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A study was undertaken to determine the effects of a computer-assisted instruction (CAI) program on the self-concept of mainstreamed, mildly handicapped fifth-grade students (labeled learning disabled, emotionally conflicted, and educable mentally retarded) attending 13 different elementary schools in Tuscaloosa County, Alabama. A control group (N=46) and an experimental group (N=46) were identified using random selection. A literature review had revealed that while efforts to integrate mildly handicapped students into regular classrooms have increased, much evidence existed that these students are not well accepted in mainstream situations by teachers and peers. Negative self-concept appeared to play a significant role, and several researchers have investigated the potential uses of CAI for improving self-concept in learning-disabled and other handicapped students. Results of this study showed that CAI does not, in and of itself, lead to a positive self-concept in students. Only one aspect of self-concept, physical appearance and attitudes, was affected by CAI. The study confirmed the realization that instructional programs for mainstreamed, mildly handicapped students require considerably more research in order to identify how CAI might effectively influence the self-concept of such students. (Author/VW)

The Learning Disability-Juvenile Delinquency link continues to plague the minds of criminologists, sociologists, psychologists, and others. They question and ponder the possibility of this linkage. Annually, approximately 2 million juveniles are arrested in our country and, of these, a large percentage are shown to have a learning disability. Dyslexia, minimal brain dysfunctioning, perceptual processing disorders, and attention deficit disorder are terms used to describe/characterize learning disabilities. Typically, the profile of an LD child/youth is portrayed as follows: hes between the age of 10-12; his reading, writing, and math skills are at least three years below grade level. Impulsivity, hyperactive, low self-esteem, short attention span, rejected by teachers and peers, does not empathize with others, gets into fights, and more often than not, shown to be a male also exemplifies this profile. Some criminologists, in their attempts to explain juvenile criminality, now believe a link does exist between a learning disability and juvenile delinquency. Is this a valid rationalization? The intent of this presentation is to provide an updated research perspective about this issue. Research and policy implications will also comprise this presentation. [ABSTRACT FROM AUTHOR]