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[null,"1.","Record Nr.",null,"UNINA9910453069003321"]
[null,null,"Titolo",null,"Learning disabilities [[electronic resource] ] : practice concerns and students with LD / / edited by Jeffrey P. Bakken, Festus E. Obiakor, Anthony F. Rotatori"]
[null,null,"Pubbl/distr/stampa",null,"Bingley [England], : Emerald Group Pub., 2013"]
[null,null,"ISBN",null,"1-78190-428-6"]
[{"$nulls":4},"1-283-95932-1"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"1 online resource (218 p.)"]
[null,null,"Collana",null,"Advances in special education, , 0270-4013 ; ; v. 25"]
[null,null,"Disciplina",null,"371.9"]
[null,null,"Soggetti",null,"Learning disabilities"]
[{"$nulls":4},"Special education"]
[{"$nulls":4},"Electronic books."]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references."]
[null,null,"Nota di contenuto",null,"FRONT COVER; LEARNING DISABILITIES: PRACTICE CONCERNS AND STUDENTS WITH LD; COPYRIGHT PAGE; CONTENTS; LIST OF CONTRIBUTORS; PREFACE; INCLUSION AND LEARNING DISABILITIES: WILL THE PAST BE PROLOGUE?; LITERACY AND INCLUSION; CONTENT AREA LEARNING AND INCLUSION; RTI AND THE FUTURE OF INCLUSION OF STUDENTS WITH LD; CONCLUSION; ACKNOWLEDGMENT; REFERENCES; READING INSTRUCTION AND STUDENTS WITH LEARNING DISABILITIES; INTRODUCTION; ELEMENTARY STUDENTS WITH READING DISABILITIES; SECONDARY READERS WITH READING DISABILITIES; CONCLUSION; REFERENCES"]
[{"$nulls":4},"BEST PRACTICES AND CURRENT TRENDS IN WRITTEN INSTRUCTION FOR STUDENTS WITH LEARNING DISABILITIES WRITING SKILLS; WRITTEN EXPRESSION; SUMMARY; NOTES; REFERENCES; COMMON CORE STATE STANDARDS FOR MATHEMATICAL PRACTICE: IMPLICATIONS FROM A COMPREHENSIVE REVIEW OF THE LITERATURE FOR TEACHING SECONDARY STUDENTS WITH LD; METHODOLOGY; RESULTS AND DISCUSSION; IMPLICATIONS; CONCLUSIONS; NOTE; REFERENCES; SOCIAL SKILLS TRAINING AND STUDENTS WITH LEARNING DISABILITIES; INTRODUCTION; DEFINITIONAL ASPECTS OF SOCIAL EMPHASES AND LD; SOCIAL SKILLS; SOCIAL COMPETENCE; SOCIAL SKILLS TRAINING"]
[{"$nulls":4},"EVALUATING SST TRAINING ASSESSMENT OF SOCIAL SKILLS; EFFICACY OF SOCIAL SKILLS TRAINING FOR STUDENTS WITH LD; SST META-"]
[{"$nulls":4},"ANALYSES; MEGA-ANALYSES OF SOCIAL SKILLS AND MILD DISABILITIES, INCLUDING LD; EDUCATIONAL AND ETHICAL IMPLICATIONS; CONCLUSION; REFERENCES; RESPONSE TO INTERVENTION TECHNIQUES AND STUDENTS WITH LEARNING DISABILITIES; INTRODUCTION; DEFINING LEARNING DISABILITIES; THE COMPONENTS OF RESPONSE TO INTERVENTION; FUTURE TRENDS; CONCLUSION; REFERENCES; TRANSITION FROM SCHOOL TO ADULT LIFE FOR STUDENTS WITH LEARNING DISABILITIES; HISTORY OF TRANSITION; PLANNING FOR TRANSITION"]
[{"$nulls":4},"PREPARING STUDENTS FOR TRANSITION TEACHING SELF-DETERMINATION SKILLS; CURRENT BEST PRACTICES AND FUTURE TRENDS; REFERENCES; ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES; ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES; HISTORY OF ASSISTIVE TECHNOLOGY; CATEGORIZATION OF ASSISTIVE TECHNOLOGY; CONCLUSION; REFERENCES; FAMILIES AND STUDENTS WITH LEARNING DISABILITIES; CULTURAL CONSIDERATIONS IN SCHOOL-FAMILY RELATIONSHIPS; COLLABORATING WITH FAMILIES TO IMPLEMENT EVIDENCE-BASED PRACTICES; FAMILY ADVOCACY: ''OLD'' BUT STEADY TREND; CONCLUSION; REFERENCES"]
[{"$nulls":4},"TEACHER PREPARATION FOR STUDENT DIVERSITY AND DISABILITIES: CHANGING ROLES IN RESPONSE TO INTERVENTION MODELS PURPOSE; BEST PRACTICE: TEACHER PREPARATION PROGRAMS; NEW CHALLENGES FOR GENERAL AND SPECIAL EDUCATION TEACHERS WITHIN RTI SYSTEMS; RECOMMENDATIONS FOR TEACHER PREPARATION PROGRAMS; REFERENCES"]
[null,null,null,"Sommario/riassunto","This volume addresses the most current perspectives and issues related to learning disabilities and is written by leaders in the field of learning disabilities. The layout of the book and ordering of chapters will allow readers to follow learning disabilities in a very logical and thoughtful process from legal issues, identification, and assessment, to effective practices and response to intervention finally ending with practical issues of inclusion, working with families, and teacher preparation. Chapters can be read in order or independently which will allow readers considerable versatility."]