Discusses teacher preparation in mathematics and preservice teacher education that recognizes the Professional Standards of the National Council of Teachers of Mathematics. Six standards for teaching mathematics are presented, guided by the Knowledge and Skills Competencies list for teachers of students with learning disabilities, which was…

In rebuttal to H. Lee Swanson's paper, "Toward a Metatheory of Learning Disabilities," this article emphasizes that a bias toward applied research in learning disabilities is appropriate, that explanatory theories may not provide control over the phenomena explained, and that the field's orientation toward social consensus rather than…

This article addresses theoretical and practical issues in the provision of mental health services to address psychosocial problems of secondary and postsecondary students with learning disabilities. Examples are offered of case studies and interventions from two federally funded research/demonstration projects at the University of Minnesota: the…

This article discusses theory, related literature, methods, and techniques related to the process of reframing the learning disabilities experience of adults to achieve employment success and adjustment. It covers various stages of the reframing process and argues that successful reframing is imperative if the individual is to take control of…

In the fourth session of the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium in 2003, Good, Vellutino, and Torgesen presented papers that addressed the question, "How should unresponsiveness to secondary intervention be operationalized in an RTI approach to LD identification?" In this commentary, I…

In response to Coles (EC 220 146), the author notes issues concerning: who is labeled "learning disabled," why they are labeled, how they are helped, how the solutions have become the problem, what real learning is, how to use present resources to transform the system, and the contribution of a collaborative ecological approach. (DB)

This article addresses the proposal of Shaw and others (1995) to replace the current federal definition of learning disabilities with an operationalized version proposed by the National Joint Committee on Learning Disabilities in the reauthorization of the Individuals with Disabilities Education Act. Comparison of Shaw's recommendations with…

In the interview, the president of the Association for Children with Learning Disabilities (ACLD) discusses the organization's present activities and future directions. (CL)

The article examines school psychological services for learning disabled students in the areas of assessment, consultation, program development, counseling, and research. (DB)

The author reviews issues in the search for a definition of learning disabilities, suggesting that the effort is within an unidimensional framework without recognition of the lack of unidimensional characteristics in children. (Author)

The importance of understanding individual differences in learning styles and temperament for developing special education programs is considered in the context of K. Lewin's theories of the interaction between behavior, personality, and environment. (DB)

Problems in the application of traditional process-oriented approaches to diagnosis and treatment of learning disabilities suggest a need to alter the manner in which these basic processes are conceptualized and measured. (Author)

In response to a previous article, the paper discusses the distinction between basic and applied research, two contributions of applied research to theory concerning learning disabilities, and issues in metatheory development. (DB)

In response to two papers decrying reductionism and advocating holistic constructivism in models of learning disabilities, the article claims that the behavioral paradigm, unlike the holistic paradigm, has provided a validated and documented instructional methodology. (DB)

The author expresses concerns regarding three issues in the field of learning disabilities: (1) the nature and quality of research in this field; (2) the divisive actions of leaders in the field; and (3) issues of mainstreaming resulting in both parental and professional backlashes. (Author)