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Teaching students with learning disabilities : (Record no. 2641)

MARC details
000 -LEADER
fixed length control field	06320cam a2200397 a 4500
001 - CONTROL NUMBER
control field	15134981
003 - CONTROL NUMBER IDENTIFIER
control field	OSt
005 - DATE AND TIME OF LATEST TRANSACTION
control field	20190924144450.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field	080110s2008 cau b 001 0 eng
010 ## - LIBRARY OF CONGRESS CONTROL NUMBER
LC control number	2008001268
015 ## - NATIONAL BIBLIOGRAPHY NUMBER
National bibliography number	GBA859668
Source	bnb
016 7# - NATIONAL BIBLIOGRAPHIC AGENCY CONTROL NUMBER
Record control number	014596411
Source	Uk
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number	9781412916004 (cloth)
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number	1412916003 (cloth)
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number	9781412916011 (pbk.)
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number	1412916011 (pbk.)
035 ## - SYSTEM CONTROL NUMBER
System control number	(OCoLC)ocn185031318
035 ## - SYSTEM CONTROL NUMBER
System control number	(OCoLC)185031318
040 ## - CATALOGING SOURCE
Original cataloging agency	DLC
Transcribing agency	DLC
Modifying agency	BTCTA
--	BAKER
--	YDXCP
--	UKM
--	C#P
--	BWX
--	CDX
--	DLC
043 ## - GEOGRAPHIC AREA CODE
Geographic area code	n-us---
050 00 - LIBRARY OF CONGRESS CALL NUMBER
Classification number	LC4705
Item number	.P495 2008
082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number	371.904 3 PIE G
Edition number	22
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name	Pierangelo, Roger.
245 10 - TITLE STATEMENT
Title	Teaching students with learning disabilities :
Remainder of title	a step-by-step guide for educators /
Statement of responsibility, etc.	Roger Pierangelo, George Giuliani.
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc.	Thousand Oaks, CA :
Name of publisher, distributor, etc.	Corwin Press,
Date of publication, distribution, etc.	c2008.
300 ## - PHYSICAL DESCRIPTION
Extent	xvi, 173 p. ;
Dimensions	26 cm.
504 ## - BIBLIOGRAPHY, ETC. NOTE
Bibliography, etc. note	Includes bibliographical references (p. 162-171) and index.
505 ## - FORMATTED CONTENTS NOTE
Formatted contents note	Dedications<br/>About the Authors<br/>Preface<br/>1. Overview of Learning Disabilities<br/>IDEA Definition of a Specific Learning Disability<br/>Overview of Specific Learning Disabilities<br/>Key Facts About Learning Disabilities<br/>Causes of a Specific Learning Disability<br/>Age of Onset for Specific Learning Disabilities<br/>Gender Features for Specific Learning Disabilities<br/>Cultural Features for Specific Learning Disabilities<br/>Familial Patterns for Specific Learning Disabilities<br/>Co-morbidity for Specific Learning Disabilities<br/>Discrepancy in Diagnosing a Learning Disability<br/>The Exclusionary Clause<br/>Characteristics of Specific Learning Disabilities<br/>Educational Implications of Specific Learning Disabilities<br/>2. Characteristics of Children With Learning Disabilities<br/>Overview<br/>Academic Achievement Deficits<br/>Language Deficits<br/>Disorders of Attention<br/>Achievement Discrepancy<br/>Memory Deficits<br/>Cognitive Deficits<br/>Metacognition Deficits<br/>Social-Emotional Problems<br/>Nonverbal Learning Disorders (NLD)<br/>Motivational and Attribution Problems<br/>Perceptual Deficits<br/>3. Types of Learning Disabilities<br/>Auditory Processing Disorders<br/>Dyscalculia (Arithmetic Disorder)<br/>Dysgraphia (Writing Disorders)<br/>Dyslexia (Reading Disorders)<br/>Dysorthographia (Spelling Disorders)<br/>Nonverbal Learning Disabilities (Nonverbal Learning Disorders or NLD)<br/>Organizational Learning Disorders<br/>Social Cue Disorder<br/>Visual Processing Disorders<br/>4. Eligibility Criteria for Learning Disabilities<br/>Step I. Becoming Familiar With the Characteristics of Students With Specific Learning Disabilities<br/>Step II. Determining the Procedures and Assessment Measures To Be Used<br/>Step III. Determination of Eligibility for a Diagnosis of a Specific Learning Disability<br/>5. Responsiveness to Intervention (RTI)<br/>Overview of Responsiveness to Intervention (RTI)<br/>Purpose of RTI<br/>Importance of RTI<br/>Is RTI a New Approach?