Approximately 77% of deaf students are learning in general education classrooms, so steps should be taken to ensure that their learning environment accommodates any Hearing-related needs to ensure language skills do not impact math skills.
Bamiou, D. E., Campbell, N., & Sirimanna, T. (2006). Management of auditory processing disorders. Audiological Medicine, 4(1), 46-56.
Color-conscious educators understand that racism exists and negatively affects racially marginalized students through educational disparities and other inequities.
Fuchs, L. S., Fuchs, D., Prentice, K., Burch, M., Hamlett, C. L., Owen, R., Hosp, M., & Jancek, D. (2003). Explicitly teaching for transfer: Effects on third-grade students' mathematical problem solving. Journal of Educational Psychology, 95(2), 293.
Lipsett, A. (2011). Supporting emotional regulation in elementary school: Brain-based strategies and classroom interventions to promote self-regulation. LEARNing Landscapes 5(1), 157-175.
Lipsett, A. (2011). Supporting emotional regulation in elementary school: Brain-based strategies and classroom interventions to promote self-regulation. LEARNing Landscapes 5(1), 157-175.
Lipsett, A. (2011). Supporting emotional regulation in elementary school: Brain-based strategies and classroom interventions to promote self-regulation. LEARNing Landscapes 5(1), 157-175.
Approximately 77% of deaf students are learning in general education classrooms, so steps should be taken to ensure that their learning environment accommodates any Hearing-related needs to ensure language skills do not impact math skills.
Cohen, J. (2001). Social and emotional education: Core concepts and practices. In J. Cohen (Ed.), Caring classrooms/intelligent schools: The social emotional education of young children (Chapter 1). New York, NY: Teachers College Press.
Patterson, M. B. (2018). Critiquing adult participation in education, report 2: Motivation around adult education. Research Allies for Lifelong Learning.
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