Practical Social-Emotional Learning Tools for Students with Specific Learning Disabilities in the United States of America

Autor/inn/en	Feuerborn, Lara; Tyre, Ashli
Titel	Practical Social-Emotional Learning Tools for Students with Specific Learning Disabilities in the United States of America
Quelle	In: Journal of the International Association of Special Education, 10 (2009) 1, S.21-25 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-6913
Schlagwörter	Learning Disabilities; Foreign Countries; Educational Experience; Special Education; Access to Education; Educational Legislation; Special Needs Students; Student Rights; Equal Education; Developing Nations; Intervention; Emotional Development; Social Development; Problem Solving; Emotional Response; Empathy; Coping; Stress Management; Classroom Techniques; Interpersonal Relationship; United States; Zimbabwe + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Ausland; Bildungserfahrung; Special needs education; Sonderpädagogik; Sonderschulwesen; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsrecht; Schulgesetz; Sonderpädagogischer Förderbedarf; Developing country; Developing countries; Entwicklungsland; Gefühlsbildung; Soziale Entwicklung; Problemlösen; Emotionales Verhalten; Empathie; Bewältigung; Stressmanagement; Stressbewältigung; Klassenführung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; USA; Simbabwe
Abstract	Education is a fundamental right for all children which must be guaranteed in every nation. Unfortunately, children with disabilities have been marginalized in many countries preventing them from accessing an appropriate education. Although some countries have legislation that guarantees educational rights to children with disabilities, some of the laws are not comprehensive enough to ensure that these children benefit from their educational experience. Hence, for many children with disabilities the educational experience does not guarantee them positive adult outcomes. However, some industrialized countries, like the United States of America (USA), have made significant progress in this area by establishing comprehensive laws to ensure that the rights of children with disabilities to education are guaranteed through provisions that entitle them to an appropriate education. Because of this, the author uses the special education law in the USA as a benchmark in examining special education law in Zimbabwe, albeit the USA is not being treated as a gold standard but just a model. (As Provided).
Anmerkungen	International Association of Special Education. c/o College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011-5774. Tel: 928-523-8979; Fax: 928-523-1929; Web site: http://iase.coe.nau.edu/index3.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10