<br/>Core Principles of RTI<br/>Rationale for Replacing the Discrepancy Model With RTI<br/>Major Issues Related to the Use of the Concept of Achievement-Ability Discrepancy<br/>Why RTI Was Considered in the Process of SLD Determination<br/>The Role RTI Should Play in the Identification of Children With Specific Learning Disabilities<br/>Can RTI Be Used as the Sole Determinant for SLD Classification?<br/>In the Big Picture, How Does RTI Fit Into the Determination of LD Process?<br/>Continuum of Intervention Support for At-Risk Students<br/>Parent Involvement, An Important Component for Successful RTI Programs<br/>Fidelity<br/>The RTI Process for Teachers<br/>What Teachers Need in Terms of Professional Development and RTI<br/>6. Effective Teaching Strategies for Students With LD<br/>Academic Instruction<br/>Behavioral Interventions<br/>Classroom Accommodations<br/>7. Promoting Positive Social Interactions Among Students With and Without Learning Disabilities in an Inclusion Setting<br/>Introduction<br/>Review of Inclusion<br/>Principles of Effective Inclusion<br/>Why Are Social Skills Important?<br/>Social-Cognitive Skill Development<br/>The Role of Social Skills at School<br/>Strategies to Foster a Sense of Belonging in the Inclusion Classroom<br/>Creating a Positive Inclusion Classroom Climate<br/>Teaching Social Skills Through Role-Playing and Observation<br/>The Inclusion Classroom Teacher's Power to Model Acceptance<br/>Promoting Positive Social Interactions Among Students With and Without Learning Disabilities in an Inclusion Setting<br/>8. IEP Development and Educational Placement Options for Students With Learning Disabilities<br/>Overview of the IEP Committee<br/>Members of the IEP Committee<br/>Responsibilities of the IEP Committee<br/>IDEA 2004 and IEP Committee Meeting: What to Know<br/>Development of the Information Packet for Presentation to the IEP Committee<br/>Required Forms<br/>How Recommendations for Classification Are Made by the IEP Committee<br/>Specific Educational Placement (LRE) Considerations According to IDEA 2004<br/>Appealing the Decision of the IEP Committee<br/>Other Roles of the IEP Committee<br/>IEP Development<br/>Components to Be Included in the IEP<br/>Questions and Answers About the IEP Under IDEA 2004<br/>9. Transition Services for Students With Learning Disabilities<br/>The Transitional Process<br/>The Intent of Transition Services<br/>The Importance of Transition Services for Individuals With Learning Disabilities<br/>The Introduction of Transition Services<br/>The Individualized Transition Plan (ITP)<br/>Transition Services<br/>Special Considerations for Students With Learning Disabilities<br/>Employment Services<br/>Vocational Assessments<br/>Leisure/Recreational Experiences<br/>Advantages of Special Leisure Programs<br/>Individual Concerns When Faced With Leisure Activities<br/>Postsecondary Education Options<br/>When to Begin College Planning<br/>Understanding Legal Rights Pertaining to Postsecondary Education<br/>Identifying the Desirable Characteristics of a College<br/>Disability-Related Support Services<br/>Assistive Technology<br/>Glossary<br/>References<br/>Index
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element	Learning disabled children
General subdivision	Education
Geographic subdivision	United States.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element	Special education
Geographic subdivision	United States.
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name	Giuliani, George A.,
Dates associated with a name	1938-
856 41 - ELECTRONIC LOCATION AND ACCESS
Materials specified	Table of contents only
Uniform Resource Identifier	<a href="http://www.loc.gov/catdir/toc/fy0805/2008001268.html">http://www.loc.gov/catdir/toc/fy0805/2008001268.html</a>
906 ## - LOCAL DATA ELEMENT F, LDF (RLIN)
a	7
b	cbc
c	orignew
d	1
e	ecip
f	20
g	y-gencatlg
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme	Dewey Decimal Classification
Koha item type	Stack text books

Holdings
Withdrawn status	Lost status	Source of classification or shelving scheme	Damaged status	Not for loan	Collection code	Home library	Current library	Date acquired	Total Checkouts	Full call number	Barcode	Date last seen	Date last checked out	Price effective from	Koha item type
		Dewey Decimal Classification			19/3	All India Institute of Speech and Hearing	All India Institute of Speech and Hearing	24/09/2019	1	371.904 3 PIE G	16230	16/07/2026	15/07/2026	24/09/2019	Stack text books