LEADER 05665nam 2200745 450 001 9910464918303321 005 20200520144314.0 010 $a1-118-93768-6 035 $a(CKB)3710000000096428 035 $a(EBL)1658824 035 $a(SSID)ssj0001131917 035 $a(PQKBManifestationID)12442919 035 $a(PQKBTitleCode)TC0001131917 035 $a(PQKBWorkID)11149179 035 $a(PQKB)10228064 035 $a(MiAaPQ)EBC1658824 035 $a(Au-PeEL)EBL1658824 035 $a(CaPaEBR)ebr10855757 035 $a(CaONFJC)MIL620507 035 $a(OCoLC)876290577 035 $a(EXLCZ)993710000000096428 100 $a20140412h20142014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 14$aThe complete learning disabilities handbook $eready-to-use strategies & activities for teaching students with learning disabilities /$fJoan Harwell, Rebecca Williams Jackson 205 $aThird edition. 210 1$aSan Francisco, California :$cJossey-Bass,$d2014. 210 4$dİ2014 215 $a1 online resource (410 p.) 225 1 $aJossey-Bass Teacher 300 $a"Grades K-12"--Cover. 311 $a0-7879-9755-2 320 $aIncludes bibliographical references and index. 327 $aThe Complete Learning Disabilities Handbook: Ready-to-Use Strategies & Activities for Teaching Students with Learning Disabilitces; Copyright; Contents; Acknowledgments; About the Authors; About This Book; Chapter 1: An Overview of the Field of Learning Disabilities; History of Learning Disabilities; Causal Factors; Incidence; Primary Characteristics of Learning Disabilities; Comorbid or Co-occurring Conditions; Attention Deficit Hyperactivity Disorder; Conduct Disorder; Tourette Syndrome; Prognosis; Programs and Settings for the Learning Disabled; Facts About Learning Disabilities; Summary 327 $aList of Major Organizations for the Learning DisabledPeriodicals on Learning Disabilities; Chapter 2: Research in the Field ofLearning Disabilities; Overview of the Brain, Biology, and Behavior; Brain Injury; Structural Brain Differences; Biochemical Influences; Research on Memory; Research on Metacognition; Research on Phonological Processing Problems; Research on Maturation and Retention; Research on Communication Problems; Research on Self-Concept, Self-Esteem, and Self-Efficacy; Research on Teachers' Perceptions; Research on Social Competence and Social Skills Training; Summary 327 $aChapter 3: Understanding the LawsParental Rights; Parents as Advocates; Student Rights; Teacher Rights and Obligations; Behavioral Goals and Behavioral Improvement Plans; Student and Parental Rights Regarding Suspension or Expulsion; Summary; Chapter 4: Early Childhood Education for At-Risk Students; Special Education Services from Birth Through Age Two; Special Education Services for Children Ages Three Through Five; Assessment of Young Children; The Components of an Effective Early Childhood Education Program; Maturation and "Readiness" for Kindergarten; Summary 327 $aChapter 5: The Student Study Team ProcessThe Case for Early Intervention; Recognizing the Need; Talking with Parents; Parent and Student Preparation for the Student Study Team (SST); Predictable Parental Feelings and Reactions; Initiating a Request for a Student Study Meeting; The Student Study Team Process; The Roles of the SST Members; Digital Classroom Accommodations; Sensory Accommodations; Chapter 6: Formal Assessment and Identification of the Studentwith Learning Disabilities; The Multidisciplinary Team Process; Roles of the Members of the Multidisciplinary Team 327 $aGuidelines for AssessmentIntellectual Assessment; Intelligence Quotient (IQ); Visual Perception; Auditory Perception; Memory; Academic Assessment; Commonly Used Tests; Classroom and Playground Observations; Time-on-Task Assessment; Language Assessment; Health Assessment; Behavioral Assessment; Summary; Chapter 7: Planning for the Student with Learning Disabilities; Eligibility Issues; The Discrepancy Model; Exclusionary Criteria; Assessment Scores and Their Implication for Learning; Eligible or Not Eligible? Developing the Individual Education Plan (IEP) 327 $aChoosing the Appropriate Educational Setting ("Least Restrictive Environment") 330 $aThe third edition of this classic resource is a comprehensive source of information, strategies, and activities for working with learning disabled students. The book offers special educators, classroom teachers, and parents a wealth of new and proven suggestions and ready-to-use materials for helping LD students of all ages learn and perform at their fullest potential. 410 0$aJossey-Bass teacher. 606 $aLearning disabled children$xEducation 606 $aSpecial education$xActivity programs 606 $aLearning disabilities$vHandbooks, manuals, etc 606 $aRemedial teaching$vHandbooks, manuals, etc 606 $aLearning disabled youth$xEducation$vHandbooks, manuals, etc 608 $aElectronic books. 615 0$aLearning disabled children$xEducation. 615 0$aSpecial education$xActivity programs. 