Relevant bibliographies by topics / Students with significant cognitive disabilities / Books
To see the other types of publications on this topic, follow the link: Students with significant cognitive disabilities.

Books on the topic 'Students with significant cognitive disabilities'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 42 books for your research on the topic 'Students with significant cognitive disabilities.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse books on a wide variety of disciplines and organise your bibliography correctly.

1

Kleinert, Harold L. Alternate assessment for students with significant cognitive disabilities: An educator's guide. Baltimore: Paul H. Brookes, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Farmer, Kearns Jacqui, ed. Alternate assessment: For students with significant cognitive disabilities : an educator's guide. Baltimore: Paul H. Brookes, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Raymond, Marilyn. Critical literacy: Empowering students with cognitive disabilities. Victoria, BC: British Columbia, Ministry of Advanced Education, Training and Technology, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Ryndak, Diane Lea. Curriculum and instruction for students with significant disabilities in inclusive settings. 2nd ed. Boston: Allyn and Bacon, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Flasch, Ziegler Michele, and Barcyzk Lisa, eds. Common-sense classroom management techniques for working with students with significant disabilities. Thousand Oaks, CA: Corwin Press, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Katovitch, Diana M. The power to spring up: Postsecondary education opportunities for students with significant disabilities. Bethesda, MD: Woodbine House, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

The power to spring up: Postsecondary education opportunities for students with significant disabilities. Bethesda, MD: Woodbine House, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Katovitch, Diana M. The power to spring up: Postsecondary education opportunities for students with significant disabilities. Bethesda, MD: Woodbine House, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

J, Hoover John, ed. Cognitive learning strategies for minority handicapped students. Lindale, Tex: Hamilton Publications, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

McClennen, Sandra E. Cognitive skills for community living: Teaching students with moderate to severe disabilities. Austin, Tex: PRO-ED, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
11

Hanson, J. Robert. Learning styles, types of intelligence, & students at risk: An argument for a broad based curriculum. Moorestown, N.J: Hanson, Silver, Strong & Associates, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
12

Kevin, Finnegan, and Pearpoint Jack 1945-, eds. Planning for real life after school: Ways for families and teachers to plan for students experiencing significant challenge. Toronto: Inclusion Press, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
13

Striking a balance between IDEA and NCLB for students with significant disabilities: Techniques and tools for aligning standards- based instruction, alternate assessments, and IEPs. Horsham, Penn: LRP Publications, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
14

Winner, Michelle Garcia. Thinking about you, thinking about me: Philosophy and strategies for facilitating the development of perspective taking for students with social cognitive deficits. London: Jessica Kingsley, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
15

1948-, Davis Karen R., Swindle Faye L, and Quirk Constance, eds. Developmental therapy-developmental teaching: Fostering social-emotional competence in troubled children and youth. 3rd ed. Austin, TX: PRO-ED, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
16

(Editor), Diane M. Browder, and Fred Spooner (Editor), eds. Teaching Language Arts, Math, & Science to Students With Significant Cognitive Disabilities. Brookes Publishing Company, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
17

Educational Resources Information Center (U.S.), ed. Helping students with cognitive disabilities find and keep a job. [Washington, DC]: National Information Center for Children and Youth with Disabilities, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
18

Lindberg, Jill A. Common-sense classroom management: Techniques for working with students with significant disabilities. 2016.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
19

Tools for Enhancing Literacy in Students with Cognitive and Multiple Disabilities. Hong Kong University Press, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
20

Yoder, David E., David Koppenhaver, and Karen Erickson. Comprehensive Literacy for All: Teaching Students with Significant Disabilities to Read and Write. Brookes Publishing, 2020.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
21

Downing, June. Teaching Literacy to Students With Significant Disabilities: Strategies for the K-12 Inclusive Classroom. Corwin Press, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
22

Teaching Literacy to Students With Significant Disabilities: Strategies for the K-12 Inclusive Classroom. Corwin Press, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
23

Raymond, Emily. Colored Overlays and the Reading Fluency of Middle School Students with Cognitive Disabilities. Cedarville University, 2011. http://dx.doi.org/10.15385/tmed.2011.6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
24

Parker, Sandra, and Carol Will. Activities for the Elderly: A Guide to Working With Residents With Significant Physical and Cognitive Disabilities (Activities Series). Idyll Arbor, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
25

Tulbert, Beth Lorene. Effect of a cognitive strategy on the writing ability of college students with learning disabilities. 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
26

Morin, Victoria A. Effects of a complex cognitive strategy on locus of control for students with learning disabilities. 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
27

Bandwidth Recovery: Helping Students Reclaim Cognitive Resources Lost to Poverty, Racism, and Social Marginalization. Stylus Publishing, 2017.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
28

Pasquerella, Lynn, and Cia Verschelden. Bandwidth Recovery: Helping Students Reclaim Cognitive Resources Lost to Poverty, Racism, and Social Marginalization. Stylus, 2017.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
29

John, Gugerty, Knutsen Caryl, and Educational Resources Information Center (U.S.), eds. Serving students with significant disabilities in two-year colleges: Program Accessibility Committee, Florence-Darlington Technical College, Florence, South Carolina. [Madison, WI: Center on Education and Work, University of Wisconsin, School of Education, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
30

Geary, David C. The Classification and Cognitive Characteristics of Mathematical Disabilities in Children. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.017.

