Karshmer, A., Gupta, G., & Pontelli, E. (2007). Mathematics and accessibility: A survey. In Proc. 9th international conference on computers helping people with special needs (Vol. 3118, pp. 664-669).
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
This is especially true for students with learning disabilities and ADHD, and those who have been historically and systematically excluded who may have reduced self-efficacy in the classroom and are more influenced by their teacher's self-efficacy that they can effectively teach these students.
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 Unpublished manuscript, University at Albany, SUNY, Albany, NY.
The flipped classroom has two parts: cooperative group activities in class and digitally-based individual instruction out of class.
Watch how the New York Institute for Special Education uses iPads for learners with visual differences.
Watch how the New York Institute for Special Education uses iPads for learners with visual differences.
Schneider, J. J., & Jackson, S. A. (2000). Process drama: A special space and place for writing. The Reading Teacher, 54(1), 38-51.
Nair, P., & Said, N. (2020). The Effect of Graphic Organizer (KWL Chart) on Young Learners' Reading Comprehension in an ESL Setting. International Journal of Management and Humanities.
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.
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