Zobrazeno 1 - 10
of 135
pro vyhledávání: '"Kenneth A. Kavale"'
Autor:
Kenneth A. Kavale
Publikováno v:
The Meta-Analysis Research in Special Education ISBN: 9781410608260
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5225b42fe136b33802dc963719a89a6b
https://doi.org/10.4324/9781410608260-2
https://doi.org/10.4324/9781410608260-2
Autor:
Kenneth A. Kavale
Publikováno v:
The Meta-Analysis Research in Special Education ISBN: 9781410608260
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4ca3cd514ca8ec126ab5e42f13c1918a
https://doi.org/10.4324/9781410608260-6
https://doi.org/10.4324/9781410608260-6
Autor:
Gene V. Glass, Kenneth A. Kavale
Publikováno v:
Focus on Exceptional Children. 15
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::d225e6165da1da1b6cdc4836af07f043
https://doi.org/10.17161/fec.v15i4.7451
https://doi.org/10.17161/fec.v15i4.7451
Publikováno v:
Learning Disability Quarterly. 32:39-48
Unlike other special education categories defined in U.S. law (Individuals with Disabilities Education Act), the definition of specific learning disability (SLD) has not changed since first proposed in 1968. Thus, although the operational definition
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::db5e10ae08ba0db5d5e58a27d0339748
https://doi.org/10.2307/25474661
https://doi.org/10.2307/25474661
Publikováno v:
Learning Disabilities Research & Practice. 23:169-179
The reauthorized Individuals with Disabilities Education Improvement Act (IDEA) established new provisions for specific learning disability (SLD) identification, including: (a) no longer requiring consideration of IQ–achievement discrepancy and (b)
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::02d4601f8fe59f5c613078e7efcd347d
https://doi.org/10.1111/j.1540-5826.2008.00274.x
https://doi.org/10.1111/j.1540-5826.2008.00274.x
Publikováno v:
Learning Disability Quarterly. 31:135-150
The policies underlying the specific learning disability (SLD) regulations in the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA) are analyzed. The analysis focuses on the Response-to-Intervention (RTI) provision (“if
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::51cdbb3a58378f37bc3eb9ce96995636
https://doi.org/10.2307/25474644
https://doi.org/10.2307/25474644
Autor:
Kenneth A. Kavale, Gretchen B. LeFever
Publikováno v:
The Journal of Educational Research. 101:94-97
The authors critiqued the M. K. Lovelace (2005) meta-analysis of the Dunn and Dunn Model of Learning-Style Preferences (DDMLSP). The conclusion that Lovelace reported in her meta-analysis that learning-style instruction is a beneficial form of instru
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b5a974e3efb93e069dd00fdff9701392
https://doi.org/10.3200/joer.101.2.94-98
https://doi.org/10.3200/joer.101.2.94-98
Publikováno v:
Assessment for Effective Intervention. 32:6-19
The provision for allowing local education agencies to use an assessment of a student's response to intervention (RTI) in lieu of a consideration of an ability— achievement discrepancy has been a controversial aspect of the 2004 Individuals with Di
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7e7ef2d2240d84b367a03bd513f87d36
https://doi.org/10.1177/15345084060320010301
https://doi.org/10.1177/15345084060320010301
Publikováno v:
Learning Disability Quarterly. 29:113-127
Responsiveness to intervention (RTI) is being proposed as an alternative model for making decisions about the presence or absence of specific learning disability. We argue that many questions about RTI remain unanswered, and that radical changes in t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::26a3f81996651c8533d93fa9db4347d8
https://doi.org/10.2307/30035539
https://doi.org/10.2307/30035539