Spinoffs of the traditional peer tutoring approach have been successful in individualizing classroom instruction of learning disabled (LD) elementary students. In the peer trio technique, groups of three LD or slow learning students work together on tasks and on making their own games. The approach teaches cooperation and increases motivation. (CL)

Ways to involve parents in their child's educational program include pamphlets offering suggestions distributed early in the year, a calendar of suggested activities, parent workshops, encouragement to parents wishing to observe the classroom, and regular communication between teacher and parent. (DB)

Eight specific strategies are offered to help professionals build a trusting relationship with parents of handicapped children. Suggestions include the need to accept parents as they are, listen empathetically, prepare for meetings, and keep promises. (CL)

The article offers suggestions to special education personnel on eliminating technical language when dealing with parents and colleagues. (CL)

The paper describes a successful effort at collaboration among a college reading program, a neighborhood self-help agency, and a public school. The three-way partnership was formed to improve the literacy levels of 12 behaviorally disturbed children in the fifth and sixth grades. The project involves whole language reading instruction and…

Parents who do not attend school meetings regarding their learning disabled children are classified as apathetic, burned-out, intimidated, or resigned. Suggestions are made of ways teachers can promote parent involvement. (CL)

A program in which behavior management plans are systematically demonstrated can help parents of learning disabled students carry through the plan at home. When parents are involved in deciding on target behaviors, record keeping, and actually implementing the program, the likelihood of success is increased. (CL)

A buddy system was used to help reintegrate pairs of learning-disabled students into regular classroom programs. Students were taught to observe, monitor, and reinforce appropriate behavior of their "buddies." Following implementation in the resource room, the program was extended to the regular class placement. (DB)

A sequence is suggested for teachers working with parents in solving problems. Steps include: problem definition; problem analysis; generation of alternatives; establishment of criteria for selecting solutions; and evaluation and selection of solutions. (CB)

To explain reading level clearly to parents of learning disabled children, teachers must focus on two broad areas: the differences between standardized tests, and the occasional mismatch between sequence of instruction and the test items, per se. (CL)

The article offers activities and strategies that can be used prior to, during, and after the individualized education program conference to improve communication between the special educator and the parents of handicapped children. (CL)

Curriculum modification to meet the needs of mildly handicapped learners is discussed, in terms of what is to be modified; the justification for curriculum modification; and necessary elements conducive to fostering curriculum modification by teachers, such as a school system curriculum of appropriate breadth and specificity and collaborative…

The article describes nontraditional forms of parent-teacher interaction including using computer software programs to generate messages, telephones or phone answering machines with recorded messages, aides and paraprofessionals, and the Passport (a spiral notebook carried by the child in which teachers write notes). (DB)

The article examines the consultation model in special education including such aspects as definition, its potential for development of improved problem-solving skills, the regular educator as recipient, the special educator as consultant, collaborative consultation, and cost effectiveness. (DB)

The article examines the parent-teacher partnership, stressing the importance of both parent and teacher input. Five suggestions for involving parents of handicapped students in the Individualized Education Program meeting are offered and include asking parents before the meeting to think of short- and long-term goals for the child. (DB)