Considerable research in the past 30 years has accumulated
regarding the academic and social functioning of youngsters with
disabilities. Only in the past decade has there been sufficient
special education research published from which meta-analyses and
syntheses can be conducted. In this volume, seven sets of authors
grapple with synthesizing the knowledge base on an array of
critical topics in the field of special education.
Among others, specific chapters include:
* a synthesis of what is known about effective instructional
grouping practices for reading.
* an examination of the differences between students classified as
learning disabled and other low-achieving students on a range of
academic performance measures.
* a review of effective instruction for English-language
learners.
* an examination of the research on behavioral supports for
low-incidence special education populations.
* a synthesis on how technology supports literary development,
across the full spectrum of disabilities categories.
These papers provide up-to-date, informative summaries of current
knowledge and a base from which further venture into the critical
area of instructional intervention in special education can
occur.
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