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Book part
Publication date: 2 January 2013

Temple S. Lovelace, Lenwood Gibson and JoVonne Tabb

Response to Intervention (RtI) is a systematic approach that provides a framework for addressing student learning, allows for accountable decision-making based upon the…

Abstract

Response to Intervention (RtI) is a systematic approach that provides a framework for addressing student learning, allows for accountable decision-making based upon the individual skill level of each student, and gives schools a methodical way for special education determinations. RtI began as a framework for students suspected of having a learning disability and now has become a system of instruction and assessment that helps teachers and related service providers know what type and level of instruction a student needs. It is a system that promotes inclusion of students from all ability levels into the general educational setting. This system is characterized by the placement of students and instructional methods along a continuum from whole-class instruction to individualized, highly specialized instructional methods. In this chapter, the historical as well as current frameworks that define learning disabilities will be discussed. Next, the eligibility processes associated with acquiring special education services will be examined; paying special attention to RtI and its intersection with learning disabilities. Finally, academic and behavioral interventions will be discussed that have found to be beneficial in increasing the skills of students with learning disabilities.

Details

Learning Disabilities: Practice Concerns And Students With LD
Type: Book
ISBN: 978-1-78190-428-2

Book part
Publication date: 2 January 2013

Lenwood Gibson

The use of differentiated instruction has increasingly become a part of the daily practices in classrooms across the country. This approach is important for many students…

Abstract

The use of differentiated instruction has increasingly become a part of the daily practices in classrooms across the country. This approach is important for many students with academic difficulties but can be particularly important for students with learning disabilities. Although differentiated instructional practices can have a positive impact on student learning, these strategies need to be implemented with fidelity to prove the most effective. The purpose of this chapter is to provide an overview of the various components and strategies that teachers can use to differentiate their instruction for students with learning disabilities. These components include the classroom environment, student groupings, tiered instruction, collaboration and co-teaching, and student assessment procedures. Applied examples are provided through the use of a hypothetical classroom scenario.

Details

Learning Disabilities: Identification, Assessment, and Instruction of Students with LD
Type: Book
ISBN: 978-1-78190-426-8

Book part
Publication date: 2 January 2013

Abstract

Details

Learning Disabilities: Identification, Assessment, and Instruction of Students with LD
Type: Book
ISBN: 978-1-78190-426-8

Book part
Publication date: 2 January 2013

Abstract

Details

Learning Disabilities: Practice Concerns And Students With LD
Type: Book
ISBN: 978-1-78190-428-2

Article
Publication date: 1 January 1983

Janet L. Sims‐Wood

Life studies are a rich source for further research on the role of the Afro‐American woman in society. They are especially useful to gain a better understanding of the…

Abstract

Life studies are a rich source for further research on the role of the Afro‐American woman in society. They are especially useful to gain a better understanding of the Afro‐American experience and to show the joys, sorrows, needs, and ideals of the Afro‐American woman as she struggles from day to day.

Details

Reference Services Review, vol. 11 no. 1
Type: Research Article
ISSN: 0090-7324

Article
Publication date: 1 April 1989

Charles W. Bailey, Jeff Fadell, Judy E. Myers and Thomas C. Wilson

The University of Houston Libraries are developing an expert system to assist library users in selecting appropriate indexes and abstracts to meet their information needs…

Abstract

The University of Houston Libraries are developing an expert system to assist library users in selecting appropriate indexes and abstracts to meet their information needs. This project, which is being conducted by the Intelligent Reference Systems Committee, is the first step in a broader plan to develop reference expert systems.

Details

Reference Services Review, vol. 17 no. 4
Type: Research Article
ISSN: 0090-7324

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