Focus on exceptional children最新文献

{"title":"Down Syndrome: Literacy and Socialization in School.","authors":"J. Rynders","doi":"10.17161/FOEC.V38I1.6815","DOIUrl":"https://doi.org/10.17161/FOEC.V38I1.6815","url":null,"abstract":"Parents of a child who has Down syndrome often feel that the school years are-to paraphrase Charles Dickens' famous words-\"the best of times, the worst of times.\" They are the best of times because mothers and fathers can count on having 1215 years of legally mandated, familiar, continuous, programming for their son or daughter. These same years, however, also can be the worst of times. The secondary schooling years in particular are those during which intellectually demanding tasks and peer pressure magnify the presence of the child's special needs (and perhaps vulnerability). Excerpts from some of the EDGE parent interviews reveal a few of the challenges of the schooling years, not only for their child but for them as mothers and fathers as well. These interview findings were gathered when sons and daughters of EDGE parents were about 21 years of age. *","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":" ","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2017-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46178204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Planning the IEP for Students with Emotional and Behavioral Disorders.","authors":"B. Johns, E. Crowley, E. Guetzloe","doi":"10.17161/FOEC.V34I9.6792","DOIUrl":"https://doi.org/10.17161/FOEC.V34I9.6792","url":null,"abstract":"The IEP is the driving force in planning an effective educational program for the student. Wood (1992) calls the IEP a \"road map for instruction\" (p. 11). The 1996 report from the Wingspread Conference on Accountability in Special Education called the IEP the \"heart of the special education system\" (National Association of State Directors of Special Education, p. 1). It is a safeguard for students and the students' families-it is the document that ensures that children receive specially designed instruction to meet their individual needs. MAY 2002","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":" ","pages":"1-12"},"PeriodicalIF":0.0,"publicationDate":"2017-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17161/FOEC.V34I9.6792","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42274784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Selecting Instructional Strategies for Gifted Learners","authors":"J. Vantassel-Baska","doi":"10.17161/FOEC.V36I3.6801","DOIUrl":"https://doi.org/10.17161/FOEC.V36I3.6801","url":null,"abstract":"Teachers employ certain techniques and delivery systems in the classroom to provide appropriate curricula to gifted learners. Most instructional strategies have some value in working with the gifted, but those strategies that allow for more open-ended, interactive, and generative learning behavior are probably most beneficial. How do we know what strategies work? One way is to examine the strategies used in exemplary programs that reflect positive growth gains for gifted learners. Four programs that meet this criterion are the William and Mary language arts and science curriculum, Junior Great Books, Philosophy for Children, and Man: A Course of Study (MACOS). Students exposed to these programs have demonstrated growth gains in critical thinking and interpretation of written material (Lipman, 1988; Norris, 1985; Sternberg & Bhana, 1986; VanTassel-Baska, Zuo, Avery, & Little, 2002), and scientific research skills (VanTasselBaska, Bass, Ries, Poland, & Avery, 1998). The common instructional strategy across these programs is inquiry, the use of questions to stimulate and expand thinking about what has been read, experienced, or seen. Thus, gifted educators typically promote inquiry and question asking as key elements in gifted programs. Another way to ascertain effective strategies is to observe what exemplary teachers of the gifted do to facilitate growth in their students. Martinson ( 197 4) developed an observational rating scale for recording the behaviors of gifted teachers. Subsequent adaptations to that scale have sought to extend our understanding of teacher behaviors based on general teacher education research as well as our understanding of what works with the gifted (VanTassel-Baska, 1995). The behaviors evaluated in teachers of the gifted in the Saturday and summer programs at the College of William and Mary consist of the following:","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17161/FOEC.V36I3.6801","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44593477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Literacy Instruction for Secondary Students With Disabilities","authors":"K. Malmgren, Beverly J. Trezek","doi":"10.17161/FOEC.V41I6.6838","DOIUrl":"https://doi.org/10.17161/FOEC.V41I6.6838","url":null,"abstract":"While the professional literature and discourse has continually reinforced the importance of building and strengthening the reading skills of young children, it has long overlooked the importance of literacy instruction at the secondary level, particularly for adolescents who still struggle with reading. Recent initiatives aimed at improving the reading skills of the nation's youth (e.g., Reading First, No Child Left Behind) have resulted in improvements in skills across learners in the early grades; however, the same improvements have not been realized for adolescents. According to the recent National Assessment of Education Progress (NAEP), there was no significant change in the percentage of readers considered proficient in eighth grade from 1992-2007, whereas the percentage of proficient readers in fourth grade rose significantly over the same period of time (Lee, Grigg, & Donahue, 2007). Compounding the problem, remedial support for literacy is typically provided only at the elementary school level. Consequently, students who enter secondary school still struggling with reading tend to continue to struggle throughout their middle and high school years (Deshler, Palincsar, Biancarosa, & Nair, 2007; Hasselbring & Goin, 2004). In a recent meta-analytic review of interventions for adolescent struggling readers, Scammacca et al. (2007) offered several implications for practice. First, and perhaps most important, the authors indicated that adolescence is not too late to intervene and even older students with learning disabilities benefit from targeted interventions at both the word and text level. Specifically, interventions that focus on word study, developing word meanings and concepts as well as comprehension strategies are appropriate and beneficial for adolescent struggling readers. Adolescents who struggle to read have unique needs. Recent research suggests components of effective reading instruction as defined by the National Reading Panel (NRP) which we have situated within Chall's (1996) interactive model of reading development. We summarize Chall's model and the components of effective reading instruction detailed in the NRP, followed by a summary of several effective interventions focused on the development of these components at the secondary (i.e., middle and high school) level. Additionally, we provide readers with information about additional resources for improving literacy instruction for struggling secondary readers.","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17161/FOEC.V41I6.6838","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44812841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teacher Education Reform within University Special Education Programs.","authors":"R. Sapona, J. Etienne, Anne M. Bauer, Ann E. Fordon, L. Johnson, Martha S. Hendricks-Lee, Nelson C. Vincent","doi":"10.17161/FOEC.V38I5.6819","DOIUrl":"https://doi.org/10.17161/FOEC.V38I5.6819","url":null,"abstract":"Colleges and universities across the country are making efforts in teacher education reform in order to better the training of instructors and therefore the education of children. Our journey-to redesign our teacher education program in special education at the University of Cincinnati-began in 1985 with internal events (new faculty members, changes in department head) and external events ( changes in our profession) resulting in a critical period of self-examination. After we began this process, the College of Education at the University of Cincinnati accepted an invitation to become a member of the Holmes Group. 1 Membership in the Holmes Group committed all teacher education programs in the College of Education to a comprehensive reform agenda, with a central focus on urban education. In previous years the college's connections with schools and teachers, and among ourselves as teacher educators, depended primarily on personal relationships initiated and sustained by faculty, and not on institutional and programmatic agreements. We now had an opportunity to pursue program reform efforts within a wider context (the entire College of Education) and to have an impact on teacher education programs beyond special education. As we reviewed artifacts for this article ( documents prepared for college administration, state certification review, NCATE reviews, and minutes from program meetings), we observed several phenomena that were key to changes in our program: learning to talk with one another, leaving the safety of our own group, and developing a special education core. As we shifted the focus of our teacher education efforts, we were able to articulate our program more carefully and work with other teacher education programs within the college as well as develop new relationships with teachers in the Professional Practice Schools (also known as Professional Development Schools). These changes were facilitated and supported by a collegewide reform effort now referred to as the Cincinnati Initiative for Teacher Education. In this article then, we describe two aspects of interrelated changes in teacher education. We share various aspects of our journey through the reform process, while describing the influences of collegewide program reform and changes within teacher education on our thinking. Because the reform continues, we report on our work to date, the challenges we confronted, and our next steps.","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"38 1","pages":"1-12"},"PeriodicalIF":0.0,"publicationDate":"2017-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17161/FOEC.V38I5.6819","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46475153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Strategies for Aligning Standards-Based Education and Transition","authors":"D. Bassett, Carol A. Kochhar-Bryant","doi":"10.17161/FOEC.V39I2.6825","DOIUrl":"https://doi.org/10.17161/FOEC.V39I2.6825","url":null,"abstract":"Over the past 20 years, major transformations have occurred in educational, social, political, and economic areas that coqtinue to have an impact on the education and development of youth with disabilities and the institutions that support them. Approximately half of all students with disabilities in 2003-04 spent 80% or more of their day in a general education classroom with their nondisabled peers (National Center for Education Statistics, 2004 ), and antidiscrimination laws have improved access to postsecondary education and employment in a variety of occupations. The national investment is increasing to assist all individuals to access education and employment-preparation programs and foster social and economic independence. Interest in career development and transid.on is higher than it has ever been in the past, in the United States as well as other nations (Gordon, 1999). Successful transition from secondary education is becoming recognized as a chief indicator of the effectiveness of our educational system for preparing youth and young adults for employment, postsecondary education, military service, and adult independence. Preparation for transition from school to adult life involves changes in the individual's self-concept, motivation, and development and is a fragile passage for the adolescent seeking to make difficult life choices (German, Martin, Marshall, & Sale, 2000). This passage is even more delicate for youth with disabilities who need additional support and preparation to make the journey. For professionals seeking to help students on this journey, the process involves forming linkages among education and other human service agencies, including employment and training, adult services, and rehabilitation. The concept of high school transition and preparation for careers has been emerging since the 1950s. Educators and policy makers have come to recognize the role of careervocational development in adolescent development and the importance of providing graduation pathways for youth with different postschool goals. Researchers have explored the range of interventions believed to be associated positively with improved graduation rates","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"39 1","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2017-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45862999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Self-Regulated Strategy Development in the Classroom: Part of a Balanced Approach to Writing Instruction for Students with Disabilities.","authors":"K. Harris, S. Graham, L. Mason","doi":"10.17161/FOEC.V35I7.6799","DOIUrl":"https://doi.org/10.17161/FOEC.V35I7.6799","url":null,"abstract":"Writing is a highly complex process; the writer not only must negotiate the rules and mechanics of writing, but also must maintain a focus on important aspects of writing such as organization, form and features, purposes and goals, audience needs and perspectives, and evaluation of the communication between author and reader (Bereiter & Scardamalia, 1982; Scheid, 1991). In addition, writing requires extensive self-regulation and attention control (Graham & Harris, 1994, 1996, 2000). For skilled writers, writing is a flexible, goal-directed activity that is scaffolded by a rich knowledge of cognitive processes and strategies for planning, text production, and revision. Skilled writers engage in purposeful and active self-direction of these processes and strategies (Harris, Schmidt, & Graham, 1998). In fact, monitoring and directing one's own composing processes are crucial to the development of writing ability (Flower & Hayes, 1980). Leaming to write is difficult and demanding. National and state writing assessments indicate that we are not yet highly effective at developing this critical competency among our students, as the majority of children in American schools demonstrates significant difficulties with narrative, expository, and persuasive writing (Applebee, Langer, Mullis, Latham, & Gentile, 1994; Applebee, Langer, Jenkins, Mullis, & Foertsch, 1990). In addition, children in our schools frequently demonstrate a deteriorating attitude toward writing, even though most children begin school with a positive attitude toward composing (Applebee, Langer, & Mullis, 1986). Scardamalia and Bereiter ( 1986) have identified five areas of writing competence that are particularly difficult for the general school population: (a) generating content, (b) creating an organized structure for compositions, (c) formulating goals and higher level plans, (d) quickly and efficiently executing the mechanical aspects of writing, and (e) revising text and reformulating goals. Researchers have found that students with learning disabilities (LD) or other special needs frequently have greater difficulty with writing than their normally achieving peers (Graham, Harris, & Larsen, 2001; Harris & Graham, 1992, 1999). Generally, students with learning problems produce writing that is less polished, expansive, coherent, and effective than students without learning disabilities (for greater details on the research base, see Graham & Harris, 2002). Research indicates that students with learning disabilities lack critical knowledge of the writing process; have difficulty generating ideas and selecting topics;","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":" ","pages":"1-16"},"PeriodicalIF":0.0,"publicationDate":"2017-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17161/FOEC.V35I7.6799","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48749714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Creating Culturally Responsive Instruction: For Students' and Teachers' Sakes","authors":"D. Ford, Cathy D. Kea","doi":"10.17161/FOEC.V41I9.6841","DOIUrl":"https://doi.org/10.17161/FOEC.V41I9.6841","url":null,"abstract":"to concrete instructional style is the teaching process Student success is the student's and/or caregiver's responsibility any model, this one offers a common framework from which to begin to better understand and work more effectively with African American students while remaining flexible in our thinking and never losing sight of individual differences. Just as important, we must acknowledge that individuals and groups from other cultural backgrounds can and do display one or more of the characteristics, but that these characteristics, to repeat, are often more evident in a student who is African American. Boykin 's Afro-Central Model: One Framework for Culturally Responsive Teaching The culture of African Americans is an amalgamation of their African origins and the assimilation of various Anglo-European orientations to which they were exposed Culturally Responsive/ Relevant Teaching Strategies Learning styles dominate; student-centered instruction Teachers have expertise, but students can and do learn from each other; teaching is bi-directional-teachers can and must also learn from students; students also learn from each other Lectures, debates, discussion, and other teaching methods are used to teach and reinforce learning Lecture, discussion, activity, reinforcement, then testing/ assessment; several assessment options (mastery teaching) Flexible grouping prevails based on students' skills and interests Interdependence and cooperative learning are valued and encouraged among students; family-like atmosphere is promoted The instructional style is concrete to abstract, with examples, stories, and visuals/graphic organizers, to make learning relevant Student success is shared (e.g., teacher's responsibility, student's responsibility, and caregiver's responsibility). Collaboration is essential for students' success as involuntary immigrants (Ogbu, 1992). The bicultural patterns developed are those that help maintain their racial and cultural identity and help them to cope with living in a colorcoded society (Shade, Kelly, & Oberg, 1997). These patterns have been studied extensively (e.g., Hale, 1982; Hollins, 1996; Irvine &Armento, 2001; Ladson-Billings, 1994, 2009; Nobles, 1990). Boykin (1994; Boykin, Tyler, & Miller, 2005; Tyler, Watkins-Lewis, & Kizzie, 2006), however, clustered the modal characteristics into nine characteristics that provide concrete recommendations for creating culturally responsive teaching strategies and suggesting ways for teachers to modify their teaching styles. Spirituality is common among African Americans and has been identified as playing a central role in their being resilient and coping with historical and contemporary 10 FOCUS ON EXCEPTIONAL CHILDREN MAY 2'! 1~9 oppression (e.g., slavery, prejudice, discrimination, poverty). This is a belief in a higher spiritual force or being who is ever-present in one's life and affairs. This belief represents, in some ways, an external locus of control in which faith plays ","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17161/FOEC.V41I9.6841","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42576293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sociocultural Scaffolding as a Means Toward Academic Self-Regulation: Paraeducators as Cultural Brokers","authors":"R. Rueda, Michael Genzuk","doi":"10.17161/FOEC.V40I3.6829","DOIUrl":"https://doi.org/10.17161/FOEC.V40I3.6829","url":null,"abstract":"One of the major developments in both general and special education has been the \"cognitive revolution\" and its impact on instructional practice. While perceptual-motor training and related \"ability training\" models predominated in earlier special education interventions (Meyers & Hammill, 1990), research failed to substantiate their impact on academic achievement (Arter & Jenkins, 1979; Kavale & Forness, 1985). Subsequently, this \"ability training\" perspective has been replaced by a cognitive orientation to learning that is now increasingly dominant in both general and special education. The reason for the increased influence of the cognitive model in special education practice is the realization that many of the learning problems that characterize students with mild learning disabilities are due to problems in the use of learning strategies and self-regulation (Brown, 1978; Brown, Armbruster, & Baker, 1986; Brown & Campione, 1986). Contemporary cognitive psychology focuses on the cognitive processes that learners use to actively make sense of incoming information. More specifically, this perspective focuses on an individual learner's use of strategies for problem solving, his or her metacognitive awareness about when, where, and why to use specific strategies, strategies for self-monitoring, how the individual stores and uses background knowledge, and motivational factors (especially beliefs) that impact learning (Gagne, Yekovich, & Yekovich, 1993; Pressley & McCormick, 1995). The impact of this perspective on the education of students with mild learning disabilities has been substantial (Graham & Harris, 1993; Reid, Hresko, & Swanson, 1996). Students with mild learning problems have been shown to be passive, nonstrategic learners with poor self-monitoring and an often inadequate store of background knowledge. As a result, various interventions have been developed that focus on one or more of these specific aspects. These powerful interventions emphasize the active construction of knowledge and meaning, with a goal of self-regulation, to address poor academic achievement. An example of a successful intervention from this orientation is the reciprocal teaching method for reading comprehension instruction described by Palincsar and Brown (1986). Using explanations and modeling, four strategic activities were taught to groups of","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":" ","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2017-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42638084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"High-Access Instruction: Practical Strategies to Increase Active Learning in Diverse Classrooms.","authors":"K. Feldman, L. Denti","doi":"10.17161/FOEC.V36I7.6805","DOIUrl":"https://doi.org/10.17161/FOEC.V36I7.6805","url":null,"abstract":"Determining how to enhance teaching and motivate students to learn continues to present a challenge for educators. The challenge today is, perhaps, greater than ever, as more diverse students with complex academic and emotional needs look to teachers for social support and academic assistance. Adding to the problem is the fact that creating opportunities for students with learning challenges to access the district's or school's core curriculum of study requires a significant shift in teaching attitude and focus. Research-validated instructional methods have made a substantial difference for students with diverse learning needs, but all too often, creating the time for teachers to learn these methods is not of high priority for the district or school. Further, the organization of schools is sometimes structured in a way that prevents powerful teaching, innovative organizational arrangements, and new curricular approaches. As Peter Senge, organizational expert, stated, \"Schools may fail to incorporate research-validated practices for students with learning disabilities because schools themselves suffer from learning disabilities\" (cited in Knight, 1998, p. 1). To truly meet the academic and social needs of a diverse population of students, organizations will need to re-create themselves to meet this diversity head-on, or they will be left sideswiped by an anachronistic system geared for a student who no longer exists (Katz & Denti, 1996). The ensuing discourse challenges schools to redesign themselves based on the given that every classroom contains a diverse group of students with large variances in prior knowledge, skills, motivation, and ability in English. More specifically, it responds to the demands of classroom diversity by providing empirically valid and practical learning strategies that teachers can implement without extensive training. Further, it suggests that traditional approaches (e.g., undifferentiated curriculum, \"sage on the stage\" teaching, removing children who do not fit) only serve to widen the gaps between successful and struggling students. Challenging the notion that schools are for those students who \"do school well,\" this article offers teachers a view of powerful instruction that empowers all students. The focus of the article is the following question: How can teachers more effectively respond to classroom diversity and help all students improve or \"get smarter\"?","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":" ","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2017-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17161/FOEC.V36I7.6805","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47642211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}