of language demonstrates that children can easily learn context-free grammatical structures and that children universally generate nonoccurring utterances. On the basis of this research, a prototype for instructing writing-disabled students is developed. (Author/CL)

The review characterizes the phases of compliance and details research on behavior-management strategies that have been endeavored at each phase. Differential approaches helpful for establishing or enhancing compliance in varying populations, ranging from the nonhandicapped to the severely and profoundly handicapped, are proposed. (Author/CL)

The article describes the capabilities and features of basic microcomputer systems and describes special education applications: computer assisted instruction, prosthesis, testing, communication, and enhancing personal relations. Problems such as the availability of authoring languages, high quality educational software, and computer safety are…

A classroom communication system is described whereby the teacher of a handicapped student can manage the classroom activities conducted by other disciplines as stipulated for the child's individualized educational program. Samples of the weekly planning sheet, individual sequence sheets, and data/progress sheets for learners are provided. (CL)

Five handicapping conditions--emotional disturbance, visual impairment, mental retardation, hearing impairment, and physical disability--are discussed in terms of definition, range of impairment, and daily school management. The summaries are designed to be of practical help to the regular class teachers involved with mainstreamed students. (CL)

Teachers can promote learning within the mainstream classroom through organization of three aspects: (1) preparation of materials, (2) presentation of materials, and (3) teacher-pupil interaction. (CL)

Table games with special dice can help children with severe learning difficulties to improve their basic number skills (rote counting, numeral recognition, and counting out a quantity of objects from 1-200. Field testing supported the value of such games with 9- to 18-year-olds with moderate mental handicaps. (CL)

The authors contend that teaching strategies having the most relevance for mainstreaming can be derived from research on generalization of behaviors. Eight categories of generalization techniques for mainstreaming exceptional children are presented, including emphasizing similar components and teaching self management and independent study skills.…

The article provides guidelines and examples for developing individualized instructional programs in either concept development or motor skill development for moderately and severely handicapped learners. (DB)

An integrated topic approach (on Theseus and the Minotaur) was used to develop creative writing skills of children (ages 12 and 13) with health- and stress-related disorders at a special school in England. Three elements of the topic (presentation, action, and interaction) were developed through which individual assessment, collaboration, and…

The paper describes some observational procedures that can be employed by the special teacher or learning assistant to determine the levels of either appropriate social behavior or deviant responding in the classroom. (Author/SBH)

The article presents a model for the establishment and supervision of a peer helping program for students with academic problems. (Author/DLS)

For special education teachers dealing with slow learners or learning disabled students, the paper describes teacher-made diagnostic tasks and settings for addition, subtraction, multiplication and division. Remediation techniques and strategies for common error patterns and misunderstandings are discussed for each of the major parts of the…

The process of systematic instruction for handicapped and nonhandicapped students involves eight steps: assessment, establishment of long term objectives, establishment of short term objectives, development of an instructional plan, development of measurement procedures, implementation of the plan and measurement, data based modification of the…

A special educator reviews approaches for assessing the writing skills of learning disabled students (by both formal and informal methods), describes common problems, lists prerequisites (such as sufficient visual and motor memory), and suggests prewriting activities as well as ways to help specific writing weaknesses. (CL)