Search results: special education classroom management

1873 results
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.

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.

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 4-8 > Factor > Primary Language
http://lvp.digitalpromiseglobal.org/content-area/portrait-of-a-learner-4-8/factors/primary-language-portrait-of-a-learner-4-8/summary

Unfortunately, since bilingual/multilingual learners' language development in the early grades is typically less well understood, these learners are paradoxically both less likely to be identified as in need of special education services where they may need them.

Building Math PK-2 > Strategy References > Encourage Self-advocacy
http://lvp.digitalpromiseglobal.org/page/references-encourage-self-advocacy-math-pk-2

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 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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