Exceptional children

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  Año 2015, Vol. 81, Número 2

  • Inclusion versus specialized intervention for very-low-performing students: What does access mean in an era of academic challenge?

    Lynn S. Fuchs, Douglas Fuchs, Donald L. Compton, Joseph H. Wehby, Robin F. Schumacher, Russell Gersten, Nancy C. Jordan

    • Resumen

    págs. 134-157

    

  • Impact of enhanced anchored instruction in inclusive Math classrooms

    Brian A. Bottge, Michael D. Toland, Linda Gassaway, Mark Butler, Sam Choo, Ann Katherine Griffen, Xin Ma

    • Resumen

    págs. 158-175

    

  • Comparative study of bullying victimization among students in general and Special Education

    Michael T. Hartley, Sheri Bauman, Charisse L. Nixon, Stan Davis

    • Resumen

    págs. 176-193

    

  • What does research say about social perspective-taking interventions for students with HFASD?

    Candice M. Southall, Jonathan M. Campbell

    • Resumen

    págs. 194-208

    

  • Influences on teachers’ decisions about literacy for secondary students with severe disabilities

    Andrea L. Ruppar, Janet S. Gaffney, Stacy K. Dymond

    • Resumen

    págs. 209-226

    

  • Is performance feedback for educators an evidence-based practice?: A systematic review and evaluation based on single-case research

    Lindsay M. Fallon, Melissa A. Collier-Meek, Daniel M. Maggin, Lisa M. H. Sanetti, Austin H. Johnson

    • Resumen

    págs. 227-246

    

  • Unequal opportunities: A profile of the distribution of Special Education Teachers

    Loretta Mason-Williams

    • Resumen

    págs. 247-262