Publication Date
| In 2015 | 0 |
| Since 2014 | 0 |
| Since 2011 (last 5 years) | 0 |
| Since 2006 (last 10 years) | 1 |
| Since 1996 (last 20 years) | 3 |
Descriptor
| Elementary Secondary Education | 3 |
| Special Education | 3 |
| Academic Achievement | 2 |
| Grade 2 | 2 |
| Grade 3 | 2 |
| Learning Disabilities | 2 |
| Models | 2 |
| Second Language Learning | 2 |
| Communication Skills | 1 |
| Cooperation | 1 |
| More ▼ | |
Source
| Multiple Voices for… | 3 |
Publication Type
| Journal Articles | 3 |
| Reports - Descriptive | 3 |
Education Level
| Elementary Secondary Education | 3 |
| Grade 2 | 3 |
| Elementary Education | 2 |
| Grade 3 | 2 |
| Grade 5 | 2 |
| Grade 8 | 2 |
| Grade 1 | 1 |
| Grade 4 | 1 |
| Grade 6 | 1 |
| Grade 7 | 1 |
| More ▼ | |
Audience
Showing all 3 results
Peer reviewed
Direct linkGarcia, Shernaz B.; Ortiz, Alba A. – Multiple Voices for Ethnically Diverse Exceptional Learners, 2008
Response to Intervention (RTI) was encoded into the Individuals with Disabilities Education Improvement Act of 2004, and is being adopted on a wide scale as an alternative approach to identification of students with learning disabilities. For RTI to be an effective mechanism for addressing disproportionate representation of culturally and…
Descriptors: School Restructuring, Intervention, Learning Disabilities, Identification
Grupp, Laurie L. – Multiple Voices for Ethnically Diverse Exceptional Learners, 2004
The National Research Council (NRC) report on the disproportionate representation of minority students in special and gifted education represents an opportunity to draw national attention to the challenges faced by educators as they attempt to provide high-quality educational opportunities for students from culturally and linguistically diverse…
Descriptors: Gifted, Linguistics, Academic Achievement, Disproportionate Representation
Langdon, Henriette W. – Multiple Voices for Ethnically Diverse Exceptional Learners, 2002
This article focuses on factors that impact identification of and services for English-language learners (ELLs) with suspected language-learning disabilities. These factors include (a) home and school environments, (b) the school's philosophy, (c) instructional strategies, and (d) other contextual variables that affect language use. In addition,…
Descriptors: Educational Strategies, Learning Disabilities, Academic Achievement, Second Language Learning
