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Advances in learning and behavioral disabilities. Vol. 22, Policy and practice [electronic resource] / 1st ed

Advances in learning and behavioral disabilities. Vol. 22, Policy and practice [electronic resource] / 1st ed

Material type
E-Book(소장)
Personal Author
Scruggs, Thomas E., 1948-. Mastropieri, Margo A., 1951-.
Title Statement
Advances in learning and behavioral disabilities. Vol. 22, Policy and practice [electronic resource] / edited by Thomas E. Scruggs, Margo A. Mastropieri.
판사항
1st ed.
Publication, Distribution, etc
Bingley, UK :   Emerald,   c2009.  
Physical Medium
1 online resource (ix, 370 p.).
Series Statement
Advances in learning and behavioral disabilities,0735-004X ; v. 22
ISBN
9781848553118 (electronic bk.) 1848553110 (electronic bk.) 9781848553101 (hbk.) 1848553102 (hbk.)
요약
In the study of learning and behavioral disabilities, effective practice and public policy enacted to implement this practice are closely intertwined. In this volume, a number of internationally prominent authors discuss issues and advances both in public policy, and in state-of-the art practice in providing service for individuals with learning and behavioral disabilities. Topics include educational equity, imputations of malice in social policy, analytical discussions of Response to Intervention and No Child Left Behind legislation, policy implications of functional behavioral assessment, implications of poverty for educational policy, and public policy implications of the Higher Education Opportunity Act. In addition, chapters are included that address recent advances in practice for individuals with learning and behavioral disabilities. These topics include interventions for students with Attention Deficit Hyperactivity Disorder, mathematics interventions for individuals with nonverbal learning disabilities, Response-to-Intervention and other literacy practices for students with learning and behavioral disabilities, and the design of functional assessment for challenging behavior. The chapters included in this volume provide important current information on policy and practice for individuals with learning and behavioral disabilities, and will be of interest to teachers, administrators, graduate students, researchers, professionals in personnel preparation programs, and individuals interested in public policy.
General Note
Title from e-Book title page.  
Content Notes
Special education in the new millennium: achieving educational equity for students with learning and behavioral disabilities / Margaret J. McLaughlin, Michael P. Krezmien, Mark Zablocki -- Attributions of malice to special education policy and practice / James M. Kauffman -- Response to intervention: a reality check / Amanda Kloo, Naomi Zigmond -- The No Child Left Behind Act and high school graduation for students with and without disabilities / Wendy Morrison Cavendish -- Functional behavioral assessment and students with emotional/behavioral disorders: when research, policy, and practice collide / Maureen A. Conroy, Peter J. Alter, Terrance M. Scott -- The impact of poverty on special education students / Elizabeth Halloran Tornquist, Margo A. Mastropieri, Thomas E. Scruggs, Hugh G. Berry, William D. Halloran -- Increasing access to higher education for students with disabilities and strengthening the preparation of professionals who instruct them: The Higher Education Opportunity Act of 2008 / Jane E. West -- Intervention with students with ADHD: Analysis of the effects of a multi-component and multi-contextualized program on academic and socio-emotional adjustment / Ana Miranda, María Jesús Presentación, Rosa García, Rebeca Siegenthaler -- Nonverbal learning disabilities and arithmetic problems: the effectiveness of an explicit verbal instruction model / Johannes E.H. Van Luit -- Implementing response to intervention: the synergy of beginning reading instruction and early intervening services / Stephanie Al Otaiba, Carol MacDonald Connor, Barbara Foorman, Luana Greulich, Jessica S. Folsom -- Advances in literacy practices for students with emotional and behavioral disabilities / Kelley S. Regan, Thomas E. Scruggs, Margo A. Mastropieri -- Designing functional assessment-based interventions using a systematic approach: a promising practice for supporting challenging behavior / Kathleen Lynne Lane, Allison L. Bruhn, Mary E. Crnobori, Anne Louise Sewell.
Bibliography, Etc. Note
Includes bibliographical references.
이용가능한 다른형태자료
Issued also as a book.  
Subject Added Entry-Topical Term
Special education. Learning disabled children --Education.
Short cut
URL
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020 ▼a 9781848553118 (electronic bk.)
