Bøker i The LEA Series on Special Education and Disability-serien

Primarily a prof vol for leaders in spec ed - researchers, scholars, teacher educators and their students. Should also appeal to researchers & scholars in psych, educ psych, and sch psych who are int'd in app's of self-reg learning theory to spec pop's.

Examines the concept of "least restrictive environment" to provide the reader with an understanding of the principles that undergird student placement decisions. This text should prove of value to special education teacher prep courses, graduate students in related disciplines, and seminar use.

This book is the first one to bring together over 25 yrs of research into the social aspects of LD. It should sell as a text in special-topics grad prog's in LD, spec educ, psych, & soc work - and on a single copy basis to researchers & libraries.

Vol honrs 25th anniver of IARLD and it's fnder William M. Cruickshank. Reflcts range of perspects on "state of the art" in LDs, documentg bth commonalities & diffs across countries. It provides a comprehnsve & inform pix of LDs. Will appeal to bth specia

Thinking, research, and analysis on a range of issues concerned with educating students with learning disabilities is the focus of this book. Case law and interpretations of federal law on educating these students is discussed.

This text examines the identification of learning disabilities.

The purpose of this study is to communicate the findings of a research synthesis in America, investigating the bases of reading failure and the curricular and instructional basics to help guide the design and advancement of children's reading performance.

This text covers a wide variety of topics relevant to contemporary special education research. Topics include: what instruction works for students with learning disabilities; results from a meta-analysis of intervention studies; and policy decisions in special education.

Thirteen chapters summarize research on the social dimensions of learning disabilities. The contributions are presented by Wong (Simon Fraser U.) and Donahue (U. of Illinois at Chicago) and dedicated to the researcher who first declared, in 1976, that "social status should be considered part of the

This volume examines the identification of learning disabilities.

This volume explains that self-determined learning theory is based on the claim that learning is adjustment. It does this by showing that a causal connection exists between opportunities to learn, engagement in those opportunities, adjustments to them, and learning.

The essays in this collection explore many aspects of learning disabilities, including diagnosis, social functioning, and the use of assessment to account for and promote strong outcomes for those with learning disabilities.

This text covers a wide variety of topics relevant to contemporary special education research. Topics include: what instruction works for students with learning disabilities; results from a meta-analysis of intervention studies; and policy decisions in special education.

A definative bk which presents older and evolving newer models & applications involving personality & motivational operators to the field in order to demonstrate the power of motivational variables in understanding the behavior of persons with mental ret

The purpose of this study is to communicate the findings of a research synthesis in America, investigating the bases of reading failure and the curricular and instructional basics to help guide the design and advancement of children's reading performance.

Based on the work of Professor Barbara K. Keogh, this text seeks to summarize, substantiate and extend current knowledge on the development of children with high incidence disabilities, in particular, learning disabilities, behavioural disorders and mild mental retardation.

Thinking, research, and analysis on a range of issues concerned with educating students with learning disabilities is the focus of this book. Case law and interpretations of federal law on educating these students is discussed.