Flores, M. M. (2010). Using the concrete-representational-abstract sequence to teach subtraction with regrouping to students at risk for failure. Remedial and Special Education, 31(3), 195-207.
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 Unpublished manuscript, University at Albany, SUNY, Albany, NY.
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 Unpublished manuscript, University at Albany, SUNY, Albany, NY.
Dahlin, K.I.E. (2010). Effects of working memory training on reading in children with special needs. Reading and Writing, 24(4), 479-491.
However, students who tend to experience more positive than negative emotions overall, and who are able to successfully manage and minimize stress, will have better overall psychological well-being.
Singer, K. (2015). Sensory processing disorders in elementary school: Identification and management strategies for teachers in the inclusive classroom (Unpublished master's thesis). University of Ontario, Canada.
Metacognition: Metacognition refers to learners' ability to monitor and manage their own thinking and learning.
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).
Berkeley, S., Marshak, L., Mastropieri, M. A., & Scruggs, T. E. (2011). Improving student comprehension of social studies text: A self-questioning strategy for inclusive middle school classes. Remedial and Special Education, 32(2), 105-113.
Metacognition: Metacognition refers to children's ability to monitor and manage their own thinking and learning.
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