Learning About Learning Disabilities by Bernice Wong, Deborah L. Butler

By Bernice Wong, Deborah L. Butler

This can be the 1st textbook to offer equivalent recognition to the highbrow, conceptual, and useful points of studying disabilities. Topical insurance is either complete and thorough, and the knowledge provided is updated.

Provides a balanced specialize in either the conceptual and useful points of studying disabilities (LD)**The examine coated is much extra entire and of better intensity than the other LD textbook**The paintings is specific in its therapy of such very important parts as session abilities and repair supply

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WHO ARE STUDENTS WITH LEARNING DISABILITIES? More than 4 million students received special education services during recent school years. More than 40% of these students were classified based on "hidden handicaps" that were not even recognized as important when the earliest special education programs were established. In fact, recent govern­ ment figures indicate that more learning-disabled (LD) students are receiving special education than any other group of exceptional students (United States Department of Education [ U S D E ] , 1989).

Dev. Psychol. 5, 35-44. Shepard, L. (1983). The role of measurement in educational policy: Lessons from the identification of learning disabilities. Educ. : Issues Prac. 2 , 4 - 8 . Shinn, M. , and Tindal, G. (1982). " Research report no. 71, Institute for Research on Learning Disabilities, University of Minnesota, Minneapolis. Siegel, L. S. (1989). IQ is irrelevant to the definition of learning disabilities. J. Learn. Disabil. 22, 469-479. Silva, P. , and Williams, S. (1985). Some characteristics of 9-year-old boys with general reading backwardness or specific reading retardation.

Problems in Referral There are three problem areas in student referral. The first concerns teachers' reasons for referral. Student characteristics, the abilities, behaviors, or skills that students exhibit, interact with teachers' beliefs or characteristics to influence who is referred for special education placement. Individual dif­ ferences among teachers, in the beliefs, expectations, or skill in dealing with specific kinds of problems, also influence decisions to refer students for 2. " Referral decisions are also influenced by instructional goals and the availability of specific kinds of strategies and materials, and teachers' decisions to refer students are also influenced by institutional constraints and external pressures.

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