020 ▼a 1848553110 (electronic bk.)
020 ▼a 9781848553101 (hbk.)
020 ▼a 1848553102 (hbk.)
040 ▼a IL4I4 ▼b eng ▼c IL4I4 ▼d ZJC ▼d 211009
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082 0 4 ▼a 618.9289 ▼a 371.9 ▼2 23
084 ▼a 618.9289 ▼2 DDCK
090 ▼a 618.9289
245 0 0 ▼a Advances in learning and behavioral disabilities. ▼n Vol. 22, ▼p Policy and practice ▼h [electronic resource] / ▼c edited by Thomas E. Scruggs, Margo A. Mastropieri.
250 ▼a 1st ed.
260 ▼a Bingley, UK : ▼b Emerald, ▼c c2009.
300 ▼a 1 online resource (ix, 370 p.).
490 1 ▼a Advances in learning and behavioral disabilities, ▼x 0735-004X ; ▼v v. 22
500 ▼a Title from e-Book title page.
504 ▼a Includes bibliographical references.
505 0 ▼a Special education in the new millennium: achieving educational equity for students with learning and behavioral disabilities / Margaret J. McLaughlin, Michael P. Krezmien, Mark Zablocki -- Attributions of malice to special education policy and practice / James M. Kauffman -- Response to intervention: a reality check / Amanda Kloo, Naomi Zigmond -- The No Child Left Behind Act and high school graduation for students with and without disabilities / Wendy Morrison Cavendish -- Functional behavioral assessment and students with emotional/behavioral disorders: when research, policy, and practice collide / Maureen A. Conroy, Peter J. Alter, Terrance M. Scott -- The impact of poverty on special education students / Elizabeth Halloran Tornquist, Margo A. Mastropieri, Thomas E. Scruggs, Hugh G. Berry, William D. Halloran -- Increasing access to higher education for students with disabilities and strengthening the preparation of professionals who instruct them: The Higher Education Opportunity Act of 2008 / Jane E. West -- Intervention with students with ADHD: Analysis of the effects of a multi-component and multi-contextualized program on academic and socio-emotional adjustment / Ana Miranda, María Jesús Presentación, Rosa García, Rebeca Siegenthaler -- Nonverbal learning disabilities and arithmetic problems: the effectiveness of an explicit verbal instruction model / Johannes E.H. Van Luit -- Implementing response to intervention: the synergy of beginning reading instruction and early intervening services / Stephanie Al Otaiba, Carol MacDonald Connor, Barbara Foorman, Luana Greulich, Jessica S. Folsom -- Advances in literacy practices for students with emotional and behavioral disabilities / Kelley S. Regan, Thomas E. Scruggs, Margo A. Mastropieri -- Designing functional assessment-based interventions using a systematic approach: a promising practice for supporting challenging behavior / Kathleen Lynne Lane, Allison L. Bruhn, Mary E. Crnobori, Anne Louise Sewell.
520 ▼a In the study of learning and behavioral disabilities, effective practice and public policy enacted to implement this practice are closely intertwined. In this volume, a number of internationally prominent authors discuss issues and advances both in public policy, and in state-of-the art practice in providing service for individuals with learning and behavioral disabilities. Topics include educational equity, imputations of malice in social policy, analytical discussions of Response to Intervention and No Child Left Behind legislation, policy implications of functional behavioral assessment, implications of poverty for educational policy, and public policy implications of the Higher Education Opportunity Act. In addition, chapters are included that address recent advances in practice for individuals with learning and behavioral disabilities. These topics include interventions for students with Attention Deficit Hyperactivity Disorder, mathematics interventions for individuals with nonverbal learning disabilities, Response-to-Intervention and other literacy practices for students with learning and behavioral disabilities, and the design of functional assessment for challenging behavior. The chapters included in this volume provide important current information on policy and practice for individuals with learning and behavioral disabilities, and will be of interest to teachers, administrators, graduate students, researchers, professionals in personnel preparation programs, and individuals interested in public policy.
530 ▼a Issued also as a book.
538 ▼a Mode of access: World Wide Web.
650 0 ▼a Special education.
650 0 ▼a Learning disabled children ▼x Education.
700 1 ▼a Scruggs, Thomas E., ▼d 1948-.
700 1 ▼a Mastropieri, Margo A., ▼d 1951-.
830 0 ▼a Advances in learning and behavioral disabilities ; ▼v v. 22.
856 4 0 ▼u https://oca.korea.ac.kr/link.n2s?url=http://www.emeraldinsight.com/0735-004X/22
945 ▼a KLPA
991 ▼a E-Book(소장)

