Literaturnachweis - Detailanzeige
Autor/inn/en | Vaughn, Sharon; Fuchs, Lynn S. |
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Titel | Redefining Learning Disabilities as Inadequate Response to Instruction: The Promise and Potential Problems. |
Quelle | In: Learning Disabilities: Research & Practice, 18 (2003) 3, S.137-46Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0938-8982 |
Schlagwörter | Academic Failure; Classification; Definitions; Disability Identification; Early Identification; Early Intervention; Elementary Education; Eligibility; Evaluation Methods; Learning Disabilities; Prevention |
Abstract | In this introductory article, a response-to-instruction approach to learning disabilities (LD) identification is discussed. An overview of the promise and potential pitfalls of such an approach is provided. Benefits include identification of students based on risk rather than deficit and early identification. Questions concern the integrity of the LD concept. (Contains references.) (Author/CR) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |