Verfügbarkeit: Strategies for teaching students with learning and behavior problems

Strategies for teaching students with learning and behavior problems:

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Bibliographische Detailangaben
Hauptverfasser:	Vaughn, Sharon 1952- (VerfasserIn), Bos, Candace S. (VerfasserIn)
Format:	Buch
Sprache:	English
Veröffentlicht:	Boston ; Munich [u.a.] Pearson 2011
Ausgabe:	8. ed., internat. ed.
Schlagworte:	Erziehung Learning disabled children > Education > United States Problem children > Education > United States Remedial teaching > United States Verhaltensstörung Didaktik Schüler Unterricht Lernbehinderung Lernbehindertenpädagogik Lernbehindertenschule Verhaltensgestörtenpädagogik Kind Lernstörung USA
Online-Zugang:	Inhaltsverzeichnis
Beschreibung:	XXII, 451 S.
ISBN:	9780132573115

Internformat

MARC


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Datensatz im Suchindex

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adam_text	IMAGE 1 PART1 UNDERSTANDINGAND PLANNING INSTRUCTIONFORSTUDENTSWITH LEARNING AND BEHAVIORPROBLEMS 1 PLANNING AND TEACHING FOR UNDERSTANDING 2 STUDENTS WITH LEARNING AND BEHAVIOR PROBLEMS 4 FACTORS TO CONSIDER IN DETERMINING HOW SERIOUS A LEARNING OR BEHAVIOR PROBLEM IS 5 * THE DEFINING FEATURES OF SPECIAL EDUCATION 5 * LEARNING AND EELUCATIONAL ENVIRONMENTS FOR STUDENTS WITH LEARNING ANEL BEHAVIOR PROBLEMS 6 * INCLUDING STUELENTS WITH LEARNING AND BEHAVIOR PROBLEMS 6 IDENTIFYING STUDENTS WITH LEARNING DISABILITIES 8 DEVELOPING AN INDIVIDUALIZED EDUCATION PROGRAM 9 WRITING EFFECTIVE IEP GOALS 12 * FAMILY INVOIVEMENT 13 * STUDENT INVOLVEMENT AND SELF- DETERMINATION 14 * KEY ELEMENTS OF THE TRANSITION PLANNING PROCESS 15 TEACHING STUDENTS WITH LEARNING AND BEHAVIOR PROBLEMS 16 THE LEARNER 17 * THE TEACHER 18 * THE INSTMCTIONAL CYCLE 19 * FEATURES OF EFFECTIVE INSTRUCTION 19 * ASSESSING PROGRESS 19 * TYPES OF EVALUATION MEASURES 20 * DESIGNING INSTRUCTION 24 * DELIVERING INSTRUCTION 27 FOCUSANSWERS 29 MYEDUCATIONLAB 29 2 APPROACHES TO LEARNING AND TEACHING 30 APPLIED BEHAVIOR ANALYSIS 32 MANIPULATING ANTECEDENTS 32 * INCREASING DESIRABLE BEHAVIORS THROUGH CONSEQUENCES 33 * DECREASING UNDESIRABLE BEHAVIORS THROUGH CONSEQUENCES 37 * STAGES OF LEARNING 39 COGNITIVE STRATEGY INSTRUCTION 40 COMMON FEATURES OF COGNITIVE STRATEGY INSTMCTION 40 * TEACHING IMPLICATIONS OF COGNITIVE STRATEGY INSTMCTION 44 SOCIOCULTURAL THEORY 44 USE OF RESOURCES 45 * SODAL NATURE OF LEARNING ANEL INTERACTIVE DIALOGUE 45 * SCAFFOLDED INSTMCTION 46 SCHEMA THEORY 49 SCHEMAS 49 * EXECUTIVE FUNCTIONING OR METACOGNITION 50 * TEACHING IMPLICATIONS OF SCHEMA THEORY 52 FOCUSANSWERS 53 MYEDUCATIONLAB 53 RESPONSE TO INTERVENTION 54 RESPONSETO INTERVENTION 55 PAST AND PRESENT CHALLENGES 56 * INITIATIVES INFLUENCING RTI 57 COMPONENTS OF RESPONSE TO INTERVENTION 60 SCREENING AND PROGRESS MONITORING 60 * THE THREE TIERS OF INTERVENTION 61 * IMPLEMENTING INTERVENTIONS 63 * RTI FOR STUDENTS WHO ARE CULTURALLY AND LINGUISTICALLY DIVERSE 66 * WORKING WITH FAMILIES 68 UNIVERSAL SCREENING 69 USING SCREENING TO MAKE EDUCATIONAL DEDSIONS 69 * USING PROGRESS MONITORING TO ASSESS STUDENTS RESPONSE TO INTERVENTIONS 71 ROLE OFTEACHERS 71 COLLABORATING AND CONSULTING 72 * USING RTI DATA TO IDENTIFY STUDENTS WITH DISABILITIES 72 * PROVIDING INTERVENTIONS 73 * USING RTI MODELS IN MIDDLE SCHOOLS AND HIGH SCHOOLS 75 FOCUS ANSWERS 76 MYEDUCATLONLAB 77 IMAGE 2 PROMOTING SODAL ACCEPTANCE AND MANAGING BEHAVIOR 78 PREPARING THE PHYSICAL AND INSTRUCTIONAL ENVIRONMENT 80 ARRANGING THE ENVIRONMENT 80 * INSTRUCTIONAL MATERIALS AND EQUIPMENT 84 * SCHEDULING 89 * COORDINATING SERVICES FOR STUDENTS WITH LEARNING AND BEHAVIOR PROBLEMS PRIOR TO IDENTIFICATION 93 CLASSROOM MANAGEMENT 93 CLASSROOM MANAGEMENT AND STUDENT BEHAVIOR 94 * POSITIVE BEHAVIORAL SUPPORT 97 DEVELOPING A FUNCTIONAL BEHAVIORAL ASSESSMENT 100 RESPONSE TO INTERVENTION AND CLASSROOM BEHAVIORAL SUPPORT 101 SOCIAL DIFFICULTIES 101 PERCEPTIONS OF STUDENTS WITH SOCIAL DIFFICULTIES 101 * CHARACTERISTICS OF STUDENTS WITH SOCIAL DISABILITIES 105 * SOCIAL DIFFICULTIES THAT ARE PREVALENT DURING ADOLESCENCE 109 * INTERVENTION STRATEGIES 112 * WORKING WITH FAMILIES OF STUDENTS WITH SOCIAL DIFFICULTIES 112 * INTERPERSONAL PROBLEM SOLVING 112 * PRINCIPLES FOR TEACHING SOCIAL SKILLS 116 FOCUS ANSWERS 121 MYEDUCATIONLAB 121 5 COTEACHING AND COLLABORATING: WORKING WITH PROFESSIONALS AND FAMILIES 122 CHALLENGES TO SUCCESSFUL INDUSION AND COTEACHING 124 CHALLENGES TO SPECIAL EDUCATION TEACHERS 125 * UNDERSTANDING THE CHALLENGES OF GENERAL EDUCATION CLASSROOMS 125 CONSULTATION AND COLLABORATION 126 PROCEDURES FOR COLLABORATION WITHIN A RESPONSE TO INTERVENTION (RTI) FRAMEWORK 127 * RESOURCES NEEDED FOR COLLABORATION 128 * COLLABORATION ISSUES AND DILEMMAS 128 * COTEACHING 131 * COLLABORATION WITH PARAPROFESSIONALS AND FAMILIES 138 COMMUNICATION WITH OTHER PROFESSIONALS 141 PRINCIPLES OF COMMUNICATION 141 * DEVELOPING INTERVIEWING SKILLS 142 WORKING WITH OTHER PROFESSIONALS 143 COMMUNICATION WITH GENERAL EDUCATION TEACHERS 144 WORKING WITH FAMILIES 145 FAMILY ADJUSTMENT 145 * FAMILY-CENTERED PRACTICE 146 * FAMILY INVOLVEMENT WITH SCHOOLS 146 * INDIVIDUALS WITH DISABILITIES EDUCATION ACT AND FAMILY INVOLVEMENT 148 * CRITERIA FOR ESTABLISHING AN IFSP 149 * RESPONSE TO INTERVENTION AND FAMILY INVOLVEMENT 149 FOCUSANSWERS 151 MYEDUCATIONLAB 151 PART2 INSTRUCTINCSTUDENTSWITH LEARNINGAND BEHAVIORPROBLEMS ASSESSINGAND TEACHING ORAL LANGUAGE 152 CONTENT OF LANGUAGE INSTRUCTION 154 RELATIONSHIP OF ORAL AND WRITTEN COMMUNICATION 155 * COMPONENTS OF LANGUAGE 155 * SCHOOL-AGE LANGUAGE DEVELOPMENT AND DIFFICULTIES 158 GUIDELINES FOR TEACHING LANGUAGE 163 GENERAL GUIDELINES FOR TEACHING ORAL LANGUAGE 163 * TEACHING CONTENT 168 * TEACHING FORM 172 * TEACHING USE 173 PLANNING INSTRUCTION FOR STUDENTSWHO ARE CULTURALLY AND LINGUISTICALLY DIVERSE 174 DIVERSITY 174 * SECOND LANGUAGE ACQUISITION 174 * STRATEGIES FOR TEACHING CULTURALLY AND LINGUISTICALLY DIVERSE LEARNERS 177 WORKING WITH FAMILIES TO EXTEND LANGUAGE CONCEPTS 177 RESPONSETO INTERVENTION: WORKING WITH THE SPEECH/LANGUAGETEACHER 178 ASSESSMENT AND INTERVENTION 178 FOCUS ANSWERS 186 MYEDUCATIONLAB 187 ASSESSINGAND TEACHING READING: PHONOLOGICAL AWARENESS, PHONICS, AND WORD RECOGNITION 188 READING AND READING INSTRUCTION 190 PHONOLOGICAL AWARENESS, LETTER-SOUND CORRESPONDENCE, AND PHONICS 192 DEVELOPMENT OF PHONOLOGICAL AWARENESS AND PHONICS 193 * TEACHING PHONOLOGICAL AWARENESS AND PHONICS 194 * RESPONSE TO INTERVENTION AND PROGRESS MONITORING: PHONOLOGICAL AWARENESS AND PHONICS 196 * TEACHING LETTER-SOUND CORRESPONDENCES 198 * GUIDELINES FOR TEACHING CONTENTS IMAGE 3 8 LETTER-SOUND CORRESPONDENCES 201 * FAMILY PARTICIPATION IN BEGINNING READING 203 WORD IDENTIFICATION, DECODING, AND WORD STUDY 203 WHAT IS A SIGHT WORD? 203 * DECODING STRATEGIES FOR IDENTIFYING WORDS 204 TEACHING PHONICS, WORD RECOGNITION, AND WORD STUDY 211 EXPLICIT CODE INSTRUCTION 212 * IMPLICIT CODE INSTRUCTION 222 * TECHNIQUES FOR BUILDING SIGHT WORDS 226 FOCUS ANSWERS 230 MYEDUCATIONLAB 231 ASSESSINGAND TEACHING READING: FLUENCY AND COMPREHENSION 232 ASSESSING FLUENCY AND MONITORING STUDENT PROGRESS 234 MONITORING STUDENT PROGRESS IN FLUENCY 234 * USING ORAL READING FLUENCY SCORES TO ESTAHLISH FLUENCY GOALS 235 * RESPONSE TO INTERVENTION (RTI) AND FLUENCY 236 TEACHING FLUENCY 237 READING ALOUD AND PREVIEWING BOOKS 237 * REPEATED READING 238 * CHORAL REPEATED READING 239 * PEER-SUPPORTED READING 241 * SCAFFOLDED SUSTAINED SILENT READING 242 * READING PERFORMANCE 242 * MAKING EASY BOOKS ACCEPTABLE AMI DIFFICULT BOOKS ACCESSIBLE 243 * INTEGRATING FLUENCY BUILDING