{'fraction_non_alphanumeric': 0.014005602240896359, 'fraction_numerical': 0.0, 'mean_word_length': 5.327433628318584, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Learning Disabled Adolescents in the Regular Classroom: Evaluation of a Mainstreaming Procedure

student to use typed manuscript responses, rather than the handwriting required in the original form of the test. For students with handwriting problems, this option was deemed very desirable. Finally, anecdotal data suggest that the students liked working with the computer because it did not rush them; it was easier to spot their errors on the monitor and they preferred typing to writing. In summary, the use of educational technology in the form of microcomputers appears to have several specific benefits for educational diagnosis and assessment. Such benefits accrue both to classroom teachers and students and