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ERIC Number: ED421833
Record Type: RIE
Publication Date: 1998
Pages: 254
Abstractor: N/A
ISBN: ISBN-0-7914-3884-8
Learning Disabilities: Appropriate Practices for a Diverse Population. SUNY Series, Youth Social Services, Schooling, and Public Policy.
McNamara, Barry Edwards
This book addresses the over- representation of students from minority backgrounds in special education by examining the referral process, providing alternatives to traditional assessment procedures, and presenting a variety of instructional approaches that recognize the cultural and linguistic diversity found in students classified as having learning disabilities. The book also examines issues in teacher preparation and parental roles in the education of children with learning disabilities. Chapters address: (1) statistics on the disproportionate number of special education students from minority backgrounds; (2) the definition of learning disability; (3) problems that exist in the assessment of specific learning disabilities for students for whom English is not the first or only language; (4) central nervous system factors that affect the diagnosis of learning disabilities; (5) the special education referral process and an eight-step process to prevent inappropriate placement of language minority students; (6) prereferral strategies; (7) assessment practices and guiding principles for a model of educational assessment; (8) portfolio assessment; (9) developing Individualized Education Programs; (10) instructional approaches to teaching reading, mathematics, and writing; (11) classroom management; (12) major components of a teacher training program and a professional development program; and (13) strategies for effective communication between school and home. (Contains 163 references.) (CR)
State University of New York Press, State University Plaza, Albany, NY 12246; World Wide Web: (paperback: ISBN-0-7914-3884-8; hardcover: ISBN-0-7914-3883-X).
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A