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.
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.
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.
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.
Smith, J. L., McCarthy, J. W., & Benigno, J. P. (2009). The effect of high-tech AAC system position on the joint attention of infants without disabilities. Augmentative and Alternative Communication (Baltimore, Md.: 1985), 25(3), 165-175. Stanborough, R.J. (2020). Communication board for Autism and other conditions. Healthline, Healthline Media.Thistle, J., & Wilkinson, K. (2012). What Are the attention demands of aided AAC?. Perspectives on Augmentative and Alternative Communication. 10.1044/aac21.1.17.Thistle, J. J., & Wilkinson, K. M. (2013). Working memory demands of aided augmentative and alternative communication for individuals with developmental disabilities. Augmentative and Alternative Communication, 29(3), 235-245.White, J. (2023)._ Exploring Augmentative and Alternative Communication (AAC) in the Special Education Classroom. _http://dx.doi.org/10.25316/IR-18610
Barwell, R. (2011). Word problems: Connecting language, mathematics and life. Retrieved from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_Word_Problems.pdfEvidence-based Specially Designed Instruction in Mathematics Resources. Virginia Department of Education, 6-17.
This is especially true for students with learning disabilities and ADHD, and those who have been historically and systematically excluded who may have reduced self-efficacy in the classroom and are more influenced by their teacher's self-efficacy that they can effectively teach these students.
Flores, M. M. (2010). Using the concrete-representational-abstract sequence to teach subtraction with regrouping to students at risk for failure. Remedial and Special Education, 31(3), 195-207.
Unfortunately, since bilingual/multilingual learners' language development in the early grades is typically less well understood, these learners are paradoxically both less likely to be identified as in need of special education services where they may need them.
Keough, S. M. (2012). Clickers in the classroom: A review and a replication. Journal of Management Education, 36(6), 822-847.
Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Already a user? LOG IN
