…been required to transmit to Congress an annual report to inform Congress and the public of the progress being made in implementing the act. The annual reports to Congress reflect… Continue Reading →
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…pre- and post-tests in which they analysed videos of teacher–student interactions. We explored how the teachers understood relational competence in relation to students with ADHD before and after the video-based… Continue Reading →
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…for phonological processing and math. No studies that meet WWC evidence standards with or without reservations examined the effectiveness of “Let’s Begin with the Letter People”[R] in the early reading… Continue Reading →
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…to read in Arabic with full vowelization and 20, with partial vowelization. Phonological and morphological processing were -each tested with two tasks: Phonological processing was tested by phonetic parsing of… Continue Reading →
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…science, math, and technology. The “Daughters with Disabilities” project was designed to encourage more girls with disabilities from five inner-city schools to prepare for careers in science, math, and technology… Continue Reading →
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…more challenges with respect to the situation of learning at home. However, differentiated results are found with regard to satisfaction with the support provided by the school, the amount of… Continue Reading →
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…and Michael Evans); (10) A Concrete Approach to Teaching Symbolic Algebra (Stephen Norton and Jane Irvin); (11) Developing Positive Attitudes towards Algebra (Stephen Norton and Jane Irvin); (12) Changing Our… Continue Reading →
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…a category where these two groups overlap, are not specifically mentioned in the No Child Left Behind Act (NCLB). Students with “high-incidence” learning-related disabilities (e.g., speech and language impairments, learning… Continue Reading →
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…law, The No Child Left Behind Act (NCLB) has also contributed to educational changes for students with disabilities. NCLB has stressed not only access to the general curriculum, but also… Continue Reading →
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…frameworks have been developed that are closely related to professional demands. Their practice-oriented conceptualisations have led to innovative measures with situative demands. However, there is still a lack of knowledge… Continue Reading →
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