These true tales of educational trauma and transformation pay homage to Pelias, R. J. (2000. The critical life. "Communication Education," 49[3], 220-228), in order to share vulnerable, personal stories of surviving standardized testing, the short bus, and the tenure track. I offer vivid, thickly described accounts of personal failures…

In this webinar, Dr. Sarah Catherine K. Moore, Program Director at the Center for Applied Linguistics, outlined factors for content area teachers to consider as they design and deliver lessons for mainstream classrooms that include English learner (EL) students. This Q&A addressed the questions participants had for Dr. Moore following the…

The position statement of the Board of Trustees of the Council for Learning Disabilities opposes the inclusion of nonhandicapped low achievers and underachievers in learning disability programs and recommends that these students be served within the regular education program. (DB)

Although teachers sometimes view mastery learning approaches skeptically, members of the business community are committed to helping spread these approaches. (Author/JM)

Four steps for using the aptitudes conversion procedure for the Wechsler Intelligence Scale for Children-Revised are obtaining a summary of numerical aptitude ratings; identifying possible placements from the "Dictionary of Occupational Titles" or the "Handbook for Analyzing Jobs"; narrowing placements to match individual needs…

Eight articles are included in the journal of the National Association for Remedial Education, Malaysia (NAREM). Chua Tee Tee describes the history and objectives of NAREM. Alec Williams reviews philosophical issues in remedial education. Khoo Phon Sai discusses cognitive, social, and emotional characteristics of slow learners and considers…

Perceptual-motor coordination is an important area of development for the slow learner, and a carefully planned music program provides assistance by strengthening hand-eye and eye-hand development. (CM)

Many schools fail to recognize slower learners' needs and to develop interdisciplinary and cooperative learning exercises allowing "crows" to soar educationally. Adopting the middle school philosophy and organizing a school into heterogeneous groups is insufficient. Every school must promote diversity in the classroom that enriches the…

Variables in student performance--including instructional mode, conceptual approach, perceptual preference, curricular interest, time preference, and counseling needs--are discussed; and the author suggests that alternative schooling which takes these variables into account for individualization would serve gifted students as well as slow learners…

The paper raises concerns about current intervention practices used with children who, while not handicapped, have academic and/or behavioral problems and who may be labeled handicapped. A lack of options for these high risk students is noted in regular programs, and the impact on the student and the system of the referral-to-testing-to-labeling…

Offers an alternative to current beliefs about holistic learning and teaching. Describes task hierarchies that are closely based on children's information processing skills and that proceed in a systematic fashion from lower to higher levels. (AEW)

Presents a method of teaching science that employs two kinds of graphic organizers of information, the matrix and the branch-out strategies. Argues that these methods are particularly relevant for slower learners. Provides graphic examples. (HB)

The authors contend that current trends in education are both disenfranchising and ignoring children (particularly the slow learners and borderline retarded) who could benefit from individualized instruction. Problems with the reliance on clinical judgement to identify handicapped children are discussed. (SBH)

Advocates cooperative learning as an effective tool for reaching slow learners, by bridging the gaps between the learning styles of slow learners and the teaching requirements of the classroom, resulting in improved academic performance for both slow learners and high achievers. (SR)

The article considers issues concerning the mildly mentally retarded and those currently ineligible for special services due to changes in definition. Due to declining interest in these children, understanding of their learning/behavioral characteristics is limited and their educational needs are not being met. (DB)