Sandra B. Cohen

Selective Attention and Locus of Control in Learning Disabled and Normal Children

A growing body of literature clearly shows typical LD children have trouble directing their attention to the central features of an externally-provided task. Further, LD children perceive the consequences surrounding their behavior to be more externally-controlled than does the average learner. This inactive, externally-controlled learning style is well documented. Further research needs now to isolate the subgroups which may exist within the broader characterization and examine the effectiveness of remedial techniques with the various subgroups. - G.M.S.

The Development of Visual Selective Attention and Verbal Rehearsal in Learning Disabled Boys

This experiment is provocative in that it purports to show that learning disabled boys may be developmentally slow rather than physically impaired or functionally fixated. The strength of the experiment, which researchers will particularly note, is the use of a well-researched experimental paradigm with which normal development has previously been established. Hence, the authors can utilize this remembering task to compare the development of learning disabled boys relative to those in previous studies who have not had learning handicaps. — G.M.S.

An Instructional Modification Process.

tudents who are mildly disabled are a heterogeneous group of learners who share one common trait, a failure to do well in school. They do not learn as efficiently as their nondisabled peers using traditional methodologies or standard curricula. Therefore, educators must modify instructional techniques and materials to accommodate the variety of problems experienced by these students. With proper training and resources, educators can modify or adapt instructional practices to meet a wide range of student needs (Edward, 1980; Hudson, Peterson, Mercer, & McLeod, 1988; Slavin, Madden, & Leavey, 1984; Wang & Walberg, 1983). However, the array of modifications from which a teacher may choose is enormous, and teachers often lack a procedure for matching appropriate modifications to student learning problems. A systematic procedure for developing such a match would facilitate the resolution of specific problems. The instructional modification process described in this article was devised as a quick and simple method for matching adaptations to the needs of students experiencing difficulty. This process can be implemented easily by both special and regular educators. Special educators are often called upon to develop workable solutions to daily instructional problems in regular classrooms as well as in their own class-

The Use of Microcomputers in Teacher Training

Using their professional experience as a base, the authors promote the need for developing computer competence as well as instructional competence in preservice special education teachers; preservice teachers should have the opportunity to learn from microcomputer technology, not just to use mirrors. The case for this proactive position is made while discussing: 1) the status of educational microcomputer hardware and software use; 2) the current programming vs. computer literacy debate; and 3) a look to the future, where teacher training programs accept such a dual responsibility.

A Conference Training Model for Learning Disabilities Resource Teachers.

The consultative functions of the learning disabilities resource teacher are emphasized in the professional literature. Yet, the delivery of these services is currently less than adequate to meet the mainstreaming needs of regular education personnel. Insufficient training has been targeted as an area contributing to this deficit. Consequently, the present model was designed to train educators for future roles in mainstreaming programs. The development of teaching strategies, communication and conferencing skills through microteaching and simulation are emphasized. Feedback is provided at several interaction points. The design for university training parallels the resource/consultant teacher program implemented in many schools.

Learning Disabilities: Problems in Definition.

Children with special learning disabilities exhibit a disorder in one or more of the basic psychological processes involved in understanding or in using spoken or written language. These may be manifested in disorders of listening, thinking, talking, reading, writing, spelling, or arithmetic. They include conditions which have been referred to as perceptual handicaps, brain injury, minimal brain dysfunction, dyslexia, developmental aphasia, etc. They do not include learning problems which are due pdmarily to visual, hearing, or motor handicaps, to mental retardation, emotional disturbance, or to environmental disadvantage.

A FRAMEWORK FOR INDIVIDUALIZING INSTRUCTION

Individualized instruction is a basic principle of special education programs, yet, few attempts have been made to define clearly the philosophical and procedural aspects of this important concept. We examine three elements of individualization — philosophy, strategies, and enhancers — and develop a framework for achieving greater individualized instruction.

Parents' Attributions of Exceptionality Social Distancing Effects in the Mainstreamed Classroom

Research on personal space and social learning theory suggests that individuals develop social schemata that define their associations with, and social distancing from, others. The present study was designed to examine parental attributions of exceptionality within a mainstreamed classroom. A social distancing measure was computed within two conditions (labels and descriptions of exceptionality) and analyzed by a discrepancy score to determine parental preferences for placing their normal children in proximity to a handicapped peer. Differences in rank ordering of seven categories of exceptionality varied according to the condition, particularly for EMR and SMR cohorts. In both conditions, however, the category of emotionally disturbed was considered least desirable. Interpretations of differences in the rank ordering are provided. The need for the development of causal models of variable interactions that produce such differences in parental attributions of exceptionality is elaborated upon.