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Strategies are suggested for using microcomputers for instruction in elementary and middle school classrooms.
Specific factors that can affect the evaluation of listening capacity are examined.
Some excellent suggestions are made for helping to prevent suicide among students with learning disabilities.
The characteristics of handicapped children can be used to find new ways to maximize learning in the classroom.
Several guidelines for developing social skills are presented.
Family and classroom dynamics are addressed from the perspective of “ecological congruence.”
Five common misconceptions are discussed relative to the disabled learner and higher education.
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