Dahlin, K.I.E. (2010). Effects of working memory training on reading in children with special needs. Reading and Writing, 24(4), 479-491.
Dahlin, K.I.E. (2010). Effects of working memory training on reading in children with special needs. Reading and Writing, 24(4), 479-491.
Educational technology can design products that foster an open climate for discussions in a number of ways, including open educational practices (OEP) and open educational resources (OER).
Nepi, L. D., Facondini, R., Nucci, F., & Peru, A. (2013). Evidence from full-inclusion model: The social position and sense of belonging of students with special educational needs and their peers in Italian primary school. European Journal of Special Needs Education, 28(3), 319-332.
Educational technology can design products that foster an open climate for discussions in a number of ways, including open educational practices (OEP) and open educational resources (OER).
Crowell, G., Thoele, J., DeAngelo, S., & Reilly, A. (2021). Intensive Intervention Practice Guide: Using Student Choice to Decrease Challenging Behaviors for Elementary Students with Comorbid Academic and Behavior Difficulties. Office of Special Education Programs, US Department of Education.
Dahlin, K.I.E. (2010). Effects of working memory training on reading in children with special needs. Reading and Writing, 24(4), 479-491.
Unfortunately, since bilingual/multilingual learners' language development in the early grades is typically less well understood, these learners 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.
Dahlin, K.I.E. (2010). Effects of working memory training on reading in children with special needs. Reading and Writing, 24(4), 479-491.
Flores, M. M. (2010). Using the concrete-representational-abstract sequence to teach subtraction with regrouping to students at risk for failure. Remedial and Special Education, 31(3), 195-207.
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