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Gotowe bibliografie tematyczne / Council for Exceptional Children. Division for Children with Learning Disabilities

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Gotowa bibliografia na temat „Council for Exceptional Children. Division for Children with Learning Disabilities”

Autor: Grafiati

Data publikacji: 27 lipca 2024

Data aktualizacji: 31 lipca 2025

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Artykuły w czasopismach na temat "Council for Exceptional Children. Division for Children with Learning Disabilities"

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Vaughn, Sharon, Rebecca Zumeta, Jeanne Wanzek, Bryan Cook, and Janette K. Klingner. "Intensive Interventions for Students with Learning Disabilities in the RTI Era: Position Statement of the Division for Learning Disabilities Council for Exceptional Children." Learning Disabilities Research & Practice 29, no. 3 (2014): 90–92. http://dx.doi.org/10.1111/ldrp.12039.

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Laser, Andrea, Serra Acar, Karen H. Brown, et al. "Meaningful and Engaging Learning Experiences in Early Childhood Special Education Preparation Programs." Journal of Special Education Preparation 4, no. 1 (2024): 68–84. http://dx.doi.org/10.33043/7959d86z.

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The personnel preparation of early intervention/early childhood special educator (EI/ECSE) candidates is a pivotal stage in supporting the development of professionals who can effectively work with young children with and at-risk of developmental disabilities, their families, and other service providers. This process encompasses a multifaceted approach to equip candidates with knowledge, skills, and attitudes/dispositions to successfully work within the field. This compilation article includes multiple authors of each section who share strategies, assignments, tools, and experiences to center

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Klingner, Janette K., Amy Boelé, Sylvia Linan-Thompson, and Diane Rodriguez. "Essential Components of Special Education for English Language Learners with Learning Disabilities: Position Statement of the Division for Learning Disabilities of the Council for Exceptional Children." Learning Disabilities Research & Practice 29, no. 3 (2014): 93–96. http://dx.doi.org/10.1111/ldrp.12040.

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Leigh, Jim. "Introduction and Commentary." Learning Disability Quarterly 9, no. 2 (1986): 156–57. http://dx.doi.org/10.2307/1510364.

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The National Joint Committee on Learning Disabilities (NJCLD) was established in 1975 through the efforts of the Council for Learning Disabilities (formerly the Division for Children with Learning Disabilities) and the Disabled Reading Committee of the International Reading Association. Eight major national-level organizations are presently represented on the NJCLD, including: The American Speech-Language-Hearing Association (ASHA), the Association for Children and Adults with Learning Disabilities (ACLD), the Council for Learning Disabilities (CLD), the Division for Children with Communicatio

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Polmanteer, Kathryn, and Vicki Turbiville. "Family-Responsive Individualized Family Service Plans for Speech-Language Pathologists." Language, Speech, and Hearing Services in Schools 31, no. 1 (2000): 4–14. http://dx.doi.org/10.1044/0161-1461.3101.04.

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Speech-language pathologists are the most frequent providers of services to infants and toddlers who have disabilities and their families. Because of this role, they are often involved with the family in the development of the individualized family service plan (IFSP). The Division for Early Childhood of the Council for Exceptional Children has developed a set of recommended practices for the development of the IFSP that reflects family-centered practices. This article describes those recommended practices and provides a summary of recent research examining their use in Kansas as an example of

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Carnine, Doug. "Bridging the Research-to-Practice Gap." Exceptional Children 63, no. 4 (1997): 513–21. http://dx.doi.org/10.1177/001440299706300406.

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The contribution of research findings to the education of Americas students, including those with disabilities, depends on the quality of and market demand for research findings. This paper presents a rationale and suggestions for increasing the quality of and market demand for research findings as a vital component of any serious effort to improve American education. Responses to the paper are from representatives of the American Federation of Teachers; Learning Disabilities Association; National Alliance of Business; National Association of State Directors of Special Education; and Staff Dir

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Maich, Kimberly, Christina Belcher, Tayebeh Sohrabi, et al. "A Ghanaian Approach to Disability Literature in Picture Books." Exceptionality Education International 34, no. 1 (2024): 152–65. http://dx.doi.org/10.5206/eei.v34i1.16938.

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In this study, we examined how Ghanaian picture books present disabilities. Using a content-analysis approach, the primary goal was to deduce how picture books serve to promote positive attitudes and inclusion of students with disabilities in schools in Ghana. Data included the text and visuals of seven picture books published in 2016 by Curriculum Research and Development Division of Ghana Education Services (now known as the National Council for Curriculum and Assessment), a branch of the Ghana Ministry of Education. The findings show that picture books provide an opportunity to address issu

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Halpern, Andrew S. "The Transition of Youth with Disabilities to Adult Life: A Position Statement of the Division on Career Development and Transition, The Council for Exceptional Children." Career Development for Exceptional Individuals 17, no. 2 (1994): 115–24. http://dx.doi.org/10.1177/088572889401700201.

