Antia, S. D., Stinson, M. S., & Gaustad, M. G. (2002). Developing membership in the education of deaf and hard-of-hearing students in inclusive settings. Journal of Deaf Studies and Deaf Education, 7(3), 214-229.
Jones, R. S., & McEwin, C. K. (1980). Creative learning environments for the middle school. Childhood Education, 56(3), 146-150.
Isolating handwriting skills, including having students practice independently, in both classroom and occupational therapy settings has been shown to have positive effects on the size, neatness, and speed of handwriting.
Aikens, N. L., & Barbarin, O. (2008). Socioeconomic differences in reading trajectories: The contribution of family, neighborhood, and school contexts. Journal of Educational Psychology, 100(2), 235-251.
Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2004). The effective provision of pre-school education (EPPE) project technical paper 12: The final report-effective pre-school education.
Similarly, bringing in new relatable formats such as “selfie science” creates the incentives and Motivation for students to engage in what they are learning outside of the classroom.
Beets, M. W., Cardinal, B. J., & Alderman, B. L. (2010). Parental social support and the physical activity-related behaviors of youth: a review. Health Education & Behavior, 37(5), 621-644.
Greco, V., Beresford, B., & Sutherland, H. (2009). Deaf Children and Young People's Experiences of Using Specialist Mental Health Services. Children & Society, 23(6), 455–469.
Andersson, U. (2008). Working memory as a predictor of written arithmetical skills in children: the importance of central executive functions. The British Journal of Educational Psychology, 78(Pt 2), 181–203.
Austin, S., & Joseph, S. (1996). Assessment of bully/victim problems in 8-11 year-olds. British Journal of Educational Psychology, 66, 447-456.
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