Marietta City Schools. (2012). Cognitive functioning and psychological processing definitions: Areas of impact, and recommended strategies/accommodations. Retrieved from http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Documents/Vision/VI%20Consortia%201-27-17/GoIEP-Cognitive%20Functioning%20and%20Psychological%20Processing.pdf
Educators should take into account that learners who struggle with Sensory Integration or motor skills may find it difficult to modulate their pencil pressure, and can consider adjusting the medium accordingly.
Agarwal, P. K., D'Antonio, L., Roediger III, H. L., McDermott, K. B., & McDaniel, M. A. (2014). Classroom-based programs of retrieval practice reduce middle school and high school students' test anxiety. Journal of Applied Research in Memory and Cognition, 3(3), 131-139.
Agarwal, P. K., D'Antonio, L., Roediger III, H. L., McDermott, K. B., & McDaniel, M. A. (2014). Classroom-based programs of retrieval practice reduce middle school and high school students' test anxiety. Journal of Applied Research in Memory and Cognition, 3(3), 131-139.
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.
Pellegrini, A. D., & Bohn, C. M. (2005). The role of recess in children's cognitive performance and school adjustment. Educational Researcher, 34(1), 13-19.
Teachers can create a quiet classroom by reducing background noise, which promotes increased Attention towards learning.
Charlton, B., Williams, R. L., & McLaughlin, T. F. (2005). Educational games: A technique to accelerate the acquisition of reading skills of children with learning disabilities. International Journal of Special Education, 20(2), 66-72.
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.
Alloway, T.P. (2006). How does working memory work in the classroom? Educational Research and Reviews, 1(4), 134-139.
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