People-First Language, Equity, and Inclusion: How Do We Say It, and Why Does It Matter?
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- Learning Disabilities: A Multidisciplinary Journal, 2017, v. 22, n. 1, p. 74, doi. 10.18666/LDMJ-2017-V22-I1-7961
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- Article
Works matching IS 10466819 AND DT 2017 AND VI 22 AND IP 1
Results: 7
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Parent Perceptions of Parent Involvement With Elementary-Aged Students With Learning Disabilities.
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- Learning Disabilities: A Multidisciplinary Journal, 2017, v. 22, n. 1, p. 61, doi. 10.18666/LDMJ-2017-V22-I1-7973
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- Article
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The Perceived Impact of Unstable Gaps between Academic Ability and Performance on the Self-Image of Students With Learning Disabilities.
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- Learning Disabilities: A Multidisciplinary Journal, 2017, v. 22, n. 1, p. 48, doi. 10.18666/LDMJ-2017-V22-I1-7877
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- Article
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Read-Aloud Accommodations, Expository Text, and Adolescents With Learning Disabilities.
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- Learning Disabilities: A Multidisciplinary Journal, 2017, v. 22, n. 1, p. 34, doi. 10.18666/LDMJ-2017-V22-I1-7932
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- Article
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Using Performance Feedback of Reciprocal Teaching Strategies to Increase Reading Comprehension Strategy Use With Seventh Grade Students With Comprehension Difficulties.
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- Learning Disabilities: A Multidisciplinary Journal, 2017, v. 22, n. 1, p. 21, doi. 10.18666/LDMJ-2016-V22-I1-7991
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- Article
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Tableau's Influence on the Oral Language Skills of Students With Language-Based Learning Disabilities.
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- Learning Disabilities: A Multidisciplinary Journal, 2017, v. 22, n. 1, p. 1, doi. 10.18666/LDMJ-2017-V22-I1-7668
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Editor's Note.
- Published in:
- Learning Disabilities: A Multidisciplinary Journal, 2017, v. 22, n. 1, p. vii
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- Article