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Historical Foundations of High-Incidence Disabilities | |
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High-Incidence Disabilities: Definition and Prevalence | |
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Labels and Categories | |
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Disability, Handicap, and Inability | |
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High-Incidence Disabilities and Mild Disabilities | |
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Prevalence | |
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Severity | |
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The Importance of Labels | |
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Educational Services | |
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Identification | |
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Definitions and Terminology | |
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Emotional and Behavioral Disorders | |
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Learning Disabilities | |
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Mild Mental Retardation | |
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Overlap Among High-Incidence Disabilities | |
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Summary | |
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Case Studies | |
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Marcus | |
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Sara | |
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References | |
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The History and Current Trends Surrounding High-Incidence Disabilities | |
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Before the Education for All Handicapped Children Act | |
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The Early 19th Century | |
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Middle to Late 19th Century | |
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The 20th Century | |
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1975-Education for All Handicapped Children Act | |
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The Regular Education Initiative | |
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The Full Inclusion Movement | |
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Reauthorization of EAHCA | |
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The 1990 Reauthorization, Now Idea | |
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The 1997 Reauthorization | |
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The 2004 Reauthorization, NCLB, and Related Events | |
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No Child Left Behind | |
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Summary | |
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Case Study | |
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Greg | |
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References | |
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Understanding Causal Factors Related to High-Incidence Disabilities | |
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Normal (Typical) Development, Abnormal (Atypical) Development, and Risk | |
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Biological Risk Factors | |
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Brain Development and Function | |
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Genes-Heredity | |
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Temperament | |
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Other Biological Risk Factors | |
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Implications of Biological Risk Factors | |
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Environmental Risk Factors | |
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Prenatal Factors | |
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Perinatal Factors | |
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Postnatal Factors | |
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Family Factors | |
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Community Factors | |
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School and Cultural Factors | |
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Interaction of Biological and Environmental Factors | |
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Summary | |
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Case Studies | |
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Chandler | |
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Rhiannon | |
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Lindsey | |
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References | |
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The Unique Characteristics and Learning Needs of Students with High-Incidence Disabilities | |
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Characteristics of Students with Learning Disabilities | |
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History | |
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Foundation Period | |
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Emergent Period | |
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Characteristics | |
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Early Childhood | |
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Elementary Grades | |
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Adolescence | |
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Identification of Students with SLD | |
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Early Childhood | |
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Elementary Grades | |
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Adolescence | |
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Unique Learning Needs of Students with SLD | |
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Early Childhood | |
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Elementary | |
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Adolescence | |
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Summary | |
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Case Studies | |
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Elton | |
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Carmen | |
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Matt | |
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References | |
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Characteristics of Students with Emotional and Behavioral Disorders | |
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Characteristics and Identification of Students with Emotional and Behavioral Disorders | |
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Defining Emotional and Behavioral Disorders | |
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Identification of Students with EBD | |
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Changing Characteristics and Identification of EBD Across Age Levels | |
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Unique Learning Needs and Evidence-Based Practices | |
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Applied Behavior Analysis | |
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Social Competence Interventions | |
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Wraparound and Systems of Care | |
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Psychopharmacology Interventions | |
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Summary | |
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Case Studies | |
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Dean | |
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Larissa | |
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Tommy | |
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References | |
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Characteristics of Students with Mild Mental Retardation | |
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Characteristics and Identification of Students with Mild Mental Retardation (MMR) | |
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Defining Mild Mental Retardation (MMR) | |
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Identification of Students with MMR | |
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Changing Characteristics and Identification of MMR Across Age Levels | |
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Unique Learning Needs and Evidence-Based Practices | |
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Unique Learning Characteristics | |
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Evidence-Based Practices for Students with MMR | |
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Summary | |
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Case Studies | |
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Carrie | |
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Evan | |
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David | |
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References | |
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Characteristics of Students with Other High-Incidence Disabilities | |
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Characteristics and Identification of Students with Attention Deficit Hyperactivity Disorder (ADHD) | |
