Dahlin, K.I.E. (2010). Effects of working memory training on reading in children with special needs. Reading and Writing, 24(4), 479-491.
Schneider, J. J., & Jackson, S. A. (2000). Process drama: A special space and place for writing. The Reading Teacher, 54(1), 38-51.
Casler-Failing, S. (2002). Multimodal and hands-on strategies to promote mathematical knowledge and skill development in students with a special focus on English language learners. Unpublished manuscript, University at Albany, SUNY, Albany, NY.
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This increased Attention is associated with a greater feeling of classroom belonging and student engagement.
Wahyuningsih, E. T., & Suparno, S. (2019, April). Mastery of 4-5 years old children vocabulary in role-playing activities at the role play center. In International Conference on Special and Inclusive Education (ICSIE 2018) (pp. 208-215). Atlantis Press.
This can help learners manage Emotion and reduce anxiety when completing more complex work.
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.
Dahlin, K.I.E. (2010). Effects of working memory training on reading in children with special needs. Reading and Writing, 24(4), 479-491.
Ashburner, J., Ziviani, J., & Rodger, S. (2008). Sensory processing and classroom emotional, behavioral, and educational outcomes in children with autism spectrum disorder. American Journal of Occupational Therapy, 62(5), 564-573.
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