The author describes ways in which an organic curriculum--in which students actively plan goals based on their needs--helped an impulsive sixth grader and a language handicapped 20-year-old acquire reading skills, vocabulary, and master phobic reactions. (CL)

Follow-up information about mainstreamed students' adjustment comes from regular educators, parents, and the students themselves. The classroom teacher can provide information on such aspects as academic achievement and support services. Parents observe the students reactions to the settings and to peers. Students can describe their feelings and…

To prevent learned helplessness in learning disabled students, teachers can share responsibilities with the students, train students to reinforce themselves for effort and self control, and introduce opportunities for changing counterproductive attitudes. (CL)

Four strategies effective in helping learning disabled students develop specific skills necessary for effective reading comprehension are described: (1) self questioning, (2) lookback strategies, (3) use of a code, and (4) inference modeling. The procedures are designed to shift students from a passive to an active role in reading. (CL)

An approach to spelling instruction allows students to select spelling words as part of a whole-language, language experience writing program. Guidelines for implementing such a program are offered. (CL)