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Peer reviewedEllis, Edwin S. – Journal of Learning Disabilities, 1993
This article updates the integrative strategy instruction (ISI) model used with adolescents with learning disabilities; addresses motivation, evaluation, and implementation issues; reviews research concerning the impact of ISI on students, its social validity with teachers and students, and its relation to motivation; and clarifies differences…
Descriptors: Integrated Activities, Learning Disabilities, Learning Strategies, Program Implementation
Peer reviewedAshman, Adrian F.; Conway, Robert N. F. – International Journal of Disability, Development and Education, 1993
This paper reviews the recent history of psychoeducational testing, examines attempts to link assessment with instruction within the information processing domain, and presents a model of a general assessment-instruction procedure that classroom and specialist teachers could use in effective remediation and instruction practices. (JDD)
Descriptors: Cognitive Processes, Disabilities, Elementary Secondary Education, Psychoeducational Methods
Peer reviewedBelar, Cynthia D.; Perry, Nathan W. – American Psychologist, 1992
Discusses themes surfacing at the National Conference on Scientist-Practitioner Education and Training for the Professional Practice of Psychology (Gainesville, Florida, January 16-20, 1990), including the necessity of the scientist-practitioner model and importance of integrating the various parts. A conference policy statement describes the…
Descriptors: Clinical Psychology, Conferences, Degree Requirements, Educational Policy
Download full textThurlow, Martha L. – 1993
This paper examines the concept of "outcomes-based education" (OBE), how it was developed, how it relates to other current reforms that encompass the notion of outcomes, and how it relates to students with disabilities in theory and in practice. Outcomes-based education holds that all children can learn and succeed and that schools are…
Descriptors: Accountability, Disabilities, Educational Change, Educational Methods
Kranz, Bella – 1994
This pamphlet examines the limitations of traditional identification strategies as they are applied to children from minority and nontraditional cultural backgrounds, and then suggests more effective alternatives. Conventional group tests are criticized for not providing a sufficient basis for addressing students' needs with regard to enrichment.…
Descriptors: Cultural Differences, Cultural Pluralism, Elementary Secondary Education, Evaluation Methods
Peer reviewedJones, Eric D.; Southern, W. Thomas; Brigham, Frederick J. – Intervention in School and Clinic, 1998
This article reviews the literature on curriculum-based assessment (CBA) with students who have special education needs. Features of CBA common to various approaches and contributing most to its instructional effectiveness include teachers' evaluative attitudes and behaviors, focus and sustained attention on student performance, and facilitation…
Descriptors: Academic Achievement, Curriculum Based Assessment, Elementary Secondary Education, Instructional Effectiveness
Obiakor, Festus E.; Enwefa, Stephen; Utley, Cheryl; Obi, Sunday O.; Gwalla-Ogisi, Nomsa; Enwefa, Regina – 2004
This publication presents a range of evidence-based strategies, procedures, and models for use with culturally and linguistically diverse students with emotional and/or behavior disorders. Chapter 1 provides an overview of issues in providing services for this population in the context of the high-stakes accountability required by the 2001 No…
Descriptors: Accountability, Behavior Disorders, Cultural Differences, Disability Identification
