Alternative teaching methodologies are required for grade-9 students diagnosed with difficulties learning chemistry. This study examines the progress made in learning atomic structure by 11 Spanish Students Diagnosed with Learning Difficulties (SDLD, experimental group), including those with poor academic performance, specific learning…

The purpose of this study was to assess the self-determination of Spanish high school students with Intellectual Disabilities and other Special Educational Needs (SEN). A total of 371 students between 11 and 17 years of age participated in the study. Of these, 46.4% (n = 171) presented SEN, specifically learning disabilities (n = 97; 26.2%),…

Slow learners, such as students with borderline intellectual functioning, represent one of the most challenging student populations for administrators and teachers. Standard systems and supports are often ineffective--even counterproductive--because they fail to meet students' specific learning needs and instead create a cycle of failure. This…

Few research studies have been conducted related to students identified as slow learners who are enrolled in general education classes. In this research study, the definition of a slow learner describes the student as one who has "not" been identified as a student with a learning disability. The purpose of this study was to…

The increase in the number of slow learners and children with learning disabilities in schools in Africa has become a major issue and concern. The situation is reflected in various school-leaving examinations, where an average of 30 percent of the results are below average or failures each year. Although there are no statistical records available…

Students considered gifted and learning disabled (G/LD) are those most at risk of not being adequately served in U.S. schools. This research compares delivery formats and Individual Education Plan (IEP) modifications offered to 1,055 elementary school students, grades 3-5, who qualified as having a learning disability (LD) at different levels on…

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)

Examined normal (N=34), learning disabled (N=34), and borderline mentally retarded (N=33) children's performance on the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Kaufman Assessment Battery for Children (K-ABC). Results revealed no significant differences between the WISC-R Full Scale IQ and K-ABC Mental Processing Composite…

The article addresses the question of who learning disabled children are and suggests approaches for delineating subgroups of slow learning children. (SBH)

Tests of phonological, speed, motor and cerebellar tasks were given to 36 students with learning disabilities, 29 of whom were classified as non-discrepant (IQ<90) and 7 as discrepant, (IQ at least 90 and dyslexic). On the cerebellar tests of postural stability and muscle tone, the non-discrepant group performed significantly better than the…

Class hobbies such as coin collecting, stamp collecting and pen pal projects can accelerate the learning of teenaged slow learners. (GW)

Normal (N=58) and learning disabled (N=52) primary grade children were classified into five groups (overachievers, target achievers, under achievers, slow learners, and disabled achievers) based on IQ-achievement and age-achievement discrepancies and followed over a 3-year period. Learning disabled students became more disabled with age in spite…

The Immediate Reinforcement and Remediation (IRR) method is advocated as a systematic approach to aid in the success of mainstreamed elementary slow learning and learning disabled students. IRR allows the resource room teacher to followup on identified critical lessons using different materials and aids. (CL)

The paper describes evolution of an approach to teaching mathematically disabled and slow learning students through a Piagetian framework. It is explained that a step-by-step procedure is used to internalize material actions into mental actions via perception and verbalization. Formulae are introduced early, and emphasis is placed on promoting…

The spelling performance of four groups of 9th grade students who were Educable Mental Retardates (EMR), Disadvantaged (DIS), Language and/or Learning Disabled (L/LD), or Slow Learners (SL) was investigated. (Editor)