Full text
Abstract:
Children in the bottom quartile of mathematics achievement are at high risk for underemployment in adulthood. These children include the roughly 7% of students with a mathematical learning disability (MLD) and another 10% of students with persistent low achievement (LA) that is not attributable to intelligence. The poor mathematics achievement of children who compose groups of MLD and LA students appears to be related to one or several deficits; specifically, (1) a delay in the development and poor fidelity of the system for representing approximate magnitudes; (2) difficulty mapping Arabic numerals, number words, and rational numbers onto associated quantities; (3) poor conceptual understanding of some arithmetic concepts; (4) developmental delay in the learning of mathematical procedures; and (5) difficulty committing basic arithmetic facts to or retrieving them from long-term memory. Children with MLD also have concurrent working memory deficits that exacerbate their mathematics-specific deficits and delays.
APA, Harvard, Vancouver, ISO, and other styles
31

Transition Services For Students With Significant Disabilities In College And Community Settings: Strategies For Planning, Implementation, and Evaluation (Pro-ed Series on Transition). Pro-Ed, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
32

Siu, Beatrice. Social-cognitive changes among peer helpers of at-risk elementary school children. 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
33

Russell, Dinah. The development and evaluation of a handbook for adult educators who work with head injured students with cognitive deficits. 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
34

Nass, MD, Ruth, and Yitzchak Frank, MD, eds. Cognitive and Behavioral Abnormalities of Pediatric Diseases. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780195342680.001.0001.

Full text
Abstract:
This book provides a detailed account of intellectual, other neuropsychological and behavioral manifestations of general pediatric diseases. The conditions discussed include the whole range of pediatric diseases - genetic syndromes, other congenital conditions, metabolic, endocrine, gastrointestinal, infectious, immunologic, toxic, trauma, and neoplastic, as well as sensory disabilities including deafness and blindness. Although the book is not intended to discuss cognitive and behavioral manifestations of conditions usually considered to be primary neurological disease, some of those, including cerebral palsy, muscular dystrophy, myotonic dystrophy and epilepsy, are included. Where possible, a "translational" approach is used, linking the behavioral and cognitive manifestations of these conditions, to the underlying structural, chemical or genetic abnormalities and their effect on the brain, and, in turn, on behavior and cognition. At the same time, included are significant psychosocial factors. Together, those factors have a major effect on patients' performance, including school performance, and on their families. This book is unique in its extensive coverage of the major pediatric conditions and of the detailed neurological, neuropsychological and behavioral aspects of each condition.
APA, Harvard, Vancouver, ISO, and other styles
35

Gilman, Bobbie, and Dan Peters. Finding and Serving Twice Exceptional Students. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190645472.003.0002.

Full text
Abstract:
Gifted children with coexisting disabilities—the twice exceptional or 2e—exhibit complex patterns of strengths and weaknesses. Either exceptional ability or disability may mask the other, or combined exceptionalities may appear average. A case study illustrates how interpretation of changes in special education law may overlook 2e students who perform too well to qualify for services yet have disabilities significant enough to undermine success as the demands of their education increase. Department of Education policy letters are discussed, especially regarding a state’s right to condition service eligibility upon below-grade-level performance and reduce access to assessment. The student’s comprehensive diagnostic testing is explored. A triaged approach, using observed characteristics of 2e learners, is recommended to determine when comprehensive evaluation is needed to interpret a complex 2e student’s learning challenges, guide interventions/accommodations through an Individualized Education Program or Section 504 Plan, and ensure a Free Appropriate Public Education.
APA, Harvard, Vancouver, ISO, and other styles
36

Davis, Karen R., Faye L. Swindle, Constance Quirk, and Mary M. Wood. Developmental Therapy-Developmental Teaching: Fostering Social-Emotional Competence in Troubled Children and Youth. 3rd ed. Pro-Ed, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
37

van Wingerden, Evelien, Arjan van Tilborg, and Hans van Balkom. Cognitive Constraints on Learning to Read in Children with an Intellectual Disability Who Are Deaf and Hard of Hearing. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0012.

Full text
Abstract:
Learning to read is challenging for children who have hearing impairments and concurrent intellectual disabilities because they face barriers due to both conditions. In many developmental domains, including executive functioning and language development, auditory and intellectual disabilities mutually influence each other; a deficit in one domain hinders coping mechanisms to compensate for distortions in the other. The resulting impact is more than the sum of the parts. It affects the way students learn to read and the way they process written text in many ways. Little is known about the key factors in literacy development for children with both hearing impairments and intellectual disabilities. This chapter integrates recent findings on reading development in children with both of these conditions to define a research base for two exploratory studies on literacy attainment in these learners. Recommendations for literacy education are based on these studies.
APA, Harvard, Vancouver, ISO, and other styles
38

Kittay, Eva Feder. Learning from My Daughter. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190844608.001.0001.