INTO A READING PROGRAM 243 * HELPING FAMILIES IMPROVE THEIR CHILDREN S READING FLUENCY 243 ASSESSING COMPREHENSION AND MONITORING PROGRESS IN READING COMPREHENSION 245 RESPONSE TO INTERVENTION AND READING COMPREHENSION 248 TEACHING COMPREHENSION 248 A FRAMEWORK FOR READING COMPREHENSION 249 * GUIDELINES FOR TEACHING READING COMPREHENSION 251 * PREVIEWING, PREDICTING, AND DEVELOPING PRIOR KNOWLEDGE 253 * QUESTIONING STRATEGIES 257 * TEXT STRUCTURE AND SUMMARIZATION STRATEGIES 262 * USING MULTICOMPONENT COGNITIVE STRATEGY INSTRUCTION TO TEACH COMPREHENSION 266 * ADAPTING APPROACHES TO TEACHING READING IN INCLUSIVE CLASSROOMS 271 FOCUS ANSWERS 283 MYEDUCATLONLAB 283 ASSESSINGAND TEACHING WRITING AND SPELLING 284 ASSESSING AND TEACHING THE WRITING PROCESS 286 THE WRITING PROCESS FOR STUDENTS WITH LEARNING AND BEHAVIOR PROBLEMS 286 * MONITORING STUDENT PROGRESS 288 * ELEMENTS OF THE WRITING PROCESS 290 * WHAT CAN FAMILIES DO TO PROMOTE CHILDREN S WRITING? 297 * PROMOTING WRITING 298 * USING COMPUTERS TO FACILITATE WRITING 300 * RESPONSE TO INTERVENTION AND WRITING 301 * IMPROVING THE WRITING OF OLDER STUDENTS 301 ASSESSING AND TEACHING SPELLING 302 ERROR ANALYSIS 303 * TRADITIONAL SPELLING INSTRUCTION 304 * PHONICS RULES FOR SPELLING 305 * PRINCIPLES FOR TEACHING SPELJING TO STUDENTS WITH LEARNING DIFFICULTIES 305 * SPELLING APPROACHES 306 * INSTRUCTIONAL PRACTICES IN SPELLING 309 TEACHING HANDWRITING AND KEYBOARDING 310 HANDWRITING PROBLEMS 310 * MANUSCRIPT AND CURSIVE WRITING 310 * REVERSALS 311 * COMPONENTS OF HANDWRITING 311 * INSTRUCTIONAL PRINCIPLES FOR TEACHING HANDWRITING 312 * HANOVER CURSIVE WRITING METHOD 313 * TEACHING HANDWRITING AT THE HIGH SCHOOL LEVEL 313 * TEACHING KEYHOARDING 31 3 FOCUS ANSWERS 318 MYEDUCATIONLAB 319 LQ} ASSESSINGAND TEACHING CONTENT AREA LEARNING AND VOCABULARY INSTRUCTION 320 TEACHING CONTE NT AREA INFORMATION AND VOCABULARY 322 TYPES OF VOCAHULARY AND VOCABULARY INSTRUCTION 323 * TEACHING VOCABULARY THROUGH SPECIFIC WORD INSTRUCTION 323 * TEACHING VOCABULARY THROUGH WORD-LEARNING STRATEGIES 324 * ASSESSING VOCABULARY 327 * FAMILIES AND VOCABULARY ACQUISITION 327 TEACHING CONTENT AREA READING THROUGH CONTENT ENHANCEMENT 328 SELECTING THE BIG IDEA OF CONTENT LEARNING 328 * SELECTING CONCEPTS AND RELATED VOCABULARY 329 * EVALUATING INSTRUCTIONAL MATERIALS 329 * ASSESSING STUDENTS BACKGROUND KNOWLEDGE 332 * USING PRELEARNING CONTENTS IMAGE 4 ACTIVITIES 332 * REINFORCING CONCEPT LEARNING DURING AND AFTER LEARNING 340 MAKING ADAPTATIONS 341 ADAPTING TEXTBOOKS 341 * ADAPTING CLASS ASSIGNMENTS AND HOMEWORK 344 * CONSTRUCTING AND ADAPTING TESTS 345 STUDY SKILLS AND LEARNING STRATEGIES 347 PERSONAL DEVELOPMENT SKILLS 347 * PROCESS SKILLS 351 * EXPRESSION SKILLS 354 FOCUS ANSWERS 365 MYEDUCATIONLAB 365 11 ASSESSING AND TEACHING MATHEMATICS 366 FACTORS INFLUENCING MATH ABILITY 368 TEACHING CONSIDERATIONS 370 * CONSIDERATIONS FOR STUDENTS WHO ARE CULTURALLY AND LINGUISTICALLY DIVERSE: ENHANCING SKILLS IN MATHEMATICS 373 ASSESSING AND PROGRESS-MONITORING MATHEMATICS PERFORMANCE 374 ASSESSING NUMBER SENSE 376 * HOW EFFECTIVE ARE TEST ACCOMMODATIONS IN MATHEMATICS FOR STUDENTS WIRH DISABILITIES? 377 * RESPONSE TO INTERVENTION (RTI) AND MATH 378 PRENUMBER SKILLS 378 ONE-TO-ONE CORRESPONDENCE 378 * CLASSIFICATION 379 * SERIATION 379 * AIGEBRAIC PRINCIPLES 379 MATH CONCEPTS AND COMPUTATION 379 NUMERATION AND PLACE VALUE 379 * ADDITION, SUBTRACTION, MULTIPLICATION, AND DIVISION 384 * FRACTIONS 390 * MEASUREMENT 391 PROBLEM SOLVING 392 FACTORS AFFECTING SUCCESSFUL VERBAL PROBLEM SOLVING 393 * METHODS OF TEACHING STORY PROBLEM SOLVING 394 IMPROVING MATH PERFORMANCE 397 COGNITIVE APPROACHES 397 * BEHAVIORAL APPROACHES 397 * FOCUS ON REAL-WORLD MATHEMATICS 398 * CURRICULA AND MATERIALS 399 FOCUS ANSWERS 408 MYEDUCATIONLAB 409 REFERENCES 411 NAME INDEX 437 SUBJECT INDEX 443 CONTENTS
any_adam_object	1
author	Vaughn, Sharon 1952- Bos, Candace S.
author_GND	(DE-588)1164710974
author_facet	Vaughn, Sharon 1952- Bos, Candace S.
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author_sort	Vaughn, Sharon 1952-
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building	Verbundindex
bvnumber	BV037316909
callnumber-first	L - Education
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callnumber-raw	LC4705
callnumber-search	LC4705
callnumber-sort	LC 44705
callnumber-subject	LC - Social Aspects of Education
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ctrlnum	(OCoLC)859427335 (DE-599)BVBBV037316909
dewey-full	371.9
dewey-hundreds	300 - Social sciences
dewey-ones	371 - Schools and their activities; special education
dewey-raw	371.9
dewey-search	371.9
dewey-sort	3371.9
dewey-tens	370 - Education
discipline	Pädagogik
edition	8. ed., internat. ed.
format	Book
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geographic_facet	USA
id	DE-604.BV037316909
illustrated	Not Illustrated
indexdate	2024-07-09T23:21:56Z
institution	BVB
isbn	9780132573115
language	English
lccn	2010048787
oai_aleph_id	oai:aleph.bib-bvb.de:BVB01-022471202
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physical	XXII, 451 S.
