An Educational Programming Framework for a Subset of Students with Diverse Learning Needs: Borderline Intellectual Functioning

Autor/in	Shaw, Steven R.
Titel	An Educational Programming Framework for a Subset of Students with Diverse Learning Needs: Borderline Intellectual Functioning
Quelle	In: Intervention in School and Clinic, 43 (2008) 5, S.291-299 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451208314735
Schlagwörter	Intelligence; Inclusive Schools; Educational Needs; Student Diversity; Federal Legislation; Educational Trends; Special Education; Teaching Methods; High Risk Students; Slow Learners; Standardized Tests; Accountability; Instructional Effectiveness; Instructional Improvement; Educational Practices + Suchen Sie Ihr Suchwort? Intelligenz; Klugheit; Inclusive school; Integrative Schule; Educational need; Bildungsbedarf; Bundesrecht; Bildungsentwicklung; Special needs education; Sonderpädagogik; Sonderschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Problemschüler; Slow learning; Langsames Lernen; Standadised tests; Standardisierter Test; Verantwortung; Unterrichtserfolg; Unterrichtsqualität; Bildungspraxis
Abstract	Students with intelligence test scores between 70 and 85 frequently fall into the gap between general and special education. Students with borderline intellectual functioning are a large population at-risk for school failure. Recent educational trends (e.g., the use of response to intervention models of special education eligibility, implementation of inclusive education, and the accountability components of No Child Left Behind) have increased awareness and may serve as a catalyst for improving the education of students with borderline intellectual functioning. However, students currently receive few supportive educational services. An educational programming framework is developed for improving the education of students with borderline intellectual functioning in response to recent educational trends. Effective instructional practices can build academic resilience skills to ameliorate the important, but often-ignored, risk factor of borderline intellectual functioning. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10