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Characteristics of ADHD | |
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Identification of ADHD | |
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Unique Learning Needs and Evidence-Based Practices (ADHD) | |
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Characteristics and Identification of Students with Traumatic Brain Injury (TBI) | |
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Characteristics of TBI | |
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Identification of TBI | |
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Unique Learning Needs and Evidence-Based Practices (TBI) | |
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Characteristics and Identification of Students with High-Functioning Autism (HFA) | |
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Characteristics of HFA | |
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Identification of HFA | |
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Unique Learning Needs and Evidence-Based Practices (HFA) | |
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Summary | |
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Case Studies | |
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Samantha | |
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Rachael | |
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JT | |
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References | |
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Educational Instruction | |
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Assessment for Academic Instruction | |
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Purpose and Benefits of Assessment | |
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Screening | |
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Diagnosis | |
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Progress Monitoring | |
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Outcome Measurement | |
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Types of Assessment | |
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Formal Assessments | |
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Informal Assessments | |
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Content of Assessment | |
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Assessing Oral Language | |
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Assessing Written Language | |
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Assessing Reading | |
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Assessing Math | |
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Assessing the Instructional Environment | |
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Assessment Process for High-Incidence Disabilities | |
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Screening, Referral, and Evaluation | |
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Placement and IEP Development | |
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Progress Monitoring | |
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Reevaluation | |
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Testing Accommodations | |
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Current Issues in the Assessment of Students with High-Incidence Disabilities | |
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Summary | |
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Case Studies | |
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Beyonce | |
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Raphael | |
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Heather | |
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References | |
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Evaluation for Social Instruction | |
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Defining Social Competence | |
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Social Skills | |
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Adaptive Behavior | |
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Assessment | |
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Measures | |
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Stages of Learning | |
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Summary | |
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Case Studies | |
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Stevie | |
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Rhiannon | |
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Nick | |
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References | |
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Educational Partnerships | |
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Characteristics of Effective General Education Settings for Students with High-Incidence Disabilities | |
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The Component of an Effective General Education Setting | |
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Establishing the Learning Environment | |
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Manage the Instructional Process Efficiently | |
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Define Diversity as Part of the Setting | |
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Facilitation of Peer Supports and Social Networks | |
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Fostering Collaboration | |
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Integration of Effective Practices | |
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Summary | |
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Case Studies | |
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Mac | |
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Christy | |
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References | |
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Collaboration, Consultation, and Co-Teaching | |
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What Are Collaboration, Consultation, and Co-Teaching? | |
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Are Collaboration, Consultation, and Co-teaching the Same or Different? | |
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Why Collaborate? Historical and Legal Foundations for Collaboration, Consultation, and Co-Teaching | |
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Historical Foundations | |
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Legal Foundations | |
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Summary | |
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Putting Consultation, Collaboration, and Co-Teaching into Practice: How Does It Work? | |
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Who Is Part of the Collaborative Team? | |
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How Does Collaboration Work? | |
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How Does Consultation Work? | |
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How Does Co-teaching Work? | |
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Current Trends and Opportunities for Collaboration, Consultation, and Co-Teaching | |
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Collaborating Within the School | |
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Collaborating Across Schools | |
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Collaborating Outside the School | |
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Evaluating the Effectiveness of Consultation, Collaboration, and Co-Teaching: Data Speak Louder Than Words | |
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Summary | |
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Case Studies | |
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Aaron | |
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Janice/Kevin | |
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Carrie | |
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References | |
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Prevention and Early Intervention: Setting the Stage for Effective Learning | |
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Defining Prevention | |
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Primary and Secondary Conditions | |
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Prevention of EBD | |
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Prevention of LD | |
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Prevention of MMR | |
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Early Intervention | |
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National Agenda | |
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What Works in Early Intervention | |
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Early Intervention: Think Again | |
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Summary | |
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Case Studies | |
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Benton Elementary School | |
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Chandler | |
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Rhiannon | |
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References | |
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Glossary | |
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Name Index | |
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Subject Index | |