Guardino, C. A., & Fullerton, E. (2010). Changing behaviors by changing the classroom environment. Teaching Exceptional Children, 42(6), 8-13.
By being intentional about the amount of visuals and the classroom instruction they support, teachers can help learners focus on their reading skills to improve their Alphabet Knowledge, Decoding, Print Awareness, and Sight Recognition.
Approximately 77% of deaf students learn in general education classrooms; educators can help support students with hearing loss through relationship-building (providing critical Social Supports), and can scaffold engagement though multiple modes of Communication.
De La Paz, S., Graham, S., & Pressley, G. Michael. (2002). Explicitly teaching strategies, skills, and knowledge: Writing instruction in middle school classrooms. Journal of Educational Psychology, 94(4), 687-698.
Cazden, C. B., & Beck, S. W. (2003). Classroom discourse. In A Graesser, M.A. Gernsbacher, & S.R. Goldman (Eds.) Handbook of discourse processes (pp. 165-197). London: Routledge.
Tsai, K. C. (2012). The value of teaching creativity in adult education. International Journal of Higher Education, 1(2), 84-91.
Williford, A. P., Vick Whittaker, J. E., Vitiello, V. E., & Downer, J. T. (2013). Children's engagement within the preschool classroom and their development of self-regulation. Early Education & Development, 24(2), 162-187.
Castle, S., Deniz, C. B., & Tortora, M. (2005). Flexible grouping and student learning in a high-needs school. Education and Urban Society, 37(2), 139-150.
Castle, S., Deniz, C. B., & Tortora, M. (2005). Flexible grouping and student learning in a high-needs school. Education and Urban Society, 37(2), 139-150.
Castle, S., Deniz, C. B., & Tortora, M. (2005). Flexible grouping and student learning in a high-needs school. Education and Urban Society, 37(2), 139-150.
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