Learning Disabilities In Schools Research Articles

Actual and desired roles of the high school learning disability resource teacher.

To investigate the role expectations of the high school learning disability resource teacher, a behavior scale was developed to which incumbents responded as to their actual and desired role performance. Inspection of data from the 134 resource teachers indicates that there are few areas of consensus among the respondents.

Correlates of participation in parent group discussion among parents of learning disabled children

A group discussion program was offered to 89 parents of children in 10 public school learning disabilities classes, and correlates of attendance were explored. Higher family educational levels and more frequent parent-initiated telephone contacts with teachers were associated with attendance at the parent groups. The implications of the findings for parent programs are discussed.

"Soft Signs" in Children With Learning Disorders

During the past ten years, there has been considerable interest in soft neurological signs. The subject has become a fashionable topic for discussion at any postgraduate exercise. This interest has paralleled the increasing medical and public concern about the problem of school learning disabilities. The two subjects are related because neurological signs can be equated with neurological disease in the past, and if neurological signs are present, the assumption may then be made that school failure may also relate to prior brain-damaging encephalopathy. There is some merit in this proposition, based on experience with postnatal brain diseases such as traumatic encephalopathy, encephalitis, etc, where there is reasonable correlation of a complex of neuropsychological findings and minor signs of dysfunction of the motor or sensory systems. However, the pitfalls of testing one system to determine the function of another are obvious. It is clear that the most important observations of central

A Community Approach to Specific School Learning Disabilities: The Omaha STAAR Project

This paper outlines a program designed to help the educational, medical, and parent sectors of the greater Omaha area to better understand the problems of specific learning disabilities and the minimal brain dysfunction syndrome. The evolution of the project and its various components are described. The program is presented as a series of guidelines for other communities interested in dealing with the multifaceted needs of children with these problems, guidelines which may enable a community to avoid some obstacles and pitfalls in implementing such a program. The Omaha Project is in its fourth year, is gaining momentum rapidly, and is spreading statewide. Improved attitudes and a better spirit of cooperation between the educational, medical, and parent sectors of the community are increasingly evident.

Using Transactional Analysis in a High School Learning Disability Grouping

Using Transactional Analysis in a High School Learning Disability Grouping

Prediction of school learning disabilities through the use of the bender gestalt test: A validation study of Koppitz's scoring technique

Prediction of school learning disabilities through the use of the bender gestalt test: A validation study of Koppitz's scoring technique