Greco, V., Beresford, B., & Sutherland, H. (2009). Deaf Children and Young People's Experiences of Using Specialist Mental Health Services. Children & Society, 23(6), 455–469.
Family engagement happens when educators and schools collaborate with families to collectively support their child's learning in meaningful ways, both at school and at home.
Savina, E. (2021). Self-regulation in preschool and early elementary classrooms: Why it is important and how to promote it. Early Childhood Education Journal, 49(3), 493-501.
Sanden, S. (2014). Out of the shadow of SSR: Real teachers' classroom independent reading practices. Language Arts, 91(3), 161.
Cook, A., Johnson, C., & Bradley-Johnson, S. (2015). White noise to decrease problem behaviors in the classroom for a child with attention deficit hyperactivity disorder (ADHD). Child & Family Behavior Therapy, 37(1), 38-50.
Alloway, T.P. (2006). How does working memory work in the classroom? Educational Research and Reviews, 1(4), 134-139.
Approximately 77% of deaf students are learning in general education classrooms, so steps should be taken to ensure that their learning environment accommodates any Hearing-related needs to ensure language skills do not impact other academic skills.
When introducing reading and writing in digital contexts, educators should emphasize and monitor foundational reading skills, highlighting the differences between deeper traditional reading, and skimming strategies used in digital formats.
Educators can support learners by treating them as experts while supporting them in identifying the problem to be solved and guiding them in the process of conducting, analyzing, and sharing their own research.
García Franco, A., Ferrara Reyes, L., & Gómez Galindo, A. A. (2022). Culturally relevant science education and critical thinking in indigenous people: bridging the gap between community and school science. Critical Thinking in Biology and Environmental Education: Facing Challenges in a Post-Truth World, 55-72.
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