摘要 : Background In the debate about how to evaluate students suspected of having a learning disability, the role of context in learning has been consistently minimized in the United States.
| 作者 | Riddle~ Shayna |
|---|---|
| 作者单位 | |
| 期刊名称 | 《Child & youth care forum 》 |
| 总页数 | 14 |
| 语种/中图分类号 | 英语 / R1 |
| 关键词 | Learning disabilities Special education Assessment Identification Disabilities Diversity Overrepresentation Culture Culturally responsive practices Response to intervention (RTI) Context |
| 馆藏号 | N2009EPST0003988 |
原文获取