Worthen, E. (2010). Sensory-based interventions in the general education classroom: A critical appraisal of the topic. Journal of Occupational Therapy, Schools, & Early Intervention, 3(1), 76-94.
Guardino, C. A., & Fullerton, E. (2010). Changing behaviors by changing the classroom environment. Teaching Exceptional Children, 42(6), 8-13.
Products designed to enhance games in the classroom in digital formats should feature a vast library of games that educators' can use across different content areas.
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: Teacher and classroom strategies that contribute to social and emotional learning (part 3 of 4). Washington, DC: Institute of Education Sciences, Department of Education.
Education Endowment Foundation. (2018). Collaborative learning: Moderate impact for very low cost, based on extensive evidence. _Teaching & learning toolkit. _Retrieved from https://educationendowmentfoundation.org.uk/pdf/generate/?u=https://educationendowmentfoundation.org.uk/pdf/toolkit/?id=152&t=Teaching%20and%20Learning%20Toolkit&e=152&s=
As communication boards serve as extensions of a learners' voice, the use of communication boards can be incorporated in individualized education plans (IEP) and 504 plans, and can be integrated throughout classroom, curricular and life skill activities inside and outside of the classroom.
As communication boards serve as extensions of a learners' voice, the use of communication boards can be incorporated in individualized education plans (IEP) and 504 plans, and can be integrated throughout classroom, curricular and life skill activities inside and outside of the classroom.
As communication boards serve as extensions of a learners' voice, the use of communication boards can be incorporated in individualized education plans (IEP) and 504 plans, and can be integrated throughout classroom, curricular and life skill activities inside and outside of the classroom.
As communication boards serve as extensions of a learners' voice, the use of communication boards can be incorporated in individualized education plans (IEP) and 504 plans, and can be integrated throughout classroom, curricular and life skill activities inside and outside of the classroom.
Cox, P. R., & Dykes, M. K. (2001). Effective classroom adaptations for students with visual impairments. Teaching Exceptional Children, 33(6), 68-74.
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