The Impact of Inclusion on the Achievement of Middle School Students with Mild to Moderate Learning Disabilities PDF Download
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Author: Ruth Carol Hawkins
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Author: Ruth Carol Hawkins
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Author: Anies Al-Hroub
Publisher: Springer Nature
ISBN: 303134779X
Category : Psychology
Languages : en
Pages : 268
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Book Description
This book addresses the impact of inclusion on the performance of students with and without special needs in Lebanese schools. It examines the performance of regular students to the performance of students with learning disabilities (LD) and gifted students as perceived by them to identify the population that is best served by inclusion. The book investigates three domains affecting student performance in inclusive settings: management and organization. Teaching and learning, and student support and school ethos. In addition, it compares the ways in which these domains affect student performance for each population. In addition, the book presents a detailed description of the inclusive practices that affect student performance and the indicators that contribute most positively to fostering the performance of regular students, gifted students, and students with LD. Finally, it describes the inclusion model applied and proved empirically to affect the positive performance of all student groups as a response to the increasing call for inclusive schooling in Lebanon. Key areas of coverage include: Inclusive education, social justice, and equity in Lebanese schools. Student perceptions of inclusion in Lebanon. Inclusion of gifted learners and students with learning disabilities. Comparison of student performance among different populations in inclusive settings. Domains affecting student performance in inclusive settings. Proposed model of student inclusion in Lebanese schools. School Inclusion in Lebanon is an essential resource for researchers, professionals and policymakers, and graduate students in such interrelated fields as school psychology, inclusive education / educational psychology, and social work.
Author: Dr. Otelia A. Royster
Publisher: Xlibris Corporation
ISBN: 1479762792
Category : Education
Languages : en
Pages : 45
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Book Description
Effective changes do not come without a cost. Consistent monitoring and support requires open communication, and responsive action. It is critical to clearly define the responsibilities of regular and special educators, and to commit time and resources for continued professional development. In a time of increasing accountability and ever-changing priorities, educators must continue to be an advocate for positive change. Finally, the inclusion of students with disabilities is a matter of law
Author:
Publisher:
ISBN:
Category : General education
Languages : en
Pages : 88
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Book Description
Author: David R. Mitchell
Publisher: Taylor & Francis US
ISBN: 9780415284561
Category : Education
Languages : en
Pages : 590
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Book Description
Demonstrates how the fields of special education and inclusive education have evolved philosophically and technically over the past 30 years.
Author: James McLeskey
Publisher: ASCD
ISBN: 0871203898
Category : Education
Languages : en
Pages : 178
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Book Description
For any school undertaking an inclusion program, here's an opportunity to find out what works and explore a 10-step plan that can achieve positive academic and social outcomes for all students -- with and without disabilities.
Author: Libby G. Cohen
Publisher: Prentice Hall
ISBN:
Category : Education
Languages : en
Pages : 612
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Book Description
Encouraging high standards and expectations for all students, "Teaching Students with Mild and Moderate Disabilities: Research-Based Practices" goes beyond other methods texts by personally connecting education professionals with the knowledge, tools, and practical strategies to be effective in today's diverse classrooms. Reflecting the latest laws, legislation, and standards, this text includes all the core concepts and best practices for teaching and learning both functional and academic skills for students with learning and behavioral problems. Features of the Text: Each chapter includes "Considering Diversity" features with specific advice, guidelines, and practices when working with students who are culturally and linguistically diverse. Specific content-area chapters based on national performance standards provide specific and balanced strategies that promote learning for students in elementary through secondary schools. "Using Technology" features focus on a variety of low-tech and high-tech materials, assistive technology devices, and software that can be used when teaching students with mild and moderate disabilities. Numerous content-rich examples of traditional and contemporary approaches to teaching show educators how to teach in inclusive to self-contained classrooms. The "Research to Practice" boxes further highlight current research and how curriculum and instruction can be used in the various environments. Offering a consistent format, this text links assessment, planning, organization, implementation, and evaluation through effective collaboration and working with families and other professionals. Located at http: //www.prenhall.com/cohen, the user-friendly Companion Website provides online resources for professors as well as students and is truly integrated throughout Teaching Students with Mild and Moderate Disabilities: Research-Based Practices.
Author: Arneitha Reed-Jones
Publisher:
ISBN:
Category : Learning disabled children
Languages : en
Pages : 88
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 312
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Book Description
Author: Kate Bishop
Publisher: Taylor & Francis
ISBN: 104000475X
Category : Architecture
Languages : en
Pages : 452
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Book Description
Children and young people are often discussed as if they are homogenous groups. The reality is, of course, very different, with an enormous variation within each of these groups and in any domain of experience pertaining to childhood or adolescence. Driven by personal, sociocultural, geographic, or economic circumstances, many children and young people worldwide are experiencing a totally different reality to those who fit with more mainstream patterns of childhood. This has substantial implications for their sociophysical environmental experience and our understanding of their physical environmental needs. The aim of this book is to draw attention to these alternate realities for a number of these groups of children and young people, highlighting the unique and different considerations associated with their particular circumstances in each instance, and identifying the repercussions for their physical environmental needs. Ultimately, this book creates an evidence-based discussion which can be used by designers, planners and policy makers, and those delivering services and programs to children and young people as a basis to make informed decisions on how to work with the groups of children and young people in our book for better environmental provision.
