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Learning disabilities : (Record no. 6445)

MARC details
000 -LEADER
fixed length control field	06525cam a2200349 a 4500
001 - CONTROL NUMBER
control field	14694058
003 - CONTROL NUMBER IDENTIFIER
control field	OSt
005 - DATE AND TIME OF LATEST TRANSACTION
control field	20200129161447.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field	070111s2008 maua b 001 0 eng
010 ## - LIBRARY OF CONGRESS CONTROL NUMBER
LC control number	2007000632
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number	0205515533 (casebound)
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number	9780205515530 (casebound)
035 ## - SYSTEM CONTROL NUMBER
System control number	(OCoLC)77830288
035 ## - SYSTEM CONTROL NUMBER
System control number	(OCoLC)ocm77830288
040 ## - CATALOGING SOURCE
Original cataloging agency	DLC
Transcribing agency	DLC
Modifying agency	BAKER
--	BTCTA
--	C#P
--	YDXCP
--	DLC
043 ## - GEOGRAPHIC AREA CODE
Geographic area code	n-us---
050 00 - LIBRARY OF CONGRESS CALL NUMBER
Classification number	LC4705
Item number	.B46 2008
082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number	371.9 BEN
Edition number	21
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name	Bender, William N.
245 10 - TITLE STATEMENT
Title	Learning disabilities :
Remainder of title	characteristics, identification, and teaching strategies /
Statement of responsibility, etc.	William N. Bender.
250 ## - EDITION STATEMENT
Edition statement	6th ed.
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc.	Boston :
Name of publisher, distributor, etc.	Pearson/Allyn and Bacon,
Date of publication, distribution, etc.	c2008.
300 ## - PHYSICAL DESCRIPTION
Extent	xiv, 450 p. :
Other physical details	ill. ;
Dimensions	25 cm.
504 ## - BIBLIOGRAPHY, ETC. NOTE
Bibliography, etc. note	Includes bibliographical references and indexes.
505 ## - FORMATTED CONTENTS NOTE
Formatted contents note	section I<br/><br/>Introduction to Learning Disabilities<br/><br/>chapter one<br/><br/>Changing Definitions of Learning Disabilities<br/><br/>Introduction<br/><br/>The Complex History of Learning Disabilities<br/><br/>The Clinical Phase: Early Evolution of the Field<br/><br/>The Classroom Transition Phase: Moving into the School Setting<br/><br/>The Consolidation Phase: The Field Becomes Unified<br/><br/>The Expansion Phase: Services Widen<br/><br/>The Retrenchment Phase<br/><br/>Emerging Theoretical Views<br/><br/>The Revitalization Phase: The Future of Learning Disabilities<br/><br/>A Theoretical Basis for Learning Disabilities<br/><br/>Components of the Current Definitions of Learning Disabilities<br/><br/>Who Are These Kids?<br/><br/>Questions and Activities<br/><br/>References<br/><br/><br/><br/>chapter two<br/><br/>Medical Aspects of Learning Disabilities<br/><br/>Introduction<br/><br/>Medical and Educational Models<br/><br/>Learning and the Nervous System<br/><br/>Etiology of Learning Disabilities<br/><br/>Medical Diagnosis of Learning Disabilities<br/><br/>Medical Treatments for Learning Problems<br/><br/>Summary<br/><br/>Questions and Activities<br/><br/>References<br/><br/><br/><br/>chapter three<br/><br/>Cognition and Language Characteristics of Students<br/>with Learning Disabilities<br/><br/>Introduction<br/><br/>Intelligence<br/><br/>Attention<br/><br/>Memory and Children with Learning Disabilities<br/><br/>Learning Style<br/><br/>Study of Language<br/><br/>Pragmatics: Language in Context<br/><br/>Summary<br/><br/>Questions and Activities<br/><br/>References<br/><br/>chapter four<br/><br/>Personality and Social Characteristics of Students with Learning Disabilities<br/><br/>Introduction<br/><br/>Personality, Risky Behavior, and Self-Determination<br/><br/>Social Development of Children with Learning Disabilities<br/><br/>Summary<br/><br/>Questions and Activities<br/><br/>References<br/><br/>chapter five<br/><br/>Assessment of Learning Disabilities<br/><br/>Introduction<br/><br/>Broad Purposes of Assessment<br/><br/>Assessment for Eligibility Decisions<br/><br/>Sample Eligibility Reports<br/><br/>Assessment for Instruction<br/><br/>Summary<br/><br/>Questions and Activities<br/><br/>References<br/><br/><br/><br/>section II Characteristics of Students with<br/>Learning Disabilities<br/><br/>chapter six<br/><br/>Learning Characteristics in Reading and Language Arts<br/><br/>Introduction<br/><br/>Reading Difficulties of Students with Learning Disabilities<br/><br/>Conceptualization of Reading Skills<br/><br/>Word Recognition and Comprehension<br/><br/>Reading Fluency<br/><br/>Reading Comprehension<br/><br/>Instructional Strategies for Improving Comprehension<br/><br/>Writing Skills<br/><br/>Whole-Language