Группа авторов

The Handbook of Language and Speech Disorders


Скачать книгу

of diagnosis for people with learning difficulties and their family carers. Disability and Society, 15(3), 389–409.

      80 Gipps, C. (1999). Socio‐cultural aspects of assessment. Review of Research in Education, 24, 355–392.

      81 Glaser, R., & Silver, E. (1994). Assessment, testing, and instruction: Retrospect and prospect. In L. Darling‐Hammond (Ed.), Review of research in education (Vol. 20, pp. 393–421). Washington, DC: American Educational Research Association.

      82 Goffman, E. (1964). Stigma: Notes on the management of spoiled identity. New York, NY: Simon and Schuster, Inc.

      83 Goldstein, H. (1996). Statistical and psychometric models for assessment. In H. Goldstein & T. Lewis (Eds.), Assessment: Problems, developments and statistical issues (pp. 41–54). Chichester, UK: Wiley.

      84 Goodman, N. (1978). Ways of world making. Indianapolis, IN: Hackett Publishing Company.

      85 Goodwin, C. (2014). Foreword. In M. J. Ball, N. Müller, & R. L. Nelson (Eds.), Handbook of qualitative research in communication disorders (pp. xi–xv). New York, NY: Psychology Press.

      86 Gould, S. J. (1996). The mismeasure of man (Revised and expanded ed.). New York, NY: W.W. Norton & Company.

      87 Grigorenko, E. L. (2009). Dynamic assessment and response to intervention. Two sides of one coin. Journal of Learning Disabilities, 42, 111–132.

      88 Gross, J. (1994). Asperger syndrome: A label worth having? Educational Psychology in Practice, 10(2), 104–110.

      89 Guendouzi, J., & Müller, N. (2006). Approaches to discourse in dementia. Mahwah, NJ: Lawrence Erlbaum Associates.

      90 Gus, L. (2000). Autism: Promoting peer understanding. Educational Psychology in Practice, 16(4), 461–468.

      91 Gutkin, T. B., & Nemeth, C. (1997). Selected factors impacting decision in prereferral intervention and other school‐based teams: Exploring the intersection between school and social psychology. Journal of School Psychology, 35, 195–216.

      92 Halpern, S. A. (1990). Medicalization as a professional process: Postward trends in pediatrics. Journal of Health and Social Behavior, 31, 28–42.

      93 Hamayan, E., Marler, B., Sanchez‐Lopez, C., & Damico, J. (2013). Special education considerations for English language learners: A handbook for intervention teams (2nd ed.). Philadelphia, PA: Caslon Publishing.

      94 Heise, D. R. (2007). Expressive order: Confirming sentiments in social actions. New York, NY: Springer.

      95 Hood, L., McDermott, R., & Cole, M. (1980). “Let’s try to make it a good day”—some not so simple ways. Discourse Processes, 3, 155–168.

      96 Iran‐Nejad, A. (1995). Constructivism as substitute for memorization in learning: Meaning is created by learner. Education, 116, 16–31.

      97 Jensen, P. S., Mrazek, M. D., & Knapp, P. K. (1997). Evolution and revolution in child psychiatry: ADHD as a disorder of adaptation. Journal of the American Academy of Child and Adolescent Psychiatry, 36, 1672–1679.

      98 Kamhi, A. G. (2014). Improving clinical practices for children with language and learning disorders. Language, Speech, and Hearing Services in Schools, 45, 92–103.

      99 Kaufmann, J. M., Hallahan, D. P., & Lloyd, J. W. (1998). Politics, science, and the future of learning disabilities. Learning Disabilities Quarterly, 21, 276–270.

      100 Kavale, K. A., & Forness, S. R. (1998). The politics of learning disabilities. Learning Disabilities Quarterly, 21, 245–273.

      101 Kavale, K. A., & Forness, S. R. (2000). Policy decisions in special education: The role of meta‐analysis. In R. Gersten, E. P. Schiller, & S. Vaughn (Eds.), Contemporary special education research: Synthesis of the knowledge base on critical instructional issues (pp. 281–326). Mahway, NJ: Lawrence Erlbaum Associates.

      102 Kelly, N., & Norwich, B. (2004). Pupils’ perceptions of self and of labels: Moderate learning difficulties in mainstream and special schools. British Journal of Educational Psychology, 74(3), 411–435.

