DISCREPANCY BETWEEN DEFINITIONS OF LEARNING DISABILITIES AND SCHOOL PRACTICES: AN EMPIRICAL INVESTIGATION
Saved in:
MACMILLAN, D.L., ET AL., DISCREPANCY BETWEEN DEFINITIONS OF LEARNING DISABILITIES AND SCHOOL PRACTICES: AN EMPIRICAL INVESTIGATION. JOURNAL OF LEARNING DISABILITIES, Vol. 31, no. 4 (1998), p. 314-326.
Ref.
72769
Sted:
SIIS R.113
Palabras clave:
Clasificación, Concepto, Discapacidad intelectual, Problemas de aprendizaje, EE.UU.
Clasificación, Concepto, Discapacidad intelectual, Problemas de aprendizaje, EE.UU.
Lignende værker: DISCREPANCY BETWEEN DEFINITIONS OF LEARNING DISABILITIES AND SCHOOL PRACTICES: AN EMPIRICAL INVESTIGATION
- IS IQ-ACHIEVEMENT DISCREPANCY RELEVANT IN THE DEFINITION OF ARITHMETIC LEARNING DISABILITIES
- HEIGHTENED CONCERNS OVER THE 1992 AAMR DEFINITION: ADVOCACY VERSUS PRECISION
- IQ-DISCREPANCY DEFINITIONS AND THE DIAGNOSIS OF LD
- OPERATIONALIZING A DEFINITION OF LEARNING DISABILITIES
- CONCEPTUAL AND PSYCHOMETRIC CONCERNS ABOUT THE 1992 AAMR DEFINITION OF MENTAL RETARDATION
- THE INFLUENCE OF LEVEL OF DISCREPANCY ON THE IDENTIFICATION OF STUDENTS WITH LEARNING DISABILITIES