During this time, young learners possess the essential skills for making meaning of these social identities and have increased interactions with peers and educators that contribute to Identity development.
Marschark, M., Bull, R., Sapere, P., Nordmann, E., Skene, W., Lukomski, J., & Lumsden, S. (2012). Do you see what I see? School perspectives of deaf children, hearing children and their parents. European Journal of Special Needs Education, 27(4), 483-497.
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.
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 Unpublished manuscript, University at Albany, SUNY, Albany, NY.
Graham, S., Bollinger, A., Booth Olson, C., D'Aoust, C., MacArthur, C., McCutchen, D., & Olinghouse, N. (2012). Teaching elementary school students to be effective writers: A practice guide (NCEE 2012- 4058). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
Centers for Disease Control and Prevention. (2010). The association between school based physical activity, including physical education, and academic performance. Atlanta, GA: US Department of Health and Human Services.
Maintaining consistent classroom routines and schedules ensures that students are able to trust and predict what will happen next.
Maintaining consistent classroom routines and schedules ensures that students are able to trust and predict what will happen next.
Maintaining consistent classroom routines and schedules ensures that students are able to trust and predict what will happen next.
Maintaining consistent classroom routines and schedules ensures that students are able to trust and predict what will happen next.
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