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This series is aimed at graduate students in special education,
educational psychology, and developmental and clinical psychology.
Various contributors discusses basic theoretical positions and
empirical findings within various professions which provide the
foundation for research and clinical/educational applications to
exceptional children. Included are chapters covering aspects of
cognition, perception, language, memory, attention, motivation and
socialization, as well as chapters dealing with behaviourist,
psychodynamic, piagetian and cross-cultural approaches to
understanding a typical development. Taken as a whole, this series
identifies the important substantive constructs and concepts which
provide the underpinnings for applied practice and research in
special education and related fields.
This series is aimed at graduate students in special education,
educational psychology, and developmental and clinical psychology.
Various contributors discusses basic theoretical positions and
empirical findings within various professions which provide the
foundation for research and clinical/educational applications to
exceptional children. Included are chapters covering aspects of
cognition, perception, language, memory, attention, motivation and
socialization, as well as chapters dealing with behaviourist,
psychodynamic, piagetian and cross-cultural approaches to
understanding a typical development. Taken as a whole, this series
identifies the important substantive constructs and concepts which
provide the underpinnings for applied practice and research in
special education and related fields.
Hardbound. This volume is devoted to examining multicultural
perspectives in special education. It tackles demographic
challenges in today's classrooms, schools, and communities that
general and special educators must be aware of, by presenting
information on multidimensional methods for dealing with those
students who look, talk, behave and learn differently. Chapter
authors provide innovative ideas for educators willing to shift
their identification, assessment, placement, and instructional
paradigms to better serve multicultural learners with
exceptionalities.
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