Xin, Y. P., Jitendra, A. K., & Deatline-Buchman, A. (2005). Effects of mathematical word problem-solving instruction on middle school students with learning problems. The Journal of Special Education, 39(3), 181-192.
Dahlin, K.I.E. (2010). Effects of working memory training on reading in children with special needs. Reading and Writing, 24(4), 479-491.
Simple solutions such as carpets, curtains, doors, windows, rubber shoes on furniture legs can help reduce background noise levels and improve classroom acoustics.
Check-ins allow educators to understand learners' experiences more deeply and build trusting relationships that can support students' Emotions and Learner Mindset.
Check-ins allow educators to understand learners' experiences more deeply and build trusting relationships that can support students' Emotions and Learner Mindset.
Check-ins allow educators to understand learners' experiences more deeply and build trusting relationships that can support students' Emotions and Learner Mindset.
Check-ins allow educators to understand learners' experiences more deeply and build trusting relationships that can support students' Emotions and Learner Mindset.
Check-ins allow educators to understand learners' experiences more deeply and build trusting relationships that can support students' Emotions and Learner Mindset.
Check-ins allow educators to understand learners' experiences more deeply and build trusting relationships that can support students' Emotions and Learner Mindset.
Rao, K., Torres, C., & Smith, S. J. (2021). Digital tools and UDL-based instructional strategies to support students with disabilities online. Journal of Special Education Technology, 36(2), 105-112.
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