Author: University of Alberta. Senate Task Force on Children and Others with Learning DisabilitiesPublisher: University of Alberta Senate
ISBN:
Category : Learning disabilities
Languages : en
Pages : 59
Book Description
Report of the Task Force on Children and Others with Learning Disabilities ; Follow-up Report
Author: University of Alberta. Senate Task Force on Children and Others with Learning DisabilitiesPublisher: University of Alberta Senate
ISBN:
Category : Learning disabilities
Languages : en
Pages : 59
Book Description
REPORT- REGION 9 TASK FORCE ON LEARNING DISABILITIES- COUNCIL FOR EXCEPTIONAL CHILDREN'S DIVISION ON CHILDREN WITH LEARNING DISABILITIES.
Author: Task Force on Education for Children with Disabilities, II
Author: Minnesota. Task Force on Education for Children with DisabilitiesPublisher:
ISBN:
Category : Children with disabilities
Languages : en
Pages : 91
Book Description
Quality Education, Preparation for Life
Author: Pennsylvania. Task Force on the Education of Students with DisabilitiesPublisher:
ISBN:
Category : Children with disabilities
Languages : en
Pages : 164
Book Description
Making Things Happen
Author: Learning Disability Task ForcePublisher:
ISBN:
Category :
Languages : en
Pages : 58
Book Description
Rehabilitation R & D Progress Reports
Author: Making Things Happen Better
Author: Publisher:
ISBN:
Category : Learning disabilities
Languages : en
Pages : 59
Book Description
Resources in Education
Author: Research in Education
Author: Learning disabilities screening and evaluation guide for low- and middle-income countries
Author: Anne M. HayesPublisher: RTI Press
ISBN:
Category : Education
Languages : en
Pages : 50
Book Description
Learning disabilities are among the most common disabilities experienced in childhood and adulthood. Although identifying learning disabilities in a school setting is a complex process, it is particularly challenging in low- and middle-income countries that lack the appropriate resources, tools, and supports. This guide provides an introduction to learning disabilities and describes the processes and practices that are necessary for the identification process. It also describes a phased approach that countries can use to assess their current screening and evaluation services, as well as determine the steps needed to develop, strengthen, and build systems that support students with learning disabilities. This guide also provides intervention recommendations that teachers and school administrators can implement at each phase of system development. Although this guide primarily addresses learning disabilities, the practices, processes, and systems described may be also used to improve the identification of other disabilities commonly encountered in schools.