A COMPARISON IS DRAWN BETWEEN CHILDREN WITH OBVIOUS HANDICAPS (BLINDNESS, SEVERE EMOTIONAL DISTURBANCE, PHYSICAL DISABILITY) AND THOSE WITH UNNOTICABLE HANDICAPS. THE FORMER GROUP ARE SUCCESSFUL STUDENTS BECAUSE SOCIETAL EXPECTATIONS HAVE BEEN MODIFIED FOR THEM. THE LATTER GROUP ARE UNSUCCESSFUL BECAUSE THEIR PROBLEMS HAVE BEEN IGNORED OR HAVE NOT BEEN IDENTIFIED. MANY AGENCIES PASS THE BUCK OVER RESPONSIBILITY FOR EDUCATIONALLY HANDICAPPED CHILDREN. THE TYPES OF LEARNING DISABILITIES THAT ARE OFTEN IGNORED INCLUDE PERCEPTUAL HANDICAPS, MINIMAL BRAIN DYSFUNCTIONS, DYSLEXIA, DISCALCULIA, DYSGRAPHIA, AND APHASIA. BEHAVIOR DISORDERS AND PERSONALITY PROBLEMS OFTEN RESULT FROM, OR ACCOMPANY SOCIOECONOMIC STATUS DISADVANTAGES AND BILINGUAL, BICULTURAL DIVERSITY. SOCIETY SHOULD REGARD SUCH CHILDREN AS POSSESSING DIFFERENT LEARNING CAPABILITIES, NOT DIFFERENT HANDICAPS. ABOVE ALL, THEY MUST BE REGARDED AS CHILDREN AND NOT YOUNG ADULTS. THERE IS NOT NECESSARILY A LINK BETWEEN EDUCATIONAL DISABILITY AND DELINQUENCY, BUT A TRIAD COMPOSED OF READING PROBLEMS, TRUANCY, AND DELINQUENCY HAS EMERGED. THE COMMUNITY MUST PROVIDE SPECIALISTS AND SERVICES WHILE REFRAINING FROM LABELING. ONE OF THE MOST COMMON LEARNING PROBLEMS IS BEING BORN POOR. READING PROBLEMS ARE SEVERE AMONG DROPOUTS AND UNEMPLOYED TEENAGERS. THE PROGRESSION FROM READING PROBLEMS AND LEARNING DIFFICULTIES TO UNEMPLOYMENT TO WELFARE TO ANTISOCIAL BEHAVIOR TO PRISON MUST BE STOPPED. FOR OTHER TAPES IN THE SERIES, SEE NCJ-38832, 38833, 38834, 38836, AND 38837....PLO