Holdings Information

No. Location Call Number Accession No. Availability Due Date Make a Reservation Service
No. 1 Location Main Library/e-Book Collection/ Call Number CR 618.9289 Accession No. E14010510 Availability Loan can not(reference room) Due Date Make a Reservation Service M

Contents information

Table of Contents

Front cover -- Policy and Practice -- Copyright page -- Contents -- List of Contributors -- Chapter 1. Special education in the new millennium: Achieving educational equity for students with learning and behavioral disabilities -- The search for equity in special education policy -- Interpretations of equity in special education law -- Educational outcomes and educational benefit -- Equity and Special Education Research -- Summary -- Note -- References -- Chapter 2. Attributions of malice to special education policy and practice -- Part I. Why is malice an important issue in special education? -- Part II. The concept of malice and its practice -- Part III. Evaluating accusations of malice -- Part IV. Application of the decision model to special education -- Part V. Conclusions -- Acknowledgment -- References -- Chapter 3. Response to Intervention: A reality check -- The context -- Getting started -- Theory into practice: MP3 comes to Larue Elementary School -- Devon: An illustrative case study -- Discussion -- Note -- References -- Chapter 4. The no child left behind act and high school graduation for students with and without disabilities -- No child left behind -- High-stakes testing and high school graduation -- Florida graduation trends -- Factors contributing to graduation with a standard diploma for students with and without disabilities within a Florida school district -- Method -- Results -- Discussion -- Implications for practice -- References -- Chapter 5. Functional behavioral assessment and students with emotional/behavioral disorders: When research, policy, and practice collide -- Historical perspectives and current literature -- FBA and students with EBD -- Assessment of a traditional FBA approach with students with EBD -- Future directions and recommendations for policy, research, and practice -- Conclusion -- References -- Chapter 6. The impact of poverty on special education students -- Poverty and academic achievement -- Poverty measures -- Method -- Results -- Discussion -- References -- Chapter 7. Increasing access to higher education for students with disabilities and strengthening the preparation of professionals who instruct them: The Higher Education Opportunity Act of 2008 -- The Higher Education Opportunity Act of 2008: Why now? -- Access to higher education for students with disabilities -- Investing in the capacity of higher education to serve students with disabilities -- Strengthening the preparation of teachers of students with disabilities -- Conclusions -- Notes -- References -- Chapter 8. Intervention with students with ADHD: Analysis of the effects of a multi-component and multi-contextualized program on academic and socio-emotional adjustment -- Behavior modification techniques -- Cognitive-behavior modification -- Academic interventions -- Social skills training -- Multi-contextual and multimodal interventions -- The present investigation -- Method -- Results -- Discussion -- References -- Chapter 9. Nonverbal learning disabilities and arithmetic problems: the effectiveness of an explicit verbal instruction model -- Arithmetic problems in children with NLD -- Interventions for children with NLD -- Special education in the Netherlands -- Method -- Results -- Summary and Discussion -- References -- Chapter 10. Implementing response to intervention: The synergy of beginning reading instruction and early intervening services -- Conceptualizing RtI -- How to implement RtI: Beginning with the foundation of tier 1 -- Additional tiers of more intensive early interventions that can be provided by teachers and well-trained paraprofessionals -- Cautionary issues and need for further research -- Acknowledgments -- References -- Chapter 11. Advances in literacy practices for students with emotional and behavioral disabilities -- Purpose -- Literature search procedures -- Results -- Summary -- References -- Chapter 12. Designing functional assessment-based interventions using a systematic approach: A promising practice for supporting challenging behavior -- Method -- Results -- Discussion -- References -- Front cover -- .

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