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A Three-Factor Model of Educational Practice Considerations for Teaching Neurodiverse Learners from a Strengths-Based Perspective

• Authors : Sewell, Alexandra; Park, Jane

Subjects: Educational Practices; Neurology; Diversity

• Source: Support for Learning. Nov 2021 36(4):678-694.17

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Maximizing PEDAGOGY for Secondary Co-Teachers.

• Authors : Brawand, Anne ; King‐Sears, Margaret E.

• Source: Support for Learning. Aug2017, Vol. 32 Issue 3, p216-230. 15p. 4 Charts.

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The views of Irish primary teachers towards the in‐class versus the withdrawal models of support when working with children with dyslexia.

• Authors : Molyneaux, Alex; O'Brien, Trevor

Subjects: PRIMARY school teachers; EFFECTIVE teaching; DYSLEXIA

• Source: Support for Learning; May2023, Vol. 38 Issue 2, p119-125, 7p

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The Sherborne Developmental Movement (SDM) Teaching Model for Pre-Service Teachers

• Authors : Hen, Meirav; Walter, Ofra

Subjