Search results: special education classroom management

1873 results
Portrait of a Learner PK-3 > Strategy > Respectful Redirection
http://lvp.digitalpromiseglobal.org/content-area/portrait-of-a-learner-pk-3/strategies/respectful-redirection-portrait-of-a-learner-pk-3/summary

Educators should work closely with students and families to collaboratively create an understanding of the expectations and what constitutes good citizenship in the classroom.

Building Literacy 4-6 > Strategy References > Multimodal Instruction
http://lvp.digitalpromiseglobal.org/page/references-multimodal-instruction-literacy-4-6

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

Building Literacy PK-3 > Strategy References > Encourage Student Self-advocacy
http://lvp.digitalpromiseglobal.org/page/references-encourage-student-self-advocacy-literacy-pk-3

Stang, K. K., Carter, E. W., Lane, K. L., & Pierson, M. R. (2009). Perspectives of general and special educators on fostering self-determination in elementary and middle schools. The Journal of Special Education, 43(2), 94-106.

Building Math 3-6 > Strategy References > Self-monitoring
http://lvp.digitalpromiseglobal.org/page/references-self-monitoring-math-3-6

Hoff, K. E., & DuPaul, G. J. (1998). Reducing disruptive behavior in general education classrooms: The use of self-management strategies. School Psychology Review, 27(2), 290-303.

Building Math 7-10 > Strategy References > Self-monitoring
http://lvp.digitalpromiseglobal.org/page/references-self-monitoring-math-7-10

Hoff, K. E., & DuPaul, G. J. (1998). Reducing disruptive behavior in general education classrooms: The use of self-management strategies. School Psychology Review, 27(2), 290-303.

Portrait of a Learner 9-12 > Strategy References > Flexible Grouping
http://lvp.digitalpromiseglobal.org/page/references-flexible-grouping-portrait-of-a-learner-9-12

McLeskey, J., Billingsley, B., Brownell, M. T., Maheady, L., & Lewis, T. J. (2019). What are high-leverage practices for special education teachers and why are they important?. Remedial and Special Education, 40(6), 331-337.

Math 7-9 > Strategy References > Encourage Student Self-advocacy
http://lvp.digitalpromiseglobal.org/page/references-encourage-student-self-advocacy-math-7-9

Stang, K. K., Carter, E. W., Lane, K. L., & Pierson, M. R. (2009). Perspectives of general and special educators on fostering self-determination in elementary and middle schools. The Journal of Special Education, 43(2), 94-106.

Math 7-9 > Strategy References > Response Devices
http://lvp.digitalpromiseglobal.org/page/references-response-devices-math-7-9

Keough, S. M. (2012). Clickers in the classroom: A review and a replication. Journal of Management Education, 36(6), 822-847.

Building Literacy 7-12 > Strategy References > Response Devices
http://lvp.digitalpromiseglobal.org/page/references-response-devices-literacy-7-12

Keough, S. M. (2012). Clickers in the classroom: A review and a replication. Journal of Management Education, 36(6), 822-847.

Building Literacy 4-6 > Strategy References > Mnemonic Device
http://lvp.digitalpromiseglobal.org/page/references-mnemonic-device-literacy-4-6

Dahlin, K.I.E. (2010). Effects of working memory training on reading in children with special needs. Reading and Writing, 24(4), 479-491.

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