publishDate	2011
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publisher	Pearson
record_format	marc
spelling	Vaughn, Sharon 1952- Verfasser (DE-588)1164710974 aut Strategies for teaching students with learning and behavior problems Sharon Vaughn, Candace S. Bos 8. ed., internat. ed. Boston ; Munich [u.a.] Pearson 2011 XXII, 451 S. txt rdacontent n rdamedia nc rdacarrier Erziehung Learning disabled children Education United States Problem children Education United States Remedial teaching United States Verhaltensstörung (DE-588)4062872-3 gnd rswk-swf Didaktik (DE-588)4070463-4 gnd rswk-swf Schüler (DE-588)4053369-4 gnd rswk-swf Unterricht (DE-588)4062005-0 gnd rswk-swf Lernbehinderung (DE-588)4123636-1 gnd rswk-swf Lernbehindertenpädagogik (DE-588)4133163-1 gnd rswk-swf Lernbehindertenschule (DE-588)4129316-2 gnd rswk-swf Verhaltensgestörtenpädagogik (DE-588)4232601-1 gnd rswk-swf Kind (DE-588)4030550-8 gnd rswk-swf Lernstörung (DE-588)4035420-9 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Schüler (DE-588)4053369-4 s Lernstörung (DE-588)4035420-9 s Didaktik (DE-588)4070463-4 s DE-604 Lernbehinderung (DE-588)4123636-1 s 1\p DE-604 Verhaltensstörung (DE-588)4062872-3 s 2\p DE-604 Kind (DE-588)4030550-8 s Unterricht (DE-588)4062005-0 s 3\p DE-604 4\p DE-604 Verhaltensgestörtenpädagogik (DE-588)4232601-1 s 5\p DE-604 Lernbehindertenschule (DE-588)4129316-2 s 6\p DE-604 Lernbehindertenpädagogik (DE-588)4133163-1 s 7\p DE-604 Bos, Candace S. Verfasser aut Inhaltsverzeichnis application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=022471202&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 3\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 4\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 5\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 6\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 7\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk
spellingShingle	Vaughn, Sharon 1952- Bos, Candace S. Strategies for teaching students with learning and behavior problems Erziehung Learning disabled children Education United States Problem children Education United States Remedial teaching United States Verhaltensstörung (DE-588)4062872-3 gnd Didaktik (DE-588)4070463-4 gnd Schüler (DE-588)4053369-4 gnd Unterricht (DE-588)4062005-0 gnd Lernbehinderung (DE-588)4123636-1 gnd Lernbehindertenpädagogik (DE-588)4133163-1 gnd Lernbehindertenschule (DE-588)4129316-2 gnd Verhaltensgestörtenpädagogik (DE-588)4232601-1 gnd Kind (DE-588)4030550-8 gnd Lernstörung (DE-588)4035420-9 gnd
subject_GND	(DE-588)4062872-3 (DE-588)4070463-4 (DE-588)4053369-4 (DE-588)4062005-0 (DE-588)4123636-1 (DE-588)4133163-1 (DE-588)4129316-2 (DE-588)4232601-1 (DE-588)4030550-8 (DE-588)4035420-9 (DE-588)4078704-7
title	Strategies for teaching students with learning and behavior problems
title_auth	Strategies for teaching students with learning and behavior problems
title_exact_search	Strategies for teaching students with learning and behavior problems
title_full	Strategies for teaching students with learning and behavior problems Sharon Vaughn, Candace S. Bos
title_fullStr	Strategies for teaching students with learning and behavior problems Sharon Vaughn, Candace S. Bos
title_full_unstemmed	Strategies for teaching students with learning and behavior problems Sharon Vaughn, Candace S. Bos
title_short	Strategies for teaching students with learning and behavior problems
title_sort	strategies for teaching students with learning and behavior problems
topic	Erziehung Learning disabled children Education United States Problem children Education United States Remedial teaching United States Verhaltensstörung (DE-588)4062872-3 gnd Didaktik (DE-588)4070463-4 gnd Schüler (DE-588)4053369-4 gnd Unterricht (DE-588)4062005-0 gnd Lernbehinderung (DE-588)4123636-1 gnd Lernbehindertenpädagogik (DE-588)4133163-1 gnd Lernbehindertenschule (DE-588)4129316-2 gnd Verhaltensgestörtenpädagogik (DE-588)4232601-1 gnd Kind (DE-588)4030550-8 gnd Lernstörung (DE-588)4035420-9 gnd
topic_facet	Erziehung Learning disabled children Education United States Problem children Education United States Remedial teaching United States Verhaltensstörung Didaktik Schüler Unterricht Lernbehinderung Lernbehindertenpädagogik Lernbehindertenschule Verhaltensgestörtenpädagogik Kind Lernstörung USA
url	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=022471202&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
work_keys_str_mv	AT vaughnsharon strategiesforteachingstudentswithlearningandbehaviorproblems AT boscandaces strategiesforteachingstudentswithlearningandbehaviorproblems

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