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.
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.
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.
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.
Wahyuningsih, E. T., & Suparno, S. (2019, April). Mastery of 4-5 years old children vocabulary in role-playing activities at the role play center. In International Conference on Special and Inclusive Education (ICSIE 2018) (pp. 208-215). Atlantis Press.
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.
Gardner, M. F. (1982). Test of Visual Perceptual Skills. Seattle, WA: Special Child Publications.
While the executive functions Inhibition and Working Memory are very much related processes and show similar developmental trajectories in childhood, they become more distinct processes as the brain networks involved in these processes become more specialized during adolescence.
When back in the classroom, educators can build upon these experiences and provide learners with reflective activities that allow them to solidify their understanding.
Hurtig, R. R., Alper, R. M., Bryant, K. N. T., Davidson, K. R., & Bilskemper, C. (2019). Improving Patient Safety and Patient–Provider Communication. Perspectives of the ASHA Special Interest Groups, 4(5), 1017–1027.
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