Using this process in book discussions allows learners with varying Speeds of Processing to collect their thoughts before participating.
Teachers can establish quiet spaces in the classroom with supplies such as pencils, paper, models, and resource books to support student practice.
Louie, J., Brodesky, A., Brett, J., Yang, L. M., & Tan, Y. (2008). Math education practices for students with disabilities and other struggling learners: Case studies of six schools in two northeast and islands region states (Issues and answers report, REL 2008-No. 053). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, & Regional Educational Laboratory Northeast and Islands.
During this time, young learners possess the essential skills for making meaning of these social identities and have increased interactions with peers and educators that contribute to Identity development.
By asking students to identify strategies for choosing a just-right book for them, they are able to apply these tips when they choose books on their own.
Fuchs, D., & Fuchs, L.S. (2005). Peer-assisted learning strategies: Promoting word recognition, fluency, and reading comprehension in young children. The Journal of Special Education, 39(1), 34-44.
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.
As students gradually monitor and assess their learning, they begin to recognize the limits of their own knowledge, planning strategies, and ability to evaluate resources.
education system are paradoxically both less likely to be identified as in need of special education services where they may need them and over-identified as needing special education services when they do not.
Christensen, L. B., & Stevns, T. (2012, July). Biblus-A digital library to support integration of visually impaired in mainstream education. In_ International Conference on Computers for Handicapped Persons_ (pp. 36-42). Springer, Berlin, Heidelberg.
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