Full text
Abstract:
Disability offers a significant challenge to long-held philosophical views of the nature of the good life, what offers meaning in our lives, the importance of care, and the centrality of reason, as well as questions of justice, dignity, and personhood. In Learning from My Daughter, the author claims that living with a daughter who has multiple and significant disabilities, including cognitive disabilities, has been utterly transformative for thinking about her training, career and research as a philosopher. Interweaving the personal voice with the philosophical, the book argues that cognitive disability should reorient us to what truly matters; raises the question of whether normalcy is necessary for a good life; considers the ethical questions regarding prenatal testing and what it implies for understanding disability, the family, and ethically informed bioethics; and discusses the importance of care and an ethic built on an adequate understanding of care as it ought to be—not simply in how it is—practiced. The end of the book takes on the controversial case of Ashley X and the ethics of growth attenuation. In Learning from My Daughter, the disabled person takes center stage, but so does the ethic that needs to guide care. An ethic of care—if properly understood, the author claims—can be an ethical theory that is most useful for fully integrating disabled people and allowing them to live lives that are joyful and fulfilling.
APA, Harvard, Vancouver, ISO, and other styles
39

Nagda, Biren (Ratnesh) A., Patricia Gurin, and Jaclyn Rodríguez. Intergroup Dialogue: Education for Social Justice. Edited by Phillip L. Hammack. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199938735.013.25.

Full text
Abstract:
This chapter focuses on intergroup dialogue (IGD), an educational approach that teaches about and for social justice. Intergroup dialogue addresses one of the central concerns in contemporary research on intergroup contact between groups with distinct social statuses: Do identity salience and positive relationships mobilize or sedate collective action on the part of disadvantaged or advantaged groups? We explicate how IGD addresses the concerns through its theoretical and practice model. IGD pedagogy—content, structured interaction, and facilitation—fosters critical-dialogic communication processes that in turn impact cognitive and affective psychological processes. These two kinds of processes then produce outcomes. Results from a longitudinal, multi-site field experiment of randomly assigned (dialogue and control) students (N = 1437) showed significant treatment effects for dialogue students and strong support for the theoretical model and the centrality of the communication processes. These results support our claim that critical-dialogic intergroup dialogue heightens, not mutes, commitment to action.
APA, Harvard, Vancouver, ISO, and other styles
40

Lewis, Deborah, Marie O’Boyle-Duggan, and Susan Poultney. Communication skills education and training in pre-registration BSc Nursing. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0023.

Full text
Abstract:
Nursing and Midwifery Council educational standards in BSc (Hons) Nursing require students to gain key communication competences to deliver compassionate care in adult, mental health, learning disabilities, and children’s nursing. Competences include using a range of verbal and non-verbal skills to build therapeutic relationships, being respectful of confidential information, addressing diversity issues, and promoting well-being and personal safety. Nurses also need to make reasonable adjustment for patients with disabilities to ensure effective communication. High fidelity simulations using actors and clinical practice scenarios have been evaluated positively with statistically significant results, suggesting the benefits apply to all students in the classroom—although students who participate in a simulation benefit to a greater extent. Other faculty mixed-methods research led to the development of recommendations for communication skills in learning disabilities nursing. Challenges include realistic simulation in children’s nursing and developing adequate numbers of actors and facilitators, partially offset by offering in-house training.
APA, Harvard, Vancouver, ISO, and other styles
41

Hayes, Tommy. Music Therapy in the Context of the Special School. Edited by Jane Edwards. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199639755.013.51.

Full text
Abstract:
Music therapy in special education aims to address the learning goals for students with disabilities in group or individual sessions. Music therapy practice has a long history of service within special education, and has a developing evidence base to support the benefits of music therapy. This chapter describes how music therapy is included within a special school setting which provides education services to students with disabilities. Music therapists work alongside allied health and education professionals to assist students to achieve learning targets in areas of communication, social, emotional, cognitive, and physical development. Planning and evaluation are important in order to chart progress and adapt programmes to ensure they are optimizing outcomes for participants.
APA, Harvard, Vancouver, ISO, and other styles
42

Williams, Richard O., and Jeffrey Freed. The Spectrum of Twice Exceptional and Autistic Learners and Suggestions for Their Learning Styles. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190645472.003.0014.

Full text
Abstract:
This chapter compares the exceptionalities and learning disabilities found in twice exceptional (2e) learners with those of learners on the autistic spectrum who have identifiable autistic traits but not an autistic spectrum disorder diagnosis. Many autistic learners have similar exceptionalities to 2e learners, and the chapter presents genetic and neuroscience evidence to support the claim. It argues that many of the learning disabilities for each group result from unusual and exceptional sensory processing issues. In many cases hypersensitivity of the senses causes behavioral issues for the classroom and learning disabilities for the students. Both groups have very similar learning and cognitive styles and are excellent visual-spatial thinkers and learners. The chapter describes a spectrum that plots sensory traits, abilities and disabilities, exceptionalities, learning disabilities, and genetic mutations from mild to abundant. A list of teaching suggestions to accommodate the sensory and learning difficulties of the two groups is provided.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the bibliographies on the topic 'Students with significant cognitive disabilities' for other source types:
Journal articles Dissertations / Theses
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography