However, students who tend to experience more positive than negative emotions overall, and who are able to successfully manage and minimize stress, will have better overall psychological well-being.
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.
Dahlin, K.I.E. (2010). Effects of working memory training on reading in children with special needs. Reading and Writing, 24(4), 479-491.
Emotion regulation (part of the Emotion factor) refers to the ability to manage emotional arousal and to maintain an emotional balance that allows for effective goal pursuit.
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disorders in elementary school: Identification and management strategies for teachers in the inclusive classroom (Unpublished master's thesis).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.
While the executive functions Inhibition and Working Memory are very much related processes and show similar developmental trajectories in childhood, they become more distinct processes as the brain networks involved in these processes become more specialized during adolescence.
Eldiva, F. T., & Azizah, N. (2019, April). Project Based Learning in Improving Critical Thinking Skill of Children with Special Needs. In International Conference on Special and Inclusive Education (ICSIE 2018) (pp. 348-355). Atlantis Press.
Eldiva, F. T., & Azizah, N. (2019, April). Project Based Learning in Improving Critical Thinking Skill of Children with Special Needs. In International Conference on Special and Inclusive Education (ICSIE 2018) (pp. 348-355). Atlantis Press.
In addition, students with learning disabilities may be at higher risk of feeling isolated, especially if students are tracked into separate classrooms or pulled out of the classroom for specialized instruction or services.
Stang, K. K., Carter, E. W., Lane, K. L., & Pierson, M. R. (2009). Perspectives of general and special educators on fostering self-determination in elementary and middle schools. The Journal of Special Education, 43(2), 94-106.
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