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Considerable research in the past 30 years has accumulated regarding the academic and social functioning of youngsters with disabilities. Only in the past decade has there been sufficient special education research published from which meta-analyses and syntheses can be conducted. In this volume ...

Considerable research in the past 30 years has accumulated regarding the academic and social functioning of youngsters with disabilities. Only in the past decade has there been sufficient special education research published from which meta-analyses and syntheses can be conducted. In this volume, seven sets of authors grapple with synthesizing the knowledge base on an array of critical topics in the field of special education. Among others, specific chapters include: * a synthesis of what is known about effective instructional grouping practices for reading. * an examination of the differences between students classified as learning disabled and other low-achieving students on a range of academic performance measures. * a review of effective instruction for English-language learners. * an examination of the research on behavioral supports for low-incidence special education populations. * a synthesis on how technology supports literary development, across the full spectrum of disabilities categories. These papers provide up-to-date, informative summaries of current knowledge and a base from which further venture into the critical area of instructional intervention in special education can occur.

Language issues are intrinsically part of every classroom setting. Therefore, there is a need to present the linguistic perspective to all teachers and teachers-in-training. This perspective assumes that people internally organize language at different levels, each with its own set of organizing ...

Language issues are intrinsically part of every classroom setting. Therefore, there is a need to present the linguistic perspective to all teachers and teachers-in-training. This perspective assumes that people internally organize language at different levels, each with its own set of organizing principles, and proposes that this complex system is learned by children at an early age and with little conscious instruction. It recognizes that languages change over time and that variation, based on region, ethnic identity, gender, social class, and social context, is inherent to language. Focusing more on the practical than the theoretical, Barry aims to engage teachers and education students in discussion of the relevance of linguistics to teaching and to encourage them to bring their own expertise to the discussion.