Search results: special education classroom management

1873 results
Building Literacy 4-6 > Strategy References > High Frequency Word List
http://lvp.digitalpromiseglobal.org/page/references-common-spelling-chart-literacy-4-6

Dahlin, K.I.E. (2010). Effects of working memory training on reading in children with special needs. Reading and Writing, 24(4), 479-491.

Adult Learner > Strategy References > Self-monitoring
http://lvp.digitalpromiseglobal.org/page/references-self-monitoring-adult-learner

Popham, M., Counts, J., Ryan, J. B., & Katsiyannis, A. (2018). A systematic review of self-regulation strategies to improve academic outcomes of students with EBD. Journal of Research in Special Educational Needs, 18(4), 239–253.

Portrait of a Learner 9-12 > Strategy > Shadowing a student
http://lvp.digitalpromiseglobal.org/content-area/portrait-of-a-learner-9-12/strategies/shadowing-a-student-portrait-of-a-learner-9-12/summary

Shadowing a student involves an educator, administrator, or designated adult observing a learner across different parts of their day to deepen their understanding of that learner's experience beyond their classroom.

Building Literacy 7-12 > Strategy References > Text-to-speech Software
http://lvp.digitalpromiseglobal.org/page/references-text-to-speech-software-literacy-7-12

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.

Building Math PK-2 > Factor References > ness & Relationship Skills
http://lvp.digitalpromiseglobal.org/page/references-social-awareness-relationship-skills-math-pk-2

Sutherland, K. S., Lewis-Palmer, T., Stichter, J., & Morgan, P. L. (2008). Examining the influence of teacher behavior and classroom context on the behavioral and academic outcomes for students with emotional or behavioral disorders. The Journal of Special Education, 41(4), 223-233.

Building Math 7-10 > Strategy References > Gestures
http://lvp.digitalpromiseglobal.org/page/references-gestures-math-7-10

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 Unpublished manuscript, University at Albany, SUNY, Albany, NY.

Building Literacy 4-6 > Factor > Primary Language
http://lvp.digitalpromiseglobal.org/content-area/literacy-4-6/factors/primary-language-literacy-4-6/summary

In the early grades, bilingual and multilingual language learners are less likely to be identified for intervention for special education services, including those for dyslexia.

Building Literacy PK-3 > Strategy References > Check-ins
http://lvp.digitalpromiseglobal.org/page/references-check-ins-literacy-pk-3

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.

Portrait of a Learner 4-8 > Strategy References > Flipped learning
http://lvp.digitalpromiseglobal.org/page/references-flipped-learning-portrait-of-a-learner-4-8

Fuchs, K. (2021). Innovative teaching: A qualitative review of flipped classrooms. International Journal of Learning, Teaching and Educational Research, 20(3), 18-32.

Portrait of a Learner 9-12 > Strategy References > Flipped learning
http://lvp.digitalpromiseglobal.org/page/references-flipped-learning-portrait-of-a-learner-9-12

Fuchs, K. (2021). Innovative teaching: A qualitative review of flipped classrooms. International Journal of Learning, Teaching and Educational Research, 20(3), 18-32.

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