Envisioning an Improved Continuum of Special Education Services for Students with Learning Disabilities: Considering Intervention Intensity
Author:
Affiliation:
1. Peabody College of Vanderbilt University
2. University of Texas at Austin
3. University of Maryland
4. University of Connecticut
Funder
Office of Special Education Programs, Office of Special Education and Rehabilitative Services
Institute of Education Sciences
Publisher
Wiley
Subject
Developmental and Educational Psychology,Education,Health(social science)
Link
http://onlinelibrary.wiley.com/wol1/doi/10.1111/ldrp.12173/fullpdf
Reference71 articles.
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2. Comparisons of mathematics intervention effects in resource and inclusive classrooms;Bottge;Exceptional Children,2018
3. A systematic review of paraprofessional-delivered educational practices to improve outcomes for students with intellectual and developmental disabilities;Brock;Research and Practice for Persons with Severe Disabilities,2013
4. Effects of a professional development package to prepare special education paraprofessionals to implement evidence-based practice;Brock;The Journal of Special Education,2015
5. Establishing and Maintaining Collaborative Relationships Between Regular and Special Education Teachers in Middle School Social Studies Inclusive Classrooms
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