Educators should work closely with students and families to collaboratively create an understanding of the expectations and what constitutes good citizenship in the classroom.
Eldiva, F. T., & Azizah, N. (2019, April). Project Based Learning in Improving Critical Thinking Skill of Children with Special Needs. In International Conference on Special and Inclusive Education (ICSIE 2018) (pp. 348-355). Atlantis Press.
Dahlin, K.I.E. (2010). Effects of working memory training on reading in children with special needs. Reading and Writing, 24(4), 479-491.
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.
This increased Attention is associated with a greater feeling of classroom belonging and student engagement.
Educational technology can design products that foster an open climate for discussions in a number of ways, including open educational practices (OEP) and open educational resources (OER).
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.
Educational technology can design products that foster an open climate for discussions in a number of ways, including open educational practices (OEP) and open educational resources (OER).
Singer, K. (2015). Sensory processing disorders in elementary school: Identification and management strategies for teachers in the inclusive classroom (Unpublished master's thesis). University of Ontario, Canada.
Flores, M. M. (2010). Using the concrete-representational-abstract sequence to teach subtraction with regrouping to students at risk for failure. Remedial and Special Education, 31(3), 195-207.
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