Collaborative for Academic, Social, and Emotional Learning (CASEL). (2003). Safe and sound: An educational leader's guide to evidence-based social and emotional learning (SEL) programs. Chicago, IL: CASEL.
DeSpain, S.N., Conderman, G., & Gerzel-Short, L. (2018). Fostering family engagement in middle and secondary schools. Special and Early Education, 91(6), 236-242.
Dialogic reading can happen both in the classroom and at home with the family, supporting the development of a strong Home Literacy Environment.
Cohen, J. (2001). Social and emotional education: Core concepts and practices. In J. Cohen (Ed.), _Caring classrooms/intelligent schools: The social emotional education of young children _(Chapter 1). New York: Teachers College Press.
Alliance for Excellent Education. (2018). Science of adolescent learning: How body and brain development affect student learning. Retrieved from https://all4ed.org/science-of-adolescent-learning-body-brain-development/
Cohen, J. (2001). Social and emotional education: Core concepts and practices. In J. Cohen (Ed.), Caring classrooms/intelligent schools: The social emotional education of young children (Chapter 1). New York: Teachers College Press.
De Jong, P. F., & van der Leij, A. (2003). Developmental changes in the manifestation of a phonological deficit in dyslexic children learning to read a regular orthography. Journal of Educational Psychology, 95(1), 22-40.
Parchomiuk, M. (2019). Teacher empathy and attitudes towards individuals with disabilities. International Journal of Disability, Development and Education, 66(1), 56-69.
Parchomiuk, M. (2019). Teacher empathy and attitudes towards individuals with disabilities. International Journal of Disability, Development and Education, 66(1), 56-69.
Parchomiuk, M. (2019). Teacher empathy and attitudes towards individuals with disabilities. International Journal of Disability, Development and Education, 66(1), 56-69.
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