Identification of learning disabilities : research to practice / Renee Bradley, Louis Danielson, Daniel P. Hallahan, editors.
Identification of Learning Disabilities: Research to Practice is the remarkable product of a learning disabilities summit conference convened by the Office of Special Education Programs (OSEP) in August 2001 and the activities following that summit. Both the conference and this book were seen as imp...
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Full Text (via Taylor & Francis) |
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| Other Authors: | , , |
| Format: | eBook |
| Language: | English |
| Published: |
New York :
Routledge,
2011.
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| Series: | LEA series on special education and disability.
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| Subjects: |
MARC
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| 245 | 0 | 0 | |a Identification of learning disabilities : |b research to practice / |c Renee Bradley, Louis Danielson, Daniel P. Hallahan, editors. |
| 264 | 1 | |a New York : |b Routledge, |c 2011. | |
| 300 | |a 1 online resource (889 p.) | ||
| 336 | |a text |b txt |2 rdacontent. | ||
| 337 | |a computer |b c |2 rdamedia. | ||
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| 490 | 1 | |a The LEA series on special education and disability. | |
| 505 | 0 | |a TABLE OF CONTENTS; FOREWORD; ACKNOWLEDGMENTS; INTRODUCTION; CHAPTER I: LEARNING DISABILITIES: HISTORICAL PERSPECTIVES; RESPONSE TO ""LEARNING DISABILITIES: HISTORICAL PERSPECTIVES""; RESPONSE TO ""LEARNING DISABILITIES: HISTORICAL PERSPECTIVES""; RESPONSE TO ""LEARNING DISABILITIES: HISTORICAL PERSPECTIVES""; RESPONSE TO ""LEARNING DISABILITIES: HISTORICAL PERSPECTIVES""; CHAPTER II: EARLY IDENTIFICATION AND INTERVENTION FOR YOUNG CHILDREN WITH READING/LEARNING DISABILITIES; CLASSROOM PREVENTION THROUGH DIFFERENTIATED INSTRUCTION: RESPONSE TO JENKINS AND O'CONNOR. | |
| 505 | 8 | |a FROM AN ""EXPLODED VIEW"" OF BEGINNING READING TOWARD A SCHOOLWIDE BEGINNING READING MODEL: GETTING TO SCALE IN COMPLEX HOST ENVIRONMENTSEARLY IDENTIFICATION AND INTERVENTION FOR YOUNG CHILDREN WITH READING/LEARNING DISABILITIES; RESPONSE TO ""EARLY IDENTIFICATION AND INTERVENTION FOR YOUNG CHILDREN WITH READING/LEARNING DISABILITIES""; CHAPTER III: CLASSIFICATION OF LEARNING DISABILITIES: AN EVIDENC-EBASED EVALUATION; REDEFINING LD IS NOT THE ANSWER: A RESPONSE TO FLETCHER, LYON, BARNES, STUEBING, FRANCIS, OLSON, SHAYWITZ, AND SHAYWITZ. | |
| 505 | 8 | |a A RESPONSE TO CLASSIFICATION OF LEARNING DISABILITIES: AN EVIDENCE-BASED EVALUATIONTHE SOCIOPOLITICAL PROCESS OF CLASSIFICATION RESEARCH: MAKING THE IMPLICIT EXPLICIT IN LEARNING DISABILITIES; CLASSIFICATION OF LEARNING DISABILITIES: CONVERGENCE, EXPANSION, AND CAUTION; CHAPTER IV: LEARNING DISABILITIES AS OPERATIONALLY DEFINED BY SCHOOLS; A LOOK AT CURRENT PRACTICE; A META-RESEARCH COMMENTARY ON MACMILLAN AND SIPERSTEIN'S ""LEARNING DISABILITIES As OPERATIONALLY DEFINED BY SCHOOLS""; LEVELING THE PLAYING FIELD: COMMENTARY ON ""LEARNING DISABILITIES AS OPERATIONALLY DEFINED BY SCHOOLS"" | |
| 505 | 8 | |a MINORITY OVERREPRESENTATION: THE SILENT CONTRIBUTOR TO LD PREVALENCE AND DIAGNOSTIC CONFUSIONCHAPTER V: DISCREPANCY MODELS IN THE IDENTIFICATION OF LEARNING DISABILITY; THERE'S MORE TO IDENTIFYING LEARNING DISABILITY THAN DISCREPANCY; A FUNCTIONAL AND INTERVENTION-BASED ASSESSMENT APPROACH TO ESTABLISHING DISCREPANCY FOR STUDENTS WITH LEARNING DISABILITIES; DISCREPANCY MODELS IN THE IDENTIFICATION OF LEARNING DISABILITY: A RESPONSE TO KAVALE; DO DISCREPANCY MODELS SATISFY EITHER THE LETTER OR THE SPIRIT OF IDEA? | |
| 505 | 8 | |a CHAPTER VI: RESPONSIVENESS TO INTERVENTION: AN ALTERNATIVE APPROACH TO THE IDENTIFICATION OF LEARNING DISABILITIESTHREE CONCEPTUALIZATIONS OF ""TREATMENT"" IN A RESPONSIVENESS-TO-TREATMENT FRAMEWORK FOR LD IDENTIFICATION; RESPONSIVENESS TO INTERVENTIONS: THE NEXT STEP IN SPECIAL EDUCATION IDENTIFICATION, SERVICE, AND EXITING DECISION MAKING; USING RESPONSE TO TREATMENT FOR IDENTIFYING STUDENTS WITH LEARNING DISABILITIES; ON THE ROLE OF INTERVENTION IN IDENTIFYING LEARNING DISABILITIES. | |
| 500 | |a CHAPTER VII: EMPIRICAL AND THEORETICAL SUPPORT FOR DIRECT DIAGNOSIS OF LEARNING DISABILITIES BY ASSESSMENT OF INTRINSIC PROCESSING WEAKNESSES. | ||
| 504 | |a Includes bibliographical references and indexes. | ||
| 500 | |a First published: Mahwah, N.J. : Lawrence Erlbaum, 2002. | ||
| 520 | |a Identification of Learning Disabilities: Research to Practice is the remarkable product of a learning disabilities summit conference convened by the Office of Special Education Programs (OSEP) in August 2001 and the activities following that summit. Both the conference and this book were seen as important preludes to congressional reauthorization of the historic Individuals With Disabilities Education Act (IDEA) scheduled for 2002 and subsequent decision making surrounding implementation. The OSEP conference brought together people with different perspectives on LD (parents, rese. | ||
| 546 | |a English. | ||
| 650 | 0 | |a Learning disabilities. | |
| 650 | 0 | |a Learning disabled children |x Education. | |
| 650 | 7 | |a Learning disabilities. |2 fast |0 (OCoLC)fst00994891. | |
| 650 | 7 | |a Learning disabled children |x Education. |2 fast |0 (OCoLC)fst00994943. | |
| 700 | 1 | |a Bradley, Renee. | |
| 700 | 1 | |a Danielson, Louis C. | |
| 700 | 1 | |a Hallahan, Daniel P., |d 1944- | |
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| 830 | 0 | |a LEA series on special education and disability. | |
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