615 0$aLearning disabilities 615 0$aRemedial teaching 615 0$aLearning disabled youth$xEducation 676 $a371.9 700 $aHarwell$b Joan M.$f1936-$0971869 702 $aJackson$b Rebecca Williams 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910464918303321 996 $aThe complete learning disabilities handbook$92209619 997 $aUNINA LEADER 04977oam 2200661I 450 001 9910972795203321 005 20251117110914.0 010 $a1-317-69762-6 010 $a0-429-22753-1 010 $a1-138-00159-7 024 7 $a10.1201/b17016 035 $a(CKB)2670000000557066 035 $a(EBL)1489982 035 $a(SSID)ssj0001218186 035 $a(PQKBManifestationID)11663008 035 $a(PQKBTitleCode)TC0001218186 035 $a(PQKBWorkID)11208426 035 $a(PQKB)11113859 035 $a(OCoLC)879945685 035 $a(MiAaPQ)EBC1489982 035 $a(MiAaPQ)EBC4003467 035 $a(Au-PeEL)EBL4003467 035 $a(EXLCZ)992670000000557066 100 $a20180420d20142014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aFractured rock hydrogeology /$feditor, John M. Sharp, Jr., The University of Texas, Austin, USA 205 $aFirst edition. 210 1$aBoca Raton :$cCRC Press,$d[2014]. 210 4$dİ2014 215 $a1 online resource (403 p.) 225 1 $aSelected papers on hydrogeology ;$v20 300 $aDescription based upon print version of record. 311 08$a1-306-86619-7 311 08$a1-315-77882-3 320 $aIncludes bibliographical references and index. 327 $aFront Cover; Contents; Dedication; Foreword; About the editor; List of contributors; 1. IAH Commission on Hardrock Hydrogeology (HyRoC): Past and present activities, future possibilities; 2. The conceptual model of weathered hard rock aquifers and its practical applications; 3. Similarities in groundwater occurrence in weathered and fractured crystalline basement aquifers in the Channel Islands and in Zimbabwe; 4. Outcrop groundwater prospecting, drilling and well construction in hard rocks in semi-arid regions 327 $a5. Sustainable yield of fractured rock aquifers: The case of crystalline rocks of Serre Massif (Calabria, Southern Italy)6. From geological complexity to hydrogeological understanding usingan integrated 3D conceptual modelling approach - insights from the Cotswolds, UK; 7. Characterising the spatial distribution of transmissivity in the mountainous region: Results from watersheds in central Taiwan; 8. Spring discharge and groundwater flow systems in sedimentary and ophiolitic hard rock aquifers: Experiences from Northern Apennines (Italy) 327 $a9. Fracture transmissivity estimation using natural gradient flow measurements in sparsely fractured rock10. Prediction of fracture roughness and other hydraulic properties: Is upscaling possible?; 11. Scale dependent hydraulic investigations of faulted crystalline rocks - examples from the Eastern Alps, Austria; 12. Methodology to generate orthogonal fractures from a discrete, complex, and irregular fracture zone network; 13. Remote sensing, geophysical methods and field measurements to characterise faults, fractures and other discontinuities, Barada Spring catchment, Syria 327 $a14. Using heat flow and radiocarbon ages to estimate the extent of recharge area of thermal springs in granitoid rock: Example from Southern Idaho Batholith, USA15. Tunnel inflow in granite - fitting the field observations with hybrid model of discrete fractures and continuum; 16. Uranium distribution in groundwater from fractured crystalline aquifers in Norway; 17. Technical quality of Norwegian wells in crystalline bedrock related to groundwater vulnerability 327 $a18. Exploration and characterisation of deep fractured rock aquifers for new groundwater development, an example from New Mexico, USA19. Use of several different methods for characterising a fractured rock aquifer, case study Kempfield, New South Wales, Australia; 20. Main features governing groundwater flow in a fractured Basalt Aquifer System of South-Eastern Australia; Colour plates; Series IAH-selected papers 330 $aFractured rocks extend over much of the world, cropping out in shields, massifs, and the cores of major mountain ranges. They also form the basement below younger sedimentary rocks; at depth; they represent a continuous environment of extended and deep regional groundwater flow. Understanding of groundwater flow and solute transport in fractured rocks is vital for analysis of water resources, water quality and environmental protection, geotechnical and engineering projects, and geothermal energy production. Book chapters include theoretical and practical analyses using numerical mode 410 0$aHydrogeology (International Association of Hydrogeologists) ;$v20. 606 $aHydrogeology 606 $aRocks$xFracture 615 0$aHydrogeology. 615 0$aRocks$xFracture. 676 $a553.7/9 702 $aSharp$b John Malcolm$cJr.,$f1944- 801 0$bFlBoTFG 801 1$bFlBoTFG 906 $aBOOK 912 $a9910972795203321 996 $aFractured rock hydrogeology$94494722 997 $aUNINA