This paper describes a pilot study to determine the feasibility of establishing a Learning Clinic staffed by supervised parent volunteers within an elementary school. The school chosen for this project is situated in a culturally disadvantaged neighbourhood in which problems that result from marginal incomes and disorganized homes are common. Many children enter this school with deficient learning skills, and a high rate of academic failure and behavior problems ensues in the upper grades. The learning disabled or emotionally disturbed child often starts out with a dual handicap and can receive little or no extra help from a teaching staff already beset with problems. These were the children who became the focus of this study in remedial education.
RECRUITMENT OF VOLUNTEERS Obtaining volunteers for the project entailed involvement with the community at large. The school psychologist and five parents formed a Committee for Children with Learning Disabilities (CCLD). This group recruited interested candidates from the University Women's Club and various home and school groups. Volunteers next were screened by one CCLD member, who first eliminated candidates known to be unreliable and inconsistent or unpredictable in overall behavior. Potential candidates then were contacted by telephone, and the nature of the project and its subsequent requirements in terms of time were explained. Volunteers were queried about their motives, and those who gave evidence of emotional overinvolvement or of a hostile attitude toward the school system were eliminated. Qualifications such as education, previous group experience with children, and special skills were recorded. Suitable recruits then were telephoned by the project leader, who suggested that the candidate attend one or two sessions within the