McCollin, M., & O'Shea, D. (2005). Increasing reading achievement of students from culturally and linguistically diverse backgrounds. Preventing School Failure: Alternative Education for Children and Youth, 50(1), 41-44.
As communication boards serve as a learners' mode of Communication , the use of communication boards can be incorporated in individualized education plans (IEP) and 504 plans, and can be integrated throughout classroom, curricular and life skill activities inside and outside of the classroom.
Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32(3), 157–163.
Meiklejohn, J., Phillips, C., Freedman, M. L., Griffin, M. L., Biegel, G., Roach, A., ... & Isberg, R. (2012). Integrating mindfulness training into K-12 education: Fostering the resilience of teachers and students. Mindfulness, 3(4), 291-307.
Products can create and share content designed in partnership with educators and racially diverse communities that facilitate conversations about race.
Products can create and share content designed in partnership with educators and racially diverse communities that facilitate conversations about race.
Immordino-Yang, M.H. (2016). Emotion, sociality, and the brain's default mode network: Insights for educational practice and policy. Policy Insights from the Behavioral and Brain Sciences, 3(2), 211–219.
García, O., & Lin, A. M. (2017). Translanguaging in bilingual education. Bilingual and Multilingual Education, 117-130.
García, O., & Lin, A. M. (2017). Translanguaging in bilingual education. Bilingual and Multilingual Education, 117-130.
Kaufman, S.B. (2012, May). The need for pretend play in child development. _The Creativity Post. _Retrieved from http://www.creativitypost.com/education/the_need_for_pretend_play_in_child_development
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