This book presents clear and functional techniques for deciding what students with learning disabilities should be taught and how. This book can also function as a tool to assist pre-service teachers (students) with deciding how to teach and what to teach to regular/non-special education children.
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Rather than focus on the individual as the primary lens into assessment, the authors argue that evaluations should center on the practice of what teachers do in various academic or social curricula. They present several functional decision making models of evaluation and teaching and then apply the
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