Written during a period of reexamination and change in the field of special education, this book was developed in order to provide a better understanding of the contexts in which children receive their formal education. The movement toward the "least restrictive environment" for the education of children with disabilities is weathering a wave of reinterpretations including mainstreaming, the regular education initiative, and inclusion. While each interpretation has its proponents and critics, limited theory and few data are available to guide these important policy decisions.
Focusing specifically on classrooms -- the settings where educators can have the most immediate impact and where research is most needed -- this volume's goals are:
* to establish what is known about classroom ecologies from both general and special education perspectives,
* to integrate the perspectives of researchers and practitioners, and
* to chart directions for further research specifically related to children with learning disabilities.
The construct of classroom ecology is defined as three interrelated domains: instruction, teacher and peer interaction, and organization and management. This scheme provides the structure for the book. Taken as a whole, the content of the volume underscores the limits of current knowledge and at the same time provides directions for needed changes in both research and practice.

This volume has been developed as a direct result of a conference sponsored by the International Academy for Research in Learning Disabilities, held at the University of California at Los Angeles. The text provides a review and critique of current research in the areas of intelligence, social cognition, achievement, and subtyping as they relate to learning disabilities. In addition, the concept that social behavior is an aspect of intelligence and the relationship between language and reading are discussed in detail by noted experts.

This volume honors the founder of the International Academy for Research in Learning Disabilities (IARLD), William M. Cruickshank, and his many accomplishments. His influence on special education in general, and learning disabilities in specific, is evident throughout the world. Consistent with his international activities, the contributors to this book represent nine different countries. The chapters reflect a range of perspectives on "the state of the art" in learning disabilities, documenting both commonalities and differences across countries. Taken together, the chapters provide a comprehensive and informative picture of learning disabilities.

This volume honors the founder of the International Academy for Research in Learning Disabilities (IARLD), William M. Cruickshank, and his many accomplishments. His influence on special education in general, and learning disabilities in specific, is evident throughout the world. Consistent with his international activities, the contributors to this book represent nine different countries. The chapters reflect a range of perspectives on "the state of the art" in learning disabilities, documenting both commonalities and differences across countries. Taken together, the chapters provide a comprehensive and informative picture of learning disabilities.

This volume has been developed as a direct result of a conference sponsored by the International Academy for Research in Learning Disabilities, held at the University of California at Los Angeles. The text provides a review and critique of current research in the areas of intelligence, social cognition, achievement, and subtyping as they relate to learning disabilities. In addition, the concept that social behavior is an aspect of intelligence and the relationship between language and reading are discussed in detail by noted experts.

Written during a period of reexamination and change in the field of special education, this book was developed in order to provide a better understanding of the contexts in which children receive their formal education. The movement toward the "least restrictive environment" for the education of children with disabilities is weathering a wave of reinterpretations including mainstreaming, the regular education initiative, and inclusion. While each interpretation has its proponents and critics, limited theory and few data are available to guide these important policy decisions.
Focusing specifically on classrooms -- the settings where educators can have the most immediate impact and where research is most needed -- this volume's goals are:
* to establish what is known about classroom ecologies from both general and special education perspectives,
* to integrate the perspectives of researchers and practitioners, and
* to chart directions for further research specifically related to children with learning disabilities.
The construct of classroom ecology is defined as three interrelated domains: instruction, teacher and peer interaction, and organization and management. This scheme provides the structure for the book. Taken as a whole, the content of the volume underscores the limits of current knowledge and at the same time provides directions for needed changes in both research and practice.

This book is primarily written for practitioners involved in diagnosis and treatment of children with learning disabilities. It should also be read by parents or professionals who have little familiarity with this problem.;These children have a multitude of problems including academic, social, emotional, behavioural and familial. The text follows an interdisciplinary approach to enable an understanding of the child's problems and needs. The authors themselves are from different disciplines; a developmental paediatrician, developmental psychiatrist and an educational psychologist.;The life span approach to care is followed and encompasses early identification of learning disabilities, language based learning disabilities, occupational therapy and transition programming. Types of treatment are discussed and the effectiveness of these intervention techniques; as well as how to convey information to parents.;This book should be of interest to undergraduates and graduates of educational studies for children with learning disabilities. Parents of children with learning disabilities; professional teachers of children with learning disabilities.

One of the few research-based resources to explore the effect of temperament on educational experience, this book shows readers how individual temperaments of students and teachers influence behavior and achievement. Filled with classroom examples described in everyday language, Temperament in the Classroom helps general and special educators, school psychologists, social workers, counselors, and administrators understand

• the impact of temperament on children's behavior, interactions, and achievement
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• the effect of temperament on teachers'; perceptions, decisions, and attributions
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• the importance of "goodness of fit" between a child's temperament and school environment
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• temperament in students with learning disabilities, developmental delays, and ADHD
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• methods of assessing temperament, including interviews, observations, and rating scales or questionnaires

Perfect for professionals at the preschool, elementary, and middle school levels, this book will help readers become aware of their own temperament, recognize the differences in temperament among students, and use this knowledge to improve classroom interactions and outcomes.