Zobrazeno 1 - 10
of 22
pro vyhledávání: '"Heather Haynes Smith"'
Publikováno v:
Frontiers in Physics, Vol 11 (2023)
Diversity, equity, inclusion, and belonging efforts must include disability and neurodivergence. While there is a long history of famous scientists being identified or speculatively indicated to be neurodivergent, identification on an individual basi
Externí odkaz:
https://doaj.org/article/fc475f780fd84e61b10b332852a2eb35
Publikováno v:
Journal of Educational Technology Systems. :004723952311514
Teacher preparation programs play an important role in preparing future special education teachers in the implementation of evidence-based interventions for students with disabilities. The purpose of this study was to examine the social validity and
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::89789b429018e667779097016fc56cce
https://doi.org/10.1177/00472395231151443
https://doi.org/10.1177/00472395231151443
Publikováno v:
Preventing School Failure: Alternative Education for Children and Youth. 63:12-23
Students with disabilities continue to perform below peers without disabilities in writing. To address the need for improving written expression for students with learning differences, schools are ...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::022d374de9003cd36210868fb1013336
https://doi.org/10.1080/1045988x.2018.1456401
https://doi.org/10.1080/1045988x.2018.1456401
Autor:
Heather Haynes Smith
Aspiring educators require more than a basic understanding of inclusion. They need to know how to support students with exceptionalities and inclusion. The purpose of this chapter is to describe how general education pre-service teachers' participati
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::c5b996d03e02702b263a372e041b1d78
https://doi.org/10.4018/978-1-5225-4041-0.ch010
https://doi.org/10.4018/978-1-5225-4041-0.ch010
Publikováno v:
Intervention in School and Clinic. 51:28-36
When visual impairments (VI) and learning disabilities (LD) coexist, it is common for one (i.e., typically LD) to go unidentified. Some school districts may be reluctant to identify students with both VI and LD, potentially causing students to miss o
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b944375670d7ee9f8cebd984be1d4a2c
https://doi.org/10.1177/1053451215577475
https://doi.org/10.1177/1053451215577475
Autor:
Heather Haynes-Smith, Sara Aronin
Publikováno v:
Science Scope.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::257670ee5f2fd4c71ac4a1d384165897
https://doi.org/10.2505/4/ss13_037_03_33
https://doi.org/10.2505/4/ss13_037_03_33
Publikováno v:
Learning Disability Quarterly. Feb2014, Vol. 37 Issue 1, p63-63. 1p.
Publikováno v:
Journal of Educational Technology Systems; Jun2023, Vol. 51 Issue 4, p455-475, 21p
Educator perceptions of a schoolwide writing intervention implementation: Implications for practice.
Publikováno v:
Preventing School Failure. 2019, Vol. 63 Issue 1, p12-23. 12p.
'A powerful and rich resource of great ideas that will move the debates about feedback into the most worthwhile areas.'John Hattie, PhD, University of Melbourne, Victoria, AustraliaPerfect for special education teacher preparation faculty, coordinato