Building a Belonging Classroom: A video showing the power of building a Sense of Belonging in the classroom.
Learners can refer to word walls in their classrooms or personal word walls on their desks as visual support during class activities.
Although children have typically developed a wide range of Self-Regulation skills by the end of elementary school, educators still play a critical role in encouraging students to further develop their Self-Regulation capacities in adolescence.
Educational Testing Service. (2006). Designing adaptive, diagnostic math assessments for individuals with and without visual disabilities. Princeton, NJ: Shute, V. J., Graf, E. A., & Hansen, E. G.
Teachers can facilitate guided classroom practice by asking questions that require learners to rehearse, process, and recall the new material.
Creating a classroom library with audio and Braille books promotes reading success for learners with visual differences.
Teachers can bring writing into math classrooms by asking the students to keep records of what they are doing and learning.
Teachers can bring writing into math classrooms by asking the students to keep records of what they are doing and learning.
Campbell, J. A., & Løkken, I. M. (2022). Inside Out: A Scoping Review on Optimism, Growth Mindsets, and Positive Psychology for Child Well-Being in ECEC. Education Sciences, 13(1), 29. MDPI AG. Retrieved from http://dx.doi.org/10.3390/educsci13010029
Waters, L., Barsky, A., Ridd, A., & Allen, K. (2015). Contemplative education: A systematic, evidence-based review of the effect of meditation interventions in schools. Educational Psychology Review, 27(1), 103-134.
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