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Shumaieva, Svitlana. "PRESCHOOL TEACHERS PREPARATION FOR WORKING WITH CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN CALIFORNIA." Collection of Scientific Papers of Uman State Pedagogical University, no. 3 (September 27, 2024): 73–78. http://dx.doi.org/10.31499/2307-4906.3.2024.312962.

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Following the realization of the importance of early development and the low quality of early childhood education programs in the United States the National Association for the Education of Young Children (NAEYC) and the Council for Exceptional Children (CEC) were established to develop professional standards for special educators. It was found that the most important factor in providing education for children with special needs is well-trained teaching staff. Principles for ensuring the existence of high-quality programs for kindergartens began to be developed. A new concept of “Developmental

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De Vito, Donald. "Unleashing the Entrepreneurial Spirit: Nurturing Elementary Students' Potential for Innovation, Creativity, and Fearless Exploration." International Journal of Music Entrepreneurship and Leadership 1, no. 1 (2023): 17. http://dx.doi.org/10.61629/ijmel.v1i1.9.

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This paper advocates for the teaching of entrepreneurship to elementary students, specifically those from 98 percent minority, low socio-economic (Title I schools in the US) by recognizing and harnessing their inherent entrepreneurial spirit. The prevailing notion that entrepreneurship is exclusively reserved for adults disregards the natural inclination of young learners to explore, create, innovate, and fearlessly try new things. By fostering an environment that encourages curiosity, creativity, and problem-solving, educators can tap into the entrepreneurial potential of elementary students.

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Książki na temat "Council for Exceptional Children. Division for Children with Learning Disabilities"

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Educational Resources Information Center (U.S.), ed. Interactive CD-ROM technology for family-centered augmentative and alternative communication decision-making across cultures: Presentation made at the The Council for Exceptional Children's Division for Early Childhood, International Early Childhood Conference on Children with Special Needs, New Orleans, LA, November 21, 1997. U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1997.

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Learning disabilities research & practice: A publication of the Division for Learning Disabilities, Council for Exceptional Children. Springer International, 1991.

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Części książek na temat "Council for Exceptional Children. Division for Children with Learning Disabilities"

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Donegan-Ritter, Mary M., and Betty Zan. "Designing and Implementing Inclusive STEM Activities for Early Childhood." In K-12 STEM Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3832-5.ch040.

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This chapter provides a rationale for high quality STEM experiences in inclusive early childhood (EC) classrooms, describes what high quality STEM experiences are and why they can be an ideal context for supporting the development of young children with special needs and dual language learners. The authors offer recommendations concerning how to plan and implement STEM learning centers to support the meaningful participation of all children using a tiered perspective that includes the framework of Universal Design for Learning. Ideas and resources for how teachers can plan STEM learning center

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Donegan-Ritter, Mary M., and Betty Zan. "Designing and Implementing Inclusive STEM Activities for Early Childhood." In Handbook of Research on Classroom Diversity and Inclusive Education Practice. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2520-2.ch010.

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This chapter provides a rationale for high quality STEM experiences in inclusive early childhood (EC) classrooms, describes what high quality STEM experiences are and why they can be an ideal context for supporting the development of young children with special needs and dual language learners. The authors offer recommendations concerning how to plan and implement STEM learning centers to support the meaningful participation of all children using a tiered perspective that includes the framework of Universal Design for Learning. Ideas and resources for how teachers can plan STEM learning center

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Streszczenia konferencji na temat "Council for Exceptional Children. Division for Children with Learning Disabilities"

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Vrasmas, Ecaterina, and Traian Vrasmas. "INTERNET RESOURCES FOR SPECIAL EDUCATIONAL NEEDS AND INCLUSION." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-062.

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Title: Internet resources for special educational needs and inclusion Vrasmas, Traian, Ovidius University Constanta, Faculty of Psychology and Educational Sciences, Bd. Mamaia Street No.124 Email: traianvrasmas@yahoo.com Vrasmas, Ecaterina, Bucharest University, Faculty of Psychology and Educational Sciences, Sos. Panduri nr.90, Email: ecaterinavr@yahoo.com ABSTRACT Introduction The importance of educational and social inclusion for all children and adolescents is clear in the modern world and particularly in Europe, with an emphasis on marginalized and vulnerable groups. Children with special

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