The new impulse: or Hawkins and reform: a brief history of the origin, progress, and effects of the present astonishing temperance movement, and of the life and reformation of John H.W. Hawkins, the distinguished leader. Embellished with a correct likeness of said Hawkins.

Mode of access: Internet.

How to conduct a self-survey of special education needs /

Mode of access: Internet.

Classics old and new; a series of school readers,

A first reader.--A second reader.--A third reader.--A fourth reader.--A fifth reader.

Information about the Office of Special Education and Rehabilitative Services.

Shipping list no.: 90-693-P.

Letter to the Right Hon. the Lord Provost of the City of Edinburgh, regarding the system of education pursued at the high school.

Mode of access: Internet.

New York state library school register 1887-1926.

Four earlier editions were issued as Library school bulletins: no. 2, covering the years 1887-1896; no. 11, 1887-1901; no. 31, 1887-1911; no. 48, 1887-1921.

Annual report of the Board of Education of the Middletown City School District, ...

Latest issue consulted: 1941/1942.

Cataloging as an asset; an address to the New York State Library School, May 1, 1915.

On cover: From G. K. Hall & Co. with all good wishes at Christmas MCMLXVIII.

Special Education Teachers’ Narratives on Literacy Support for Bilingual Students with Dyslexia in Swedish Compulsory Schools

The aim of the study is to investigate how special education teachers talk about their teaching in relation to bilingual students with dyslexia within Swedish compulsory schools. Data consist of transcripts from in-depth interviews with 15 special education teachers. According to the teacher narratives, the special education services appeared to be biased against bilingual students, as the support provided to bilingual students with dyslexia was revealed to be more or less the same as that provided to monolingual Swedish-speaking students with dyslexia. This bias is discussed in relation to the notion of difference blindness as well as in relation to practical constraints. Nevertheless, the teachers strongly advocated collaborative work with mother tongue teachers in order to facilitate dyslexia identification in bilingual students and to gain a more comprehensive picture of their language and literacy competencies, which is a desire that contrasts and contests a pedagogical monolingual master model within special education services.