Learning Disabilities: Bridging the Gap Between Research and Classroom Practice

McNamara, Barry

ISBN 10: 0131116568 / ISBN 13: 9780131116566

Editore: Pearson, 2020

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Dati bibliografici

• Titolo: Learning Disabilities: Bridging the Gap Between Research and Classroom Practice
• Editore: Pearson
• Data di pubblicazione: 2020
• Lingua: Inglese
• ISBN 10: 0131116568
• ISBN 13: 9780131116566
• Rilegatura: paperback
• Condizione: New

Descrizione articolo

Riassunto

Covering characteristics and methods, this comprehensive book discusses how to teach and understand students with learning and other mild disabilities.  Each chapter includes case studies, examples, and narratives from teachers and professionals who work with preK-12 students with learning disabilities. Discussion of the IDEA Improvement Act of 2004 appears throughout, including topics such as: ADHD, inclusion, collaboration, families and communities, diversity and functional behavioral assessment.

 

Product Description

For undergraduate and graduate introductory and methods courses in Learning Disabilities . The number of students diagnosed with learning disabilities is continually on the rise, so the need for a textbook that guides teachers on how to incorporate best practices in the classroom when teaching is evermore important to the success of these students in today's classroom environment. Learning Disabilities: Bridging the Gap Between Research and Classroom Practice answers this call. Covering both the characteristics and methods, this comprehensive text discusses how to teach and understand students with learning and other mild disabilities across the lifespan, from early childhood to adulthood, in both the general and inclusive classroom. Readers will be introduced to the practical needs of teachers of students with learning disabilities, and each chapter includes real case studies, concrete examples, and narratives from actual teachers and professionals who work with preK-12 students who have learning disabilities. Consistent topics, addressed throughout the text in relation to the reauthorization of IDEA, emphasize the impact on teachers of students with learning disabilities, including: ADHD, inclusion, collaboration, families and communities, diversity, and functional behavioral assessment. The text also takes a focus on practical ways in which teachers can determine the impact that public policy, advocacy, and science have on their lives in the classroom and the lives of students. Practically-oriented, focused, and applied, this new text will enable pre-service and practicing teachers to make sense of the wealth of information out there about people with learning disabilities and how to apply that knowledge to classroom practice. Readers will benefit from the author's own experience and apparent enthusiasm about the field, knowing that they will be able to base their future or current classroom practice on the best information available.