「教學介入反應」對學習障礙學生鑑定之啟示與挑戰

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dc.contributor.author陳瑋婷zh_tw
dc.date.accessioned2014-10-27T15:21:33Z
dc.date.available2014-10-27T15:21:33Z
dc.date.issued2008-03-??zh_TW
dc.description.abstract本文針對美岡IDEA 2004 通過特殊學習障礙界定所採用教學介入反應(Response to Intervention',簡稱RTf)的相關議題進行探討。探討內容包含五個部份┌ IDEA(2004)針對特殊學何障礙鑑定修改的電點」、「差距標準與RTI 之比較」、RTI應否與個別化心內教育測驗合併實施」、「執行RTf的相關議題」、「RTI對國內學習障礙之啟示」zh_tw
dc.description.abstractFor IDEA2004 in America emphasized the application of RTf in identification of specific clearning disabilities, the author explored related themes in this article. And some suggestions as to how RTI could be referred in Taiwan were introduced in the end.en_US
dc.identifier92AB838C-B2C5-E24B-397D-BAF1B8FD1E73zh_TW
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/16301
dc.language中文zh_TW
dc.publisher國立台灣師範大學特殊教育中心zh_tw
dc.publisherNational Taiwan Normal University Special Education Centeren_US
dc.relation(106)，24-31zh_TW
dc.relation.ispartof特殊教育季刊zh_tw
dc.subject.other教學介入反應zh_tw
dc.subject.other學習障礙zh_tw
dc.subject.other鑑定zh_tw
dc.subject.otherResponse to interventionen_US
dc.subject.otherRTIen_US
dc.subject.otherLearning disabilitiesen_US
dc.subject.otherIdentificationen_US
dc.title「教學介入反應」對學習障礙學生鑑定之啟示與挑戰zh-tw
dc.title.alternativeThe Inspiration and Challenges of Response to Intervention Applied in Identification of Students with Learning Disabilitieszh_tw

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