In Iowa the number of handicapped school students is increasing even as total enrollments decline, probably because slow learners are being reclassified as "mildly handicapped" to make them eligible for special education funds and programs. As a result there may soon be more handicapped students than the state can afford. To avoid this,…

TWO TRANSFORMATIONAL-GENERATIVE APPROACHES TO TEACHING SYNTAX IN JUNIOR AND SENIOR HIGH SCHOOLS ARE PRESENTED. ONE IS FOR USE WITH AVERAGE AND TALENTED STUDENTS IN GRADES 7-9, AND THE OTHER IS FOR SLOW-LEARNING STUDENTS IN GRADES 7-11. A DISCUSSION OF THE FIRST APPROACH IS DIVIDED BY GRADE LEVEL AND INCLUDES AN EXAMINATION OF BASIC SENTENCE…

THE SPECIAL PSYCHOLOGICAL AND EDUCATIONAL NEEDS OF THE SLOW LEARNER ARE EMPHASIZED IN THIS PUBLIC SCHOOL CURRICULUM GUIDE. FOR THIS TYPE OF STUDENT MORE FOCUS MUST BE PLACED ON PERSONALITY DEVELOPMENT AND ADEQUACY IN BASIC SKILLS THAN ON ACADEMIC ACHIEVEMENT. THEREFORE THE OBJECTIVES OF A "BASIC WORK PROGRAM" FOR SLOW LEARNERS SHOULD STRESS THE…

This study analyzes the generalization abilities of children with reading disabilities by comparing the performance of such children with that of a normal control group on a conditional discrimination learning-set task. Both groups, consisting of boys aged eight to ten, participated in the Wisconsin General Test Apparatus in a form modified for…

Many aspects of the teaching of writing are examined in this publication. The seven articles explore the importance of writing and list possible teaching strategies, report on books for and about writing that are currently available, present and discuss children's writing samples, discuss ways of stimulating creative writing in the classroom,…

The effects of homogeneous ability grouping versus heterogeneous grouping on the reading achievement of 18 slow learners at the first grade level are studied here. Two matched groups, each containing 9 pupils classified as slow learners from reading achievement based on Metropolitan Reading Test scores, are placed in homogeneous and heterogeneous…

Assessed were the effects of linear and modified linear programed materials on the achievement of slow learners in tenth grade Biological Sciences Curriculum Study (BSCS) Special Materials biology. Two hundred and six students were randomly placed into four programed materials formats: linear programed materials, modified linear program with…

The purpose of this study was to determine if there was a significant difference in the readability of three collections of reading textbooks adopted for use in California for four student groups--culturally disadvantaged, slow, average, and fast. The Botel readability formula was applied to nine, 100-word samples taken from a total of twenty-four…

Papers in this book center around three themes: a growing emphasis on communication in the form of drama and film; the substitution of high standards of sincerity, awareness, understanding, creative self-fulfillment, and functional personal communication for conformity to standards; and an awareness of the maturity of the adolescent. Chapters…

This study aimed generally to survey and interpret, for social studies supervisors and curriculum directors, the findings of significant research and development during the last decade that bear on: 1) what and how social studies are taught to disadvantaged students; and, 2) social studies content concerning disadvantaged or deprived groups in…

Examines the relationship between 14 social process variables and the reading performances of 180 slow learners, ages 7-15. Finds that two of those factors (brith trauma and being held back in school) emerge as predictors of reading comprehension, word recognition, and spelling. (RL)

When the parents and teacher of a minimally brain-injured kindergarten student understood that the cognitive style of this "slow learner" (inaccurately perceived as laziness or immaturity) required her to observe and evaluate before participating in a learning or social activity, they were able to enhance her learning style. (CB)

Discusses Direct Instruction (DI), its rationale, principles of curricular design, and presentation techniques. Presents research on the effectiveness of DI with disadvantaged and handicapped learners. Also offers criticisms of DI. (RAE)

Essay and annotated bibliography provide information on print sources and databases containing descriptions and reviews of tests assessing exceptional children and adolescents. These sources cover a large number and variety of instruments that may be used by teachers and diagnosticians in the areas of mental and physical handicaps and giftedness.…

The author describes the activities, events and programs of a vocational high school whose enrollment is students with abilities considered to be in the occupational, vocational, and services range. (Author)