Characteristics of and strategies for teaching students with mild disabilities / Martin Henley

Public ISBD Titre : Characteristics of and strategies for teaching students with mild disabilities Type de document : texte imprimé Auteurs : Martin Henley, Auteur Editeur : Canada : Pearson Education Année de publication : 2009 Importance : 436 p. Présentation : couv. ill. en coll. Format : 23 x 17 cm. ISBN/ISSN/EAN : 978-0-205-60838-6 Langues : Anglais (eng) Langues originales : Anglais (eng) Index. décimale : 370 Education, enseignement Résumé : Describes the characteristics of students with mild disabilities, and clearly explains the best teaching practices for inclusive education, behavior management, social skill instruction, and modifying classroom instruction for students with mild disabilities, including learning disabilities, mild intellectual disabilities and emotional disturbance. This new edition includes an elaboration of Response to Intervention (RTI), which since the last edition has become a focal point of research and literature among general and special educators. This is a dynamic progression of cooperation between general and special education - primarily due to changes in the federal law regarding how students with learning disabilities are identified Characteristics of and strategies for teaching students with mild disabilities [texte imprimé] / Martin Henley, Auteur . - Canada : Pearson Education, 2009 . - 436 p. : couv. ill. en coll. ; 23 x 17 cm. ISBN : 978-0-205-60838-6 Langues : Anglais (eng) Langues originales : Anglais (eng) Index. décimale : 370 Education, enseignement Résumé : Describes the characteristics of students with mild disabilities, and clearly explains the best teaching practices for inclusive education, behavior management, social skill instruction, and modifying classroom instruction for students with mild disabilities, including learning disabilities, mild intellectual disabilities and emotional disturbance. This new edition includes an elaboration of Response to Intervention (RTI), which since the last edition has become a focal point of research and literature among general and special educators. This is a dynamic progression of cooperation between general and special education - primarily due to changes in the federal law regarding how students with learning disabilities are identified

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Code-barres	Cote	Support	Localisation	Section	Disponibilité
09/155240	L/370.126	Livre	Bibliothèque Lettres et langues	indéterminé	Disponible

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