Differentiating learning differences from disabilities. Meeting diverse needs through multi-tiered response to intervention. [expert guidance on RTI implementation].

Autor/in	Hoover, John J.
Titel	Differentiating learning differences from disabilities. Meeting diverse needs through multi-tiered response to intervention. [expert guidance on RTI implementation].
Quelle	Upper Saddle River, NJ u.a.: Pearson (2009), VIII, 160 S.Verfügbarkeit
Beigaben	Illustrationen; Literaturangaben S. 156-160
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-205-60827-2; 978-0-205-60827-0
Schlagwörter	Empirische Forschung; Kulturdifferenz; Akkulturation; Diagnostik; Akkulturation; Englischunterricht; Kind; Modell; Spracherwerb; Sonderpädagogik; USA; Diagnostik; Differenzierung; Lernbehinderung; Intervention; Sprachentwicklung; Empirische Forschung; Kind; Verhaltensauffälligkeit; Multikulturalität; Lernbehinderung; Differenzierender Unterricht; Differenzierung; Sprachentwicklung; Spracherwerb; Englischunterricht; Bilingualismus; Sonderpädagogik; Intervention; Modell; Portfolio; Ethnische Minderheit; Jugendlicher; USA
Abstract	By integrating factors of cultural diversity, language differences, and disabilities, this... book gives educators a complete picture of the needs of their diverse students at all grade and ability levels. Unlike other manuals that look at these factors individually, this book empowers readers to more clearly discern learning differences from learning disabilities and provide focused intervention and instruction. The author addresses diverse cultural norms and expected behavior associated with English as a second language alongside learning behavior characteristics, explaining the nuanced range of diagnosis needed to correctly assess a student's needs. Every chapter features a complete discussion of the contents' significance in today's classroom as well as numerous opportunities for reflection and further study. With many evidence-based interventions and more than 30 reproducible guides for use within multi-tiered instruction and response to intervention models, this book takes theory into practice for mainstream or special educators. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2010/2