Shivakumar, Kirti. (2012). The case study method in training and management education. KLS' Institute of _Management Education and Research. The IUP Journal of Soft Skills, 6(_2), 55-64.
Clay, K., Zorfass, J., Brann, A., Kotula, A., & Smolkowski, K. (2009). Deepening content understanding in social studies using digital text and embedded vocabulary supports. Journal of Special Education Technology, 24(4), 1-16.
Sutherland, K. S., Lewis-Palmer, T., Stichter, J., & Morgan, P. L. (2008). Examining the influence of teacher behavior and classroom context on the behavioral and academic outcomes for students with emotional or behavioral disorders. The Journal of Special Education, 41(4), 223-233.
Using visual aids, such as pictures, diagrams, and charts, allows for additional processing time and supports learners by breaking down a skill into more manageable parts.
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 Unpublished manuscript, University at Albany, SUNY, Albany, NY.
U.S. Department of Education, Office of Special Education Programs, Individuals with Disabilities Education Act (IDEA) database, retrieved January 2, 2019, from https://www2.ed.gov/programs/osepidea/618-data/state-level-data-files/index.html#bcc.
When teachers devote special attention to patterning, students are better able to identify, replicate, and extend patterns, which are foundational for future math learning and reasoning.
A teacher's role during free choice can be similar to that of a gentle guide, present and engaged as an observer, mediator, participant or manager, engaging in interactions to support the student's development.
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.
Ross, S. W., & Sabey, C. V. (2015). Check-in check-out+ social skills: Enhancing the effects of check-in check-out for students with social skill deficits. Remedial and Special Education, 36(4), 246-257.
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