Instruction<br/><br/>Summary<br/><br/>Questions and Activities<br/><br/>References<br/><br/>chapter seven<br/><br/>Learning Characteristics in Math<br/><br/>Introduction<br/><br/>Cognitive Abilities and Math Skills<br/><br/>Types of Math Learning Disabilities<br/><br/>Math Curriculum Standards<br/><br/>Curriculum-Based Assessment in Mathematics<br/><br/>Prognosis in Mathematics<br/><br/>Summary<br/><br/>Questions and Activities<br/><br/>References<br/><br/>CHAPTER EIGHT<br/><br/>Students with Learning Disabilities in the Classroom<br/><br/>Introduction<br/><br/>Adaptive Behavior of Children with Learning Disabilities<br/><br/>Cognitive Characteristics of Adolescents with Learning Disabilities<br/><br/>Social and Emotional Characteristics in Secondary Classrooms<br/><br/>Summary of Educational Characteristics of Adolescents<br/>with Learning Disabilities<br/><br/>Adolescents with Learning Disabilities in Secondary School<br/><br/>Summary<br/><br/>Questions and Activities<br/><br/>References<br/><br/><br/><br/>section III Placement, Services,<br/>and Educational Treatments<br/><br/>CHAPTER NINE<br/><br/>Educational Placements and Services<br/><br/>Introduction<br/><br/>Self-Contained Classes<br/><br/>Resource Rooms<br/><br/>Inclusion<br/><br/>Issues in Placement<br/><br/>Specialized Instructional Strategies<br/><br/>Summary<br/><br/>Questions and Activities<br/><br/>References<br/><br/>CHAPTER TEN<br/><br/>Behavioral Treatment Interventions<br/><br/>Introduction<br/><br/>Common Ground among Behavioral Treatments<br/><br/>Positive Behavioral Supports<br/><br/>Techniques Involving Negative Consequences<br/><br/>Summary of Behavioral Interventions<br/><br/>Specialized Behavioral Strategies<br/><br/>Summary<br/><br/>Questions and Activities<br/><br/>References<br/><br/>CHAPTER ELEVEN<br/><br/>Metacognitive Instructional Approaches for Students<br/>with Learning Disabilities<br/><br/>Introduction<br/><br/>Metacognitive Model of Learning<br/><br/>Other Metacognitive Strategies<br/><br/>Reciprocal Teaching<br/><br/>Scaffolded Instruction<br/><br/>Self-Monitoring<br/><br/>Summary<br/><br/>Questions and Activities<br/><br/>References<br/><br/>CHAPTER TWELVE<br/><br/>Technology for Persons with Learning Disabilities<br/><br/>Introduction<br/><br/>Technology Applications<br/><br/>Multimedia-Enhanced Learning<br/><br/>Instructional Applications of the Internet<br/><br/>Summary<br/><br/>Questions and Activities<br/><br/>References<br/><br/>CHAPTER THIRTEEN<br/><br/>Adults with Learning Disabilities<br/><br/>Introduction<br/><br/>Characteristics of Youth and Adults with Learning Disabilities<br/><br/>Vocational Opportunities<br/><br/>College Opportunities for Youth with Learning Disabilities<br/><br/>Summary<br/><br/>Questions and Activities<br/><br/>References<br/><br/>CHAPTER FOURTEEN<br/><br/>Issues in the Future of Learning Disabilities<br/><br/>Introduction<br/><br/>No Child Left Behind: New Issues in Education<br/><br/>Co-occurring Disorders<br/><br/>Subtyping Research<br/><br/>Services for Adults with Learning Disabilities<br/><br/>Implications of Brain-Compatible Research<br/><br/>Teaching in the Field of Learning Disabilities<br/><br/>Professional Improvement<br/><br/>An Uncertain Future and a Challenge<br/><br/>Questions and Activities<br/><br/>References<br/><br/>Appendix<br/><br/>Objectives for the IEPs of Students with Learning Disabilities<br/><br/>Glossary<br/><br/>Name Index<br/><br/>Subject Index
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element	Learning disabled children
General subdivision	Education
Geographic subdivision	United States.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element	Learning disabilities
Geographic subdivision	United States
Form subdivision	Case studies.
856 41 - ELECTRONIC LOCATION AND ACCESS
Materials specified	Table of contents only
Uniform Resource Identifier	<a href="http://www.loc.gov/catdir/toc/ecip078/2007000632.html">http://www.loc.gov/catdir/toc/ecip078/2007000632.html</a>
906 ## - LOCAL DATA ELEMENT F, LDF (RLIN)
a	7
b	cbc
c	orignew
d	1
e	ecip
f	20
g	y-gencatlg
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme	Dewey Decimal Classification
Koha item type	Reference text books

Holdings
Withdrawn status	Lost status	Source of classification or shelving scheme	Damaged status	Not for loan	Collection code	Home library	Current library	Date acquired	Total Checkouts	Full call number	Barcode	Date last seen	Date last checked out	Price effective from	Koha item type
		Dewey Decimal Classification			R-11/2	All India Institute of Speech and Hearing	All India Institute of Speech and Hearing	29/01/2020	1	371.9 BEN	16108	30/09/2026	08/09/2026	29/01/2020	Reference text books