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Title Intervention Research in Learning Disabilities
Author Thomas E. Scruggs
Publisher Springer Science & Business Media
Release 2012-12-06
Category Social Science
Total Pages 347
ISBN 146123414X
Language English, Spanish, and French
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Book Summary:

Intervention Research in Learning Disabilities is based on proceedings of the Symposium on Intervention Research sponsored by the Division for Learning Disabilities (DLD) of the Council for Exceptional Children and held at Purdue University, November 14-16, 1988. It presents a wide range of critical issues and insights, both theoretical and practical, related to research with learning disabled individuals. The book is divided into four broad sections: issues in intervention research, academic interventions, social and behavioral interventions, and postsecondary interventions. It considers both present and future directions of such research. Topics explored include variance and verities in learning disability interventions, instruction derived from the strategy deficit model, enhancement of academic performance with mnemonic instruction, the content enhancement model for promoting content acquisition, interactive teaching and learning, social skills training (and an alternative approach to social skills training), the use of schema in research on the problem solving of learning disabled adolescents, and intervention effectiveness at the postsecondary level.

Title Learning Disabilities Second Edition
Author Jack M. Fletcher
Publisher Guilford Publications
Release 2018-10-29
Category Education
Total Pages 418
ISBN 1462536379
Language English, Spanish, and French
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Book Summary:

Reviewing the state of the science of learning disabilities (LD) and describing effective educational practices, this authoritative text has been significantly revised and expanded with more than 70% new material. Foremost LD experts identify effective principles of assessment and instruction within the framework of multi-tiered systems of support (MTSS). With a focus on what works in the classroom, the book explores the full range of reading, mathematics, and writing disabilities. It synthesizes knowledge from neuropsychology, cognitive neuroscience, and special and general education. Illustrations include eight color plates. As a special supplement, a chapter on the history of the LD field from the first edition is provided at the companion website. New to This Edition *Heightened emphasis on intervention, including significant new developments in reading comprehension and math. *Reflects major scientific advances in understanding LD. *Chapter on principles of effective instruction and MTSS. *Chapter on automaticity in reading, math, and writing. *Chapter on challenges in real-world implementation of evidence-based practices. *Chapter on the validity of the LD construct.

Title Interventions in Learning Disabilities
Author Rachel Schiff
Publisher Springer
Release 2016-06-17
Category Education
Total Pages 274
ISBN 3319312359
Language English, Spanish, and French
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Book Summary:

This book reviews systematic training programs that are designed to enhance the language, reading, literacy and cognitive skills of individuals with Learning Disabilities in various disciplines. Most titles on Learning Disabilities intervention often focus on the linguistic area of the disability, while there are many more areas of difficulty. Students with learning disabilities struggle with such as math, cognitive abilities, and organizational skills. Adopting a multi-disciplinary approach, this book encompasses a wide variety of remedial treatments and therapies developed by expert researchers and scholars in the Learning Disabilities area.

Title Interventions for Students with Learning Disabilities
Author H. Lee Swanson
Publisher Guilford Press
Release 1999-04-23
Category Education
Total Pages 714
ISBN 9781572304499
Language English, Spanish, and French
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Book Summary:

The first comprehensive quantitative analysis of intervention research in the learning disabilities field, this volume synthesizes the results of 272 scientifically credible group and single-subject studies in an effort to identify what works best for learning disabled children. The book examines pertinent findings on all academic, cognitive, and behavioral domains. Intervention outcomes are evaluated across instructional domains, sample characteristics, intervention parameters, methodological procedures, and article characteristics. Addressing such questions as the merits of inclusion settings and the relative benefits of direct and strategy instruction, Swanson offers timely recommendations for instructional design, assessment, and policy.

Title Viewpoints on Interventions for Learners with Disabilities
Author Festus E. Obiakor
Publisher Emerald Group Publishing
Release 2018-05-18
Category Education
Total Pages 256
ISBN 1787430898
Language English, Spanish, and French
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Book Summary:

This volume focuses on divergent perspectives and innovative interventions known to maximize the fullest potential of people with exceptionalities. Emphasizing that intervention strategy objectives must always be to meet individual learners unique needs, contributions reflect where we are and where we are going in the field of special education.

