The impact of class heterogeneity on students with learning disabilities

Fields, Barry A. (1999) The impact of class heterogeneity on students with learning disabilities. Australian Journal of Learning Disabilities, 4 (2). pp. 11-16. ISSN 1324-8928

Abstract

In recent years, educational policy makers, researchers and
practitioners have begun to recognise and acknowledge the impact of an increasingly diverse student population on both curriculum design considerations and instructional
practices (Churton, Cranston-Gingras & Blair, 1998; Davis, 1993; Salend, 1998.) The sources of this diversity are in themselves many and varied, but include academic, racial, cultural, linguistic, and socioeconomic differences, as well as differences related to disability and home/family
environment.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Published version deposited in accordance with the copyright policy of the publisher.
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 30 Nov 2007 11:47
Last Modified: 03 Jul 2013 00:19
Fields of Research : 17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology
13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
13 Education > 1303 Specialist Studies in Education > 130312 Special Education and Disability
Socio-Economic Objective: C Society > 93 Education and Training > 9303 Curriculum > 930302 Syllabus and Curriculum Development
Identification Number or DOI: 10.1080/19404159909546589
URI: http://eprints.usq.edu.au/id/eprint/13815

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