Sutherland, K. S., Lewis-Palmer, T., Stichter, J., & Morgan, P. L. (2008). Examining the influence of teacher behavior and classroom context on the behavioral and academic outcomes for students with emotional or behavioral disorders. The Journal of Special Education, 41(4), 223-233.
Koponen, T., Salmi, P., Eklund, K., & Aro, T. (2013). Counting and RAN: Predictors of arithmetic calculation and reading fluency. Journal of Educational Psychology, 105(1), 162.
Educators should also meet with the individual learner to evaluate and prescribe goals for the shadowing session(s) and to include the learner's voice in the process.
Educators should also meet with the individual learner to evaluate and prescribe goals for the shadowing session(s) and to include the learner's voice in the process.
Educators should also meet with the individual learner to evaluate and prescribe goals for the shadowing session(s) and to include the learner's voice in the process.
Educators should also meet with the individual learner to evaluate and prescribe goals for the shadowing session(s) and to include the learner's voice in the process.
Educators should also meet with the individual learner to evaluate and prescribe goals for the shadowing session(s) and to include the learner's voice in the process.
Educators should also meet with the individual learner to evaluate and prescribe goals for the shadowing session(s) and to include the learner's voice in the process.
Immordino-Yang, M.H. (2007). A tale of two cases: Lessons for education from the study of two boys living with half their brains. Mind, Brain, and Education, 1, 66-83.
Miller, C. E., & Meyers, S. A. (2015). Disparities in school discipline practices for students with emotional and learning disabilities and autism. Journal of Education and Human Development, 4(1), 255-267.
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