An Intervention Framework for Learning Disabled Students with Communication Disorders
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This paper presents an intervention framework for the management of communication disorders in learning disabled children. The model is comprised of three major components: communicative intentions, presupposition, and the social organization of discourse. A description of each component is provided along with a review of relevant research. Finally, a set of general instructional guidelines and principles is presented.
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1992 ◽
Vol 16
(1)
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pp. 55-72
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