Charlton, B., Williams, R. L., & McLaughlin, T. F. (2005). Educational games: A technique to accelerate the acquisition of reading skills of children with learning disabilities. International Journal of Special Education, 20(2), 66-72.
When back in the classroom, educators can build upon these experiences and provide learners with reflective activities that allow them to solidify their understanding.
Mullins, N. M., Michaliszyn, S. F., Kelly-Miller, N., & Groll, L. (2019). Elementary school classroom physical activity breaks: Student, teacher, and facilitator perspectives. Advances in physiology education, 43(2), 140-148.
Mullins, N. M., Michaliszyn, S. F., Kelly-Miller, N., & Groll, L. (2019). Elementary school classroom physical activity breaks: Student, teacher, and facilitator perspectives. Advances in physiology education, 43(2), 140-148.
Watch how the New York Institute for Special Education uses iPads for learners with visual differences.
In addition, students with learning disabilities may be at higher risk of feeling isolated, especially if students are taught in separate classrooms or pulled out of the classroom for specialized instruction or services.
When back in the classroom, educators can build upon these experiences and provide learners with reflective activities that allow them to solidify their understanding.
Dahlin, K.I.E. (2010). Effects of working memory training on reading in children with special needs. Reading and Writing, 24(4), 479-491.
Schneider, J. J., & Jackson, S. A. (2000). Process drama: A special space and place for writing. The Reading Teacher, 54(1), 38-51.
When back in the classroom, educators can build upon these experiences and provide learners with reflective activities that allow them to solidify their understanding.
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