One of the best-loved stories of all time, To Kill a Mockingbird has earned many distinctions since its original publication in 1960. It won the Pulitzer Prize, has been translated into more than forty languages, sold more than thirty million copies worldwide, and been made into an enormously popular movie. Most recently, librarians across the country gave the book the highest of honors by voting it the best novel of the twentieth century.

评To Kill A Mockingbird的两种译本

In Endrew F. v Douglas County School District RE-1, the U.S. Supreme Court affirmed the requirement that schools provide special education services designed to confer educational benefit that is more than de minimis. Endrew offers an opportunity for the special education community to consider whether students with learning disabilities have access to a full continuum of services, including individualized, data-driven, and intensive interventions. We examine predominant models of service delivery, highlight concerns that these are insufficient, and envision an improved continuum of services better aligned with the raised expectations of Endrew. We also highlight important barriers that need to be addressed before an improved continuum can be implemented in many schools in the United States.

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Envisioning an Improved Continuum of Special Education Services for Students with Learning Disabilities: Considering Intervention Intensity.

Being able to identify the main ideas within a complex multi-paragraph content-area text is an essential reading comprehension skill. It is especially important for content-area and special educati...

Supporting Main Idea Identification and Text Summarization in Middle School Co-Taught Classes.

The Project CALI (Content Area Literacy Instruction) instructional framework is designed to enhance reading comprehension for all students, those with disabilities as well as their typically develo...

Individualizing Literacy Instruction in Co-Taught Classrooms Through a Station Teaching Model:

Several strategies that demonstrate promise are available for educators to improve reading comprehension outcomes for students. However, some students, including students with and at risk for learn...

Sentence-Level Gist: Literacy Instruction for Students with Learning Disabilities in Co-Taught Classrooms.

The inclusion of individuals with intellectual disability (ID) in typical settings is increasing. To promote success in these settings, educators must support the reading comprehension of individua...

A Synthesis of Reading Comprehension Interventions for Persons With Mild Intellectual Disability

It is essential that middle school content-area and special education co-teachers adopt evidence-based literacy practices that they can integrate into their content-area instruction to address the ...

Alexandra Shelton

Papers

Supporting Main Idea Identification and Text Summarization in Middle School Co-Taught Classes.

A Synthesis of Reading Comprehension Interventions for Persons With Mild Intellectual Disability

Sentence-Level Gist: Literacy Instruction for Students with Learning Disabilities in Co-Taught Classrooms.

Preparing to Implement Evidence-Based Literacy Practices in the Co-taught Classroom:

Incorporating Evidence-Based Literacy Practices into Middle School Content Areas: