Please use this identifier to cite or link to this item:
https://hdl.handle.net/2440/134942
Full metadata record
DC Field | Value | Language |
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dc.contributor.author | Linzarini, A. | - |
dc.contributor.author | Budgen, S. | - |
dc.contributor.author | Merkley, R. | - |
dc.contributor.author | Gaab, N.R. | - |
dc.contributor.author | Siegel, L. | - |
dc.contributor.author | Aldersey, H. | - |
dc.contributor.author | Anderson, J. | - |
dc.contributor.author | Araya, B.M. | - |
dc.contributor.author | Barnes, M.A. | - |
dc.contributor.author | Boyle, C. | - |
dc.contributor.author | et al.,, | - |
dc.contributor.editor | Duraiappah, A.K. | - |
dc.contributor.editor | van Atteveldt, N.M. | - |
dc.contributor.editor | Borst, G. | - |
dc.contributor.editor | Bugden, S. | - |
dc.contributor.editor | Ergas, O. | - |
dc.contributor.editor | Gilead, T. | - |
dc.contributor.editor | Gupta, L. | - |
dc.contributor.editor | Mercier, J. | - |
dc.contributor.editor | Pugh, K. | - |
dc.contributor.editor | Singh, N.C. | - |
dc.contributor.editor | Vickers, E.A. | - |
dc.date.issued | 2022 | - |
dc.identifier.citation | Reimagining Education: The International Science and Evidence based Education Assessment, 2022 / Duraiappah, A.K., van Atteveldt, N.M., Borst, G., Bugden, S., Ergas, O., Gilead, T., Gupta, L., Mercier, J., Pugh, K., Singh, N.C., Vickers, E.A. (ed./s), Ch.6, pp.356-449 | - |
dc.identifier.isbn | 9789391756048 | - |
dc.identifier.uri | https://hdl.handle.net/2440/134942 | - |
dc.description.abstract | This chapter assesses ways to identify and support children with learning disabilities. Learning disabilities affect many students and are seldom attributable to a single cause. They arise through complex interactions between biological and environmental factors within individual developmental trajectories. Early identification of children at risk for learning disabilities as well as adequate identification of children with learning disabilities are important for ensuring that children have access to the supports they need in order to reach their full potential. Here, we discuss identifying children’s learning needs and providing educational support. Although many school systems recognize the need to provide inclusive education to support all learners, more work is needed to raise awareness and enable adequate evidence-based early identification of children with learning disabilities and support their learning trajectories and instructional needs inside and outside of the classroom. It is also fundamental to acknowledge the importance of research on diverse populations that could inform identification and support in various countries and socio-cultural contexts. | - |
dc.description.statementofresponsibility | Linzarini, A. ... Boyle, C. ... et al. | - |
dc.language.iso | en | - |
dc.publisher | UNESCO | - |
dc.rights | © UNESCO MGIEP 2022. This publication is available in Open Access under the Attribution- ShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) license (http://creativecommons. org/licenses/by-sa/3.0/igo/). By using the content of this publication, the users accept to be bound by the terms of use of the UNESCO Open Access Repository (http://www.unesco.org/open-access/terms-use-ccbysa-en). | - |
dc.source.uri | https://unesdoc.unesco.org/ark:/48223/pf0000380983 | - |
dc.subject | learning disabilities | - |
dc.subject | specific learning disorders | - |
dc.subject | special education | - |
dc.subject | inclusive education | - |
dc.subject | screening | - |
dc.subject | intervention | - |
dc.title | Identifying and supporting children with learning | - |
dc.type | Book chapter | - |
dc.publisher.place | New Delhi | - |
pubs.publication-status | Published | - |
dc.identifier.orcid | Boyle, C. [0000-0001-6196-7619] | - |
Appears in Collections: | Education publications |
Files in This Item:
File | Description | Size | Format | |
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hdl_134942.pdf | Published version | 1.24 MB | Adobe PDF | View/Open |
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