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.
Suh, E. (2009). Metapragmatic requesting instruction in an adult basic education ESL classroom: A pilot study. Minnewitesol Journal, 26, 19-37.
Nepi, L. D., Facondini, R., Nucci, F., & Peru, A. (2013). Evidence from full-inclusion model: The social position and sense of belonging of students with special educational needs and their peers in Italian primary school. European Journal of Special Needs Education, 28(3), 319-332.
Unfortunately, in the early grades, bilingual and multilingual students are less likely to be identified as in need of special education services.
Fuchs, L. S., Fuchs, D., & Kazdan, S. (1999). Effects of peer-assisted learning strategies on high school students with serious reading problems. Remedial and Special Education, 20(5), 309-318.
Gadanidis, G., & Scucuglia, R. (2020). Making mathematics special through song: What math experiences are worth singing about? In H. R. Gudmundsdottir, C. Beynon, K. Ludke, & A. J. Cohen (Eds.), The Routledge Companion to Interdisciplinary Studies in Singing, Volume 2: Education (pp. 462-473). Routledge.
Singer, K. (2015). Sensory processing disorders in elementary school: Identification and management strategies for teachers in the inclusive classroom (Unpublished master's thesis). University of Ontario, Canada.
Using visual aids, such as pictures, diagrams, and charts, allows for additional processing time and supports learners by breaking down content and skills into more manageable parts.
This increased Attention is associated with a greater feeling of classroom belonging and student engagement.
Korkmaz, H. I., & Şahin, Ö. (2020). Preservice preschool teachers' pedagogical content knowledge on geometric shapes in terms of children's mistakes. Journal of Research in Childhood Education, 34(3), 385-405.
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