Learning Disabilities by Bob Gates

Title Learning Disabilities
Author Bob Gates
Publisher Elsevier Health Sciences
Release 2007
Category Medical
Total Pages 727
ISBN 0443101981
Language English, Spanish, and French
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Book Summary:

This title is directed primarily towards health care professionals outside of the United States. It is the authoritative textbook for students of learning disabilities covering a wide variety of topics. It is relevant not only for nursing courses, but also for care workers, OTs, and other professional and non-professional carers. The new edition has been completely updated and includes the latest evidence for practice. There are new chapters which means the book provides comprehensive coverage of learning disablities throughout a person's life. There are also new contributors, including people with learning disabilities. Each chapter is supported by information on further reading and other resources.

Learning disabilities and early intervention strategies by United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Education Reform

Title Learning disabilities and early intervention strategies
Author United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Education Reform
Publisher
Release 2002
Category Electronic books
Total Pages 123
ISBN
Language English, Spanish, and French
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Book Summary:

Title Learning Disabilities First Edition
Author Jack M. Fletcher
Publisher Guilford Press
Release 2006-11-15
Category Education
Total Pages 324
ISBN 9781606238141
Language English, Spanish, and French
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Book Summary:

This book has been replaced by Learning Disabilities, Second Edition: From Identification to Intervention, ISBN 978-1-4625-3637-5.

Title Psychological Relationship of Learning Disabilities and Interventions in Children
Author Shambhavi G
Publisher Mohakmangalyt
Release 2022-05-12
Category
Total Pages 112
ISBN 9785503044041
Language English, Spanish, and French
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Book Summary:

INTRODUCTION In the present modern society mastery of basic academic skills-reading, writing and arithmetic is a necessary pre-requisite for success in both school and employment setting and in society at large. A large percentage of children suffer from learning disabilities or learning difficulties and therefore do not master or partially master-these required academic skills. Not surprisingly, each one learns differently. Most of us have our own ―learning difficulty‖, to cope with. Some people don't do well with numbers, others have difficulty in writing. Some people feel they have to discuss a new idea before they understand it; others need to mull it over in privacy. Learning difficulties and learning problems are often the first descriptive terms used when a child begins to have trouble in school. In some countries, it is used as a synonym for learning disabilities. However, learning difficulties and learning disabilities are usually distinguished with learning difficulties being a broader term. Not all difficulties are learning disabilities. Children develop at different rates and sometimes what seems to be a learning disability may resolve as the child matures. Importantly children who are language learners are sometimes misidentified as having learning disability, as these children are from impoverished backgrounds or with severe problems at home that impact their preparation for school or their behaviour. The term 'learning difficulty' has been applied to those children who have significantly greater difficulty in learning than the majority of their age. They are unable to make use of the education facilities available in schools. People with learning difficulties can have problems with many every day learning activities. Reading, spelling and numeracy skills are basic to school achievement. Children with specific learning difficulties may show problems in all three areas or only one or two. Reading and spelling are closely associated skills and it is rare to find reading - disabled children who are not at all handicapped in spelling. Most children are likely to be behind in all three areas, although there are occasional reports of subgroups showing rather more of one or the other deficit. Learning disability(LD) is a neurologically-based processing problem. Children withthis disability are a heterogeneous group of individuals, exhibiting,

Title Evidence Based Interventions for Students with Learning and Behavioral Challenges
Author Richard J. Morris
Publisher Routledge
Release 2008-01-14
Category Education
Total Pages 440
ISBN 1135925143
Language English, Spanish, and French
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Book Summary:

This book assembles into one volume summaries of school-based intervention research that relates to those who deal on a regular basis with the growing body of students having high-incidence learning disabilities and/or behavior disorders: special educators, school psychologists, and clinical child psychologists. Chapter authors begin with an overview of their topic followed by a brief section on historical perspectives before moving on to the main section – a critical discussion of empirically based intervention procedures. In those instances where evidence-based prescriptions can legitimately be made, authors discuss best practices and the conditions (e.g., classroom environment, teacher expertise) under which these practices are most effective. A final section deals with policy issues.