Search results: special education classroom management

1948 results
Math PK-2 > Strategy References > Physical Activity & Recess

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disorders in elementary school: Identification and management strategies for teachers in the inclusive classroom (Unpublished master's thesis).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.

Literacy PK-3 > Strategy References > Tossing Activity

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disorders in elementary school: Identification and management strategies for teachers in the inclusive classroom (Unpublished master's thesis).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.

Math 7-9 > Strategy References > Multimodal Instruction

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 Unpublished manuscript, University at Albany, SUNY, Albany, NY.

Literacy PK-3 > Factor > Self-Regulation

As a result, educators and students may benefit from culturally-responsive and inclusive training addressing Self-regulation.

Literacy 4-6 > Strategy References > Creating Inclusive Classrooms

Immordino-Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1(1), 3–10. https://doi.org/10.1111/j.1751-228X.2007.00004.x

Literacy 7-12 > Strategy References > Creating Inclusive Classrooms

Immordino-Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1(1), 3–10. https://doi.org/10.1111/j.1751-228X.2007.00004.x

Math 3-6 > Strategy References > Creating Inclusive Classrooms

Immordino-Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1(1), 3–10. https://doi.org/10.1111/j.1751-228X.2007.00004.x

Math 7-10 > Strategy References > Creating Inclusive Classrooms

Immordino-Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1(1), 3–10. https://doi.org/10.1111/j.1751-228X.2007.00004.x

Literacy 7-12 > Strategy References > Text-to-speech Software

Meyer, N. K., & Bouck, E. C. (2014). The impact of text-to-speech on expository reading for adolescents with LD. Journal of Special Education Technology, 29(1), 21-33.