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Download full textAlasim, Khalid Nasser – Education Sciences, 2019
The purpose of this article is to discuss the major research findings associated with the reading/literacy development of students who are d/Deaf and hard of hearing (d/Dhh) in inclusive education classrooms. The conditions for developing effective literacy skills are also described. A professional review approach was utilized, and relevant…
Descriptors: Deafness, Hearing Impairments, Reading Instruction, Literacy Education
Direct linkTurnbull, H. Rutherford, III – Learning Disability Quarterly, 2009
This article presents the author's address on the 2008 International Conference of the Council for Learning Disabilities in Kansas City, Missouri. In this keynote address, the author focuses on the Individuals with Disabilities Education Act (IDEA), the No Child Left Behind Act (NCLB), and students with specific learning disabilities (SLD), and…
Descriptors: Federal Legislation, Learning Disabilities, Special Education, Conferences (Gatherings)
Walker-Dalhouse, Doris; Risko, Victoria J. – Reading Teacher, 2009
The department editors, joined by classroom teachers from Wisconsin and reading specialists from Tennessee, examine across geographical and school boundaries the current practices of teachers who are initiating Response to Intervention (RTI) instruction. They address three goals of RTI that focus on providing systematic instruction of student…
Descriptors: Student Needs, Speech Communication, Student Evaluation, Reading Consultants
Cichy, Bryan Ervin – ProQuest LLC, 2010
African American students are overrepresented in the category of Emotional Disturbance under the Individuals with Disabilities Education Act across the United States. This study examined how preservice teachers rated African American and European American students on three ratings scales across four culturally mediated behaviors: (a) movement…
Descriptors: African American Students, Preservice Teachers, Emotional Disturbances, Disproportionate Representation
Jones, Carroll J. – Charles C. Thomas, Publisher, Ltd, 2010
Many teachers of students with mild disabilities experience difficulty writing IEPs, and they lack a foundation in the regular education curriculum of academic skills and sequences associated with each grade level. This book was designed to provide this foundation. Presented in the form of scope and sequence charts that can be used as objectives…
Descriptors: Curriculum Development, Speech Communication, Elementary Secondary Education, Mild Disabilities
