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West Ashley Library
9 a.m. - 7 p.m.
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Folly Beach Library
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John L. Dart Library
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St. Paul's/Hollywood Library
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Mt. Pleasant Library
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Dorchester Road Library
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Wando Mount Pleasant Library
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Culturally and Linguistically Diverse Students With Learning Disabilities: Building a Framework for Addressing Equity Through Empirical Research.
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- Author(s): Trainor, Audrey A.; Robertson, Phyllis M.
- Source:
Learning Disability Quarterly. Feb2022, Vol. 45 Issue 1, p46-54. 9p. - Source:
- Additional Information
- Subject Terms:
- Abstract: The purpose of this special series is to augment effective instruction for students with learning disabilities who are also considered culturally, racially/ethnically, linguistically, or otherwise diverse. In this paper, we acknowledge the central focus on technical rigor for the purpose of strengthening causal linkages between instruction and learning, thus enhancing instructional efficacy and accuracy. We also recognize that diminished access to effective instruction has contributed to the marginalization of diverse students. In our response to the articles in this series, we focus on the theorization of equity, articulated to varying degrees, underpinning and uniting these papers. Equity underscores the relevancy both of educational diversity and of research methods aimed toward generalizability. We discuss the implications of simultaneously using tools and methods required for both strengthening the empirical research base and studying systemic inequities inherent in our institutions and research practices. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Learning Disability Quarterly is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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