Education

 

The Third Edition of the highly acclaimed Encyclopedia of Special Education has been thoroughly updated to include the latest information about new legislation and guidelines. In addition, this comprehensive resource features school psychology, neuropsychology, reviews of new tests and curricula that have been developed since publication of the second edition in 1999, and new biographies of important figures in special education. Unique in focus, the Encyclopedia of Special Education, Third Edition addresses issues of importance ranging from theory to practice and is a critical reference for researchers as well as those working in the special education field.

 

This comprehensive handbook reviews the major theoretical, methodological, and instructional advances that have occurred in the field of learning disabilities over the last 20 years. With contributions from leading researchers, the volume synthesizes a vast body of knowledge on the nature of learning disabilities, their relationship to basic psychological and brain processes, and how students with these difficulties can best be identified and treated. Findings are reviewed on ways to support student performance in specific skill areas--including language arts, math, science, and social studies--as well as general principles of effective instruction that cut across academic domains.

This book covers 70 childhood disorders and their signs, symptoms, causes, cures, treatments, and prognoses.

 

An up-to-date resource with the latest achievement tests, theories, and evidence-based findings The Second Edition of this critically acclaimed reference features the most up-to-date versions of assessment instruments to measure individual achievement and learning disabilities. The authors' pragmatic approach offers practitioners an innovative, systematic assessment framework that applies Cattell-Horn-Carroll (CHC) cognitive theory and blends cognitive testing and Response-to-Intervention (RTI) methods into one seamless process for diagnosing learning disabilities. Replete with case studies, checklists, and worksheets, this reference assists practitioners in choosing appropriate tests, organizing comprehensive assessments, and interpreting results using a cross-battery approach. * Part One focuses on the evaluation and identification of learning disabilities, particularly from the perspective of IDEA 2004. Current cognitive theory, research, assessment methods, and interpretive techniques are all set forth and reviewed. * Part Two is the "Desk Reference" section. It features descriptions and reviews of the psychometric, theoretical, and qualitative features of more than 50 achievement tests published between 1995 and 2006. Separate chapters are devoted to comprehensive tests of academic achievement and brief screening tests of academic achievement, as well as separate chapters for tests of reading, math, written language, oral language, and phonological processing. * Part Three provides a comprehensive, step-by-step explanation of evaluating suspected learning disabilities according to IDEA 2004 guidelines, using the principles and procedures described in the previous two parts. This reference concludes with fifteen appendices providing practitioners with a host of useful information and tools, including reproducible worksheets, conversion tables, and learning disability resources. Grounded in CHC theory and a cross-battery approach to assessment, this is an essential resource for school psychologists and other practitioners who need to assess learning disabilities.

 

Best Practices in Gifted Education provides concise, up-to-date, research-based advice to educators, administrators, and parents of gifted and talented youth. The 29 practices included in this volume are the result of an extensive examination of educational research on what works with talented youth. The interest in culturally diverse and low-income learners, the means to identify talents, and the need for curriculum that appropriately challenges high-ability youth constitute just a few of the 29 practices. Each practice is organized into a chapter containing two sections: What We Know and What We Can Do. The first section briefly describes the practice and summarizes the research. The second section suggests what course of action a parent, teacher, or administrator might take at home, in the classroom, or at school. The book is a must-have for those who want a guide that makes a connection between research and practical action in gifted education. Texas Association for the Gifted and Talented 2007 Legacy Book Award Winner - Scholar