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Special Education and Teaching Commons™
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Articles 1 - 3 of 3
Full-Text Articles in Special Education and Teaching
Scoring Morphology In Measures Of Spelling And Written Morphological Awareness: A Scoping Review, Victor A. Lugo, Kimberly A. Murphy, Emily Diehm
Scoring Morphology In Measures Of Spelling And Written Morphological Awareness: A Scoping Review, Victor A. Lugo, Kimberly A. Murphy, Emily Diehm
Communication Disorders & Special Education Faculty Publications
No abstract provided.
Virtual Coaching For Novice Teachers, Marcia L. Rock, Madeleine Gregg, Robert A. Gable, Naomi P. Zigmond
Virtual Coaching For Novice Teachers, Marcia L. Rock, Madeleine Gregg, Robert A. Gable, Naomi P. Zigmond
Communication Disorders & Special Education Faculty Publications
Virtual bug-in-the-ear technology presents one tool that allows practitioners and university educators can use to attract, prepare, and retain high-quality teachers. The experience of Project TEEACH based at the University of Alabama suggests that simple technology tools could be used effectively to support teachers through their most challenging instructional situations. Such coaching provides the kind of at-the-elbow support that can be most beneficial to young teachers.
Perspectives On Attention Deficit Hyperactivity Disorder: Executive Functions, Working Memory, And Language Disabilities, Carol Westby, Silvana Watson
Perspectives On Attention Deficit Hyperactivity Disorder: Executive Functions, Working Memory, And Language Disabilities, Carol Westby, Silvana Watson
Communication Disorders & Special Education Faculty Publications
The conceptualization of the nature of attention deficit hyper-activity disorder (ADHD) has changed in the last decade. ADHD is now viewed as a neurologically based condition with primary deficits in executive functions and working memory (WM). Students with ADHD have deficits in discourse organization, inferring, and monitoring that are related to their executive function and WM deficits. A large number of students with ADHD also have comorbid reading and language disabilities that exist in addition to the deficits directly associated with the ADHD. Comprehensive evaluation of students with ADHD is essential to address their specific learning needs