It is important to note that educators may also misinterpret students' emotional states due to biases such as being more likely to perceive Black students as angry or hostile.
Xin, Y. P., Jitendra, A. K., & Deatline-Buchman, A. (2005). Effects of mathematical word-problem-solving instruction on middle school students with learning problems. Journal of Special Education, 39(3), 181-192.
Westwood, P. S. (1997). Commonsense methods for children with special needs: Strategies for the regular classroom. Psychology Press.
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.
In the early grades, bilingual and multilingual language learners are less likely to be identified for intervention for special education services, including those for dyslexia.
Dahlin, K.I.E. (2010). Effects of working memory training on reading in children with special needs. Reading and Writing, 24(4), 479-491.
Communication can include exchanges with instructors in classes, peers in collaborative settings, or managers and staff where adults must have the skills to communicate and to use the appropriate level of formality.
Department of Education's Office of Special Education and Rehabilitative Services (OSERS) issues nationwide guidance around the additional responsibility schools have to address the Safety of students who are bullied and also have disabilities.
Unfortunately, in the early grades, bilingual and multilingual students are less likely to be identified as in need of special education services.
Fuchs, D., & Fuchs, L.S. (2005). Peer-assisted learning strategies: Promoting word recognition, fluency, and reading comprehension in young children. The Journal of Special Education, 39(1), 34-44.
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