Ke, F., Moon, J., & Sokolikj, Z. (2022). Virtual reality–based social skills training for children with autism spectrum disorder. Journal of Special Education Technology, 37(1), 49-62.
Ke, F., Moon, J., & Sokolikj, Z. (2022). Virtual reality–based social skills training for children with autism spectrum disorder. Journal of Special Education Technology, 37(1), 49-62.
Ke, F., Moon, J., & Sokolikj, Z. (2022). Virtual reality–based social skills training for children with autism spectrum disorder. Journal of Special Education Technology, 37(1), 49-62.
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 Unpublished manuscript, University at Albany, SUNY, Albany, NY.
Teachers can create a quiet classroom by reducing background noise, which promotes increased Attention towards learning.
Education Endowment Foundation. (2018). Collaborative learning: Moderate impact for very low cost, based on extensive evidence. _Teaching & learning toolkit. _Retrieved from https://educationendowmentfoundation.org.uk/pdf/generate/?u=https://educationendowmentfoundation.org.uk/pdf/toolkit/?id=152&t=Teaching%20and%20Learning%20Toolkit&e=152&s=
Ross, S. W., & Sabey, C. V. (2015). Check-in check-out+ social skills: Enhancing the effects of check-in check-out for students with social skill deficits. Remedial and Special Education, 36(4), 246-257.
Bali, M., Cronin, C., & Jhangiani, R. S. (2020). Framing Open Educational Practices from a Social Justice Perspective. Journal of Interactive Media in Education, 2020(1).
Educators can create inclusive classroom environments that foster Collaboration by providing scaffolding that allows learners across different skill levels and backgrounds to use their strengths while working and learning together.
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.
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