LEADER 01514cam0-22004811i-450- 001 990006755600403321 005 20060609093035.0 035 $a000675560 035 $aFED01000675560 035 $a(Aleph)000675560FED01 035 $a000675560 100 $a20010426d1977----km-y0itay50------ba 101 1 $aita$ceng 102 $aIT 105 $ay-------001yy 200 1 $aEventi, ideologia e teoria economica$ele determinanti del progresso nello sviluppo dell'analisi economica$fWilliam R. Allen ... [et al.]$ga cura di Robert V. Eagly$gedizione italiana di Maria Teresa Bruno 210 $aMilano$cFrancoAngeli$dc1977 215 $a196 p.$d22 cm 225 1 $aEconomia 454 0$12001$aEvents, ideology and economic theory$ethe determinants of progress in the development of economic analysis$958312 676 $a330$v11 rid.$zita 676 $a330.1 702 1$aAllen,$bWilliam Richard 702 1$aEagly,$bRobert V. 702 1$aBruno,$bMaria Teresa 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990006755600403321 952 $aXI B 16$b7563$fFSPBC 952 $aD/0 EAG$b8825/I$fSES 952 $aD/0 EAG$b12198/I$fSES 952 $aXV D 159$fDTE 952 $aIG XV D 435$fDTE 952 $aXV D 147$fDTE 952 $aXV D 435$b119615$fFGBC 952 $aC 491$bs.i.$fDSS 959 $aFSPBC 959 $aDSS 959 $aSES 959 $aDTE 959 $aFGBC 996 $aEvents, ideology and economic theory$958312 997 $aUNINA LEADER 01003nam2-2200337---450- 001 990001694960203316 005 20050603140028.0 035 $a000169496 035 $aUSA01000169496 035 $a(ALEPH)000169496USA01 035 $a000169496 100 $a20040525d1949----km-y0itay0103----ba 101 0 $aeng 102 $aDK 105 $a||||||||001yy 200 1 $a<<4.3.>> : Syntax$etime and tense$fby Otto Jespersen 210 $aCopenhagen$cEinar Munksgaard$aLondon$cAllen & Unwin$d1949 215 $aXXXI, 400 p.$d20 cm 410 0$12001 454 1$12001 461 1$1001000169484$12001$a<> modern English grammar on historical principles 700 1$aJESPERSEN,$bOtto$029457 801 0$aIT$bsalbc$gISBD 912 $a990001694960203316 951 $aVII.3.D. 210/4.3(II i D 52/4)$b1095 L.M.$cII i D 959 $aBK 969 $aUMA 979 $aSIAV4$b10$c20040525$lUSA01$h1155 979 $aCOPAT6$b90$c20050603$lUSA01$h1400 996 $aSyntax$9948217 997 $aUNISA LEADER 04457nam 2200469 450 001 9910797600803321 005 20230721042526.0 010 $a1-4522-9331-7 010 $a1-4522-9685-5 035 $a(CKB)3710000000456843 035 $a(EBL)1651155 035 $a(OCoLC)922907690 035 $a(MiAaPQ)EBC1651155 035 $a(EXLCZ)993710000000456843 100 $a20150825h20072007 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$a100 frequently asked questions about the special education process $ea step-by-step guide for educators /$fRoger Pierangelo, George Giuliani ; cover designer, Michael Dubowe 210 1$aThousand Oaks, California :$cCorwin Press,$d2007. 210 4$dİ2007 215 $a1 online resource (136 p.) 300 $aDescription based upon print version of record. 311 $a1-4129-1790-5 320 $aIncludes bibliographical references and index. 327 $aCover -- Contents -- Preface -- Acknowledgments -- About the Authors -- Introduction: Understanding Special Education Jargon -- What is Special Education? -- In the Definition of Special Education, What Does "Specially Designed Instruction" Mean? -- In the Definition of Special Education, What Does -"No Cost to Parents/Guardians-" mean? -- In the Definition of Special Education, What Does a -"Student with a Disability" Mean? -- Where is Special Education Instruction Provided? -- How Many Students Currently Receive Special Education Services? -- What Federal Laws Protect Students with Disabilities? -- What is the Purpose of the Individuals with Disabilities Education Act (IDEA)? -- What is a Free Appropriate Public Education? -- Who is Considered a Parent or Guardian under IDEA? -- What Disabilities are Covered under IDEA? -- Part I - Steps in the Special Education Process -- Chapter 1 - Step I: the Prereferral Process -- What are Child Study Teams? -- What is the Purpose of Child Study Teams? -- Who are the Members of the Child Study Team? -- What is a Referral to the Child Study Team? -- Who Normally Makes a Referral to the Child Study Team? -- What is Discussed at the Child Study Team Meetings? -- What are the Options of the Child Study Team? -- What is a Prereferral Strategy Plan? -- How is the Determination of a Suspected Disability Made by the Child Study Team? -- What Happens after the Child Study Team Determines That a Student May have a Disability? -- Chapter 2 - Step II: Initial Referral for Special Education Services -- What is a Referral for Special Education? -- Who Can Make a Referral for Special Education? -- In What Form is This Referral Made? -- Is Parent or Guardian Consent Necessary for an Evaluation for Special Education? -- What is an Assessment Plan? -- Does the Parent or Guardian have to Agree with the Referral for Special Education? -- Chapter 3 - Step III: The Individual Evaluation Process for Special Education -- What is an Evaluation for Special Education? -- What are the Components of a Comprehensive Evaluation? -- How Should Parents and Guardians go about Obtaining School Records on Their Children? -- What Should a Parent or Guardian Expect and Provide for the Parent/Guardian Intake or Interview? -- What Occurs after the Comprehensive Assessment is Completed? -- Chapter 4 - Step IV: Eligibility for Special Education -- What is an Eligibility Committee? -- What are the Responsibilities of the Eligibility Committee? -- Who are the Members of the Eligibility Committee? -- What is the Role of the Parent/Guardian Member on the Eligibility Committee? -- What is a Recommendation to the Eligibility Committee? -- What are the Procedures for Determining Eligibility? -- What is Response to Intervention (RTI)? 330 $aA jargon-free overview of special education's prereferral process, IEPs, eligibility services, procedural and legal safeguards, annual reviews and evaluations, and transitions from school to adult life. 606 $aSpecial education$zUnited States 615 0$aSpecial education 676 $a371.9 700 $aPierangelo$b Roger$01124087 702 $aGiuliani$b George A.$f1938- 702 $aDubowe$b Michael 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910797600803321 996 $a100 frequently asked questions about the special education process$93738140 997 $aUNINA