Adults with learning disabilities or ADHD may experience difficulty with Self-regulation in certain contexts, including the classroom or workplace.
Flipped classrooms can be “fully flipped” which provides all lecture materials outside of the class and is modeled after higher education courses, or “partially flipped'', when educators provide materials for review outside of class but spend time in class helping learners synthesize their understanding before engaging in class activities.
Flipped classrooms can be “fully flipped” which provides all lecture materials outside of the class and is modeled after higher education courses, or “partially flipped'', when educators provide materials for review outside of class but spend time in class helping learners synthesize their understanding before engaging in class activities.
O'Conner, R., De Feyter, J., Carr, A., Luo, J. L., & Romm, H. (2017). A review of the literature on social and emotional learning for students ages 3-8: What's Known Teacher and classroom strategies that contribute to social and emotional learning (part 3 of 4). Washington, D.C.: Institute of Education Sciences, Department of Education.
Worthen, E. (2010). Sensory-based interventions in the general education classroom: A critical appraisal of the topic. Journal of Occupational Therapy, Schools, & Early Intervention, 3(1), 76-94.
Using visuals, such as pictures, diagrams, and charts, allows for additional processing time and supports learners by breaking down skills such as Counting and Estimation into more manageable parts.
In addition, students with learning disabilities may be at higher risk of feeling isolated, especially if students are taught in separate classrooms, pulled out of the classroom for specialized instruction or services, or excluded from accelerated (AP) classes.
O'Conner, R., De Feyter, J., Carr, A., Luo, J. L., & Romm, H. (2017). A review of the literature on social and emotional learning for students ages 3-8: What's Known Teacher and classroom strategies that contribute to social and emotional learning__ (part 3 of 4). Washington, D.C.: Institute of Education Sciences, Department of Education.
Dahlin, K.I.E. (2010). Effects of working memory training on reading in children with special needs. Reading and Writing, 24(4), 479-491.
It is important to note that educators may misinterpret students' emotional states due to biases such as being more likely to perceive Black students as angry or hostile.
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