Search results: special education classroom management

1976 results
Portrait of a Learner 4-8 > Strategy References > Open Classroom Climate

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).

Portrait of a Learner 4-8 > Factor > Collaboration

Educators can create inclusive classroom environments that foster Collaboration by encouraging learners across different skill levels and backgrounds to use their strengths and to learn and participate in the same activities, tasks, and routines by providing the required scaffolding and keeping in mind that students who have language-based learning disabilities or ADHD often have difficulty gauging social cues.

Math PK-2 > Strategy References > Check-ins

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.

Adult Learner > Strategy References > Self-monitoring

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.

Literacy 7-12 > Factor > Self-regulation

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

Portrait of a Learner 4-8 > Strategy References > Check-ins

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 PK-3 > Strategy References > Check-ins

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.

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