      103 Kirk, S. A., & Kutchins, H. (1992). The selling of DSM: The rhetoric of science in psychiatry. New York, NY: Aldine de Gruyter.

      104 Klasen, H. (2000). A name, what’s in a name? The medicalization of hyperactivity revisited. Harvard Review of Psychiatry, 7, 334–344.

      105 Klassen, R., Tze, V., Betts, S., & Gordon, K. (2011). Teacher efficacy research 1998–2009: Signs of progress or unfulfilled promise? Educational Psychology Review, 23, 21–43.

      106 Kliewer, C., Biklen, D., & Kasa‐Hendrickson, C. (2006). Who may be literate? Disability and resistance to the cultural denial of competence. American Educational Research Journal, 43(2), 163–192.

      107 Kretschmer, R. E. (1991). Exceptionality and the limited English proficient student: Historical and practical contexts. In E. V. Hamayan & J. S. Damico (Eds.), Limiting bias in the assessment of bilingual students (pp. 1–38). Austin, TX: Pro‐Ed.

      108 Kroska, A., & Harkness, S. K. (2008). Exploring the role of diagnosis in the modified Labeling theory of mental illness. Social Psychology Quarterly, 71(2), 193–208.

      109 Kutchins, H., & Kirk, S. A. (1997). Making us crazy: DSM: The psychiatric bible and the creation of mental disorders. New York, NY: The Free Press.

      110 Lemert, E. M. (1967). Human deviance, social problems, and social control. Englewood Cliffs, NJ: Prentice‐Hall.

      111 Leyens, J. P., Yzerbyt, V., & Schadron, G. (1994). Stereotypes and social cognition. London, UK: Sage.

      112 Link, B. G., Cullen, F. T., Struening, E., Shrout, P. E., & Dohrenwend, B. P. (1989). A modified labeling theory approach to mental disorders: An empirical assessment. American Sociological Review, 54, 400–423.

      113 Lohman, D. (1997). Lessons from the history of intelligence testing. International Journal of Educational Research, 27, 359–377.

      114 Loseke, D. R. (1999). Thinking about social problems. New York, NY: Aldine de Gruyter.

      115 Lubinski, D. (2000). Scientific and social significance of assessing individual differences: Sinking shafts at a few critical points. Annual Review of Psychology, 51, 405–444.

      116 MacWhinney, B.. (Ed.) (1998). The emergence of language. Mahwah, NJ: Erlbaum.

      117 Madon, S., Hilbert, G. S., Kyriakatos, E., & Vogel, D. (2006). Stereotyping the stereotypic: When individuals match social stereotypes. Journal of Applied Social Psychology, 36(1), 178–205.

      118 Magnuson, K. A., & Waldfogel, J. (2005). Early childhood care and education: Effects on ethnic and racial gaps in school readiness. The Future of Children, 15, 169–196.

      119 Marshall, H. H. (1996). Implications of differentiating and understanding constructivist approaches. Educational Psychologist, 31, 235–240.

      120 Matson, J. L., Kozlowski, A. M., Hattier, M. A., Horovitz, M., & Sipes, M. (2012). DSM‐IV vs DSM‐5 diagnostic criteria for toddlers with autism. Developmental Neurorehabilitation, 15, 185–190.

      121 Matsueda, R. L. (1992). Reflected appraisals, parental labeling, and delinquency: Specifying a symbolic interactionist theory. American Journal of Sociology, 97, 1577–1611.

      122 Matsueda, R. L. (2014). The natural history of labeling theory. In D. P. Farrington & J. Murray (Eds.), Labeling theory: Empirical tests (pp. 13–44). New York, NY: Taylor & Francis Group.

      123 McDermott, R. (1987). Achieving school failure: An anthropological approach to illiteracy and social stratification. In G. D. Spindler (Ed.), Education and cultural process. Anthropological approaches (2nd ed., pp. 173–209). Prospect, IL: Waveland Press.

      124 McDermott, R. (1993). The acquisition of a child by a learning disability. In S. Chaiklin & J. Lave (Eds.), Understanding practice (pp. 269–305). New York, NY: Cambridge University Press.

      125 McDermott, R., & Varenne, H. (1995). Culture as disability. Anthropology & Education Quarterly, 26,