Stephen S. Strichart

College for the Learning-Disabled Student: A New Opportunity.

Programs to meet the special needs of learning‐disabled students at four‐year colleges and universities have only recently been developed, but they may significantly extend the range of opportunities available to this population. Special programs have emerged as a result of a heightened awareness of the potential of this group, the economic consequences of a pupil shortage, and federal legislation. Strichart and Mangrum discuss college admission criteria and the nature of special programs for the learning disabled.

Selecting a College for The LD Student

LD students can succeed in college if they carefully choose a facility that provides the support they need to realize their potential.

Use of the Jordan Left-Right Reversal Test with learning disabled children.

This investigation established the reliability of the Jordan Left-Right Reversal Test for learning disabled children. Test-retest reliability coefficients ranged from .89 to .92 for a sample of 91 children, 5 through 12 yr., attending private schools for children with learning disabilities. Reversal errors decreased with age for boys and girls, although girls 9 through 12 made significantly fewer errors than did boys in the same age range. Learning disabled children made more errors at all ages than normal children. This test instrument was determined to be a measure of the global tendency to make visual reversal errors and was viewed as an appropriate part of the learning disabilities diagnostic procedure.

College Opportunities for the Learning Disabled in the United States.

Abstract Increasing numbers of colleges and universities throughout the United States are opening their doors to qualified learning disabled applicants. While these institutions are not changing their academic and degree standards, they are providing a range of support services that enable learning disabled students to succeed in college. This article describes the special admission policies used to admit learning disabled students, and the program services provided to these students to help them meet the learning and social demands of college. The article includes a brief description of the federal law which provided the impetus for many of these programs (Section 504 of the Rehabilitation Act of 1973)

A Learning Stations Model for the Resource Room.

With the enactment of Public Law 94-142 and the least restrictive environment movement, special instructional services for mildly handicapped students occurs more and more frequently in resource rooms. Teachers in a resource room are faced with a situation that differs in important respects from that of a selfcontained special education classroom. Some of the key differences are: 1. There are fewer students within a single time block, but greater total numbers during the entire day. While the resource room teacher usually works with only 4 to 6 students in a given time period, she is apt to see up to 20 to 25 different students in a single day. This requires diverse and extensive individualized planning. 2. The resource room teacher is faced with the challenge of instructing almost constantly changing