Questionnaires completed by 42 colleges in Wales revealed that provision for physically handicapped students varied across local education agencies. Only a few were not prepared to accept physically handicapped students. Many stated they would accept these students but would be unable or unwilling to provide special treatment. (CL)

Forty-two students (aged 8 to 12) with developmental learning disabilities who had or had not participated in a one year evaluation of the Tomatis Listening Training Program, completed a battery of tests assessing intelligence, academic achievement, linguistic skills, and other traits. Results failed to support the educational effectiveness of the…

Reading and writing assessment which focuses on fragmented, isolated skills provides little information about how children actually read and write. An holistic alternative, the systematic observation of children's reading and writing behavior as they occur in natural settings, is discussed. (Author/CB)

Studies examining phonological skills in children with reading disabilities are reviewed. Reading disability appears to be characterized by a severe deficit in phonological skills. Phonological skills are very slow to develop in reading disabled children, while the visual route to the identification of meaning appears to develop significantly…

Overreliance on test-based assessment of learning disabilities can produce diagnostic results of questionable validity and prove stigmatizing for the child. An instructional-based model focuses on evaluation of the child's response to teaching. Observation and analysis of the student's reaction yeilds results that are more readily translatable…

The article addresses minority assessment issues, describes a Wechsler Intelligence Scale for Children-- Revised (WISC-R) re-norming (for Inuit children) project, examines usefulness of the re-normed WISC-R and reports results of a study comparing gifted and average Inuit children on the WISC-R, Bender Visual Motor Gestalt Test, and the Goodenough…

A case for "special-ordinary" education is made in the context of the Effective Schools Movement. Development and maintenance of the "Most Enhancing Environment" (rather than the Least Restrictive Environment) and appropriate goals are discussed. (JC)

The author suggests that the most effective method of serving mainstreamed secondary level disabled students is through a comprehensive support system delivered by direct involvement of special needs teachers in the mainstreamed classes. (CL)

An administrator describes one London school's experiences in establishing a support service for mainstreamed students. She notes ways to avoid problems with communications, priority questions of supporting the staff or serving the students, staff relationships, the use of link teachers, and preparation to help teachers acquire consultant skills.…

The author criticizes an exploratory study of mathematics curricula for 6-13 year olds for its neglect of the needs of students with learning difficulties. He cites the importance of better assessment strategies, use of the problem-solving approach, development of an intersubject emphasis, and encouragement of estimating abilities. (CL)

The author describes how her materials can help students in ordinary and special schools increase math mastery. The materials feature a mastery assessment, structured materials for individualized instruction, and recordkeeping forms. (CL)

The author describes an approach to exposing 18 students (14 years and older) with language handicaps to literature in a motivating way without the complexities of traditional instruction. Sample learning experiences for studying Great Expectations, The Winslow Boy, and Portrait of the Artist as a Young Man are described. (CL)

Studies of Down's Syndrome five to seven year olds suggest that many teachers in special schools are teaching Down's Syndrome children to read before age seven. (CL)

Research on handwriting performance and instruction for intermediate students with disabilities is summarized, and it is noted that about 21 percent of third-year pupils need help with handwriting. (CL)

A special education teacher discusses the importance of spelling and suggests ways in which special education students can use spelling as a tool for writing rather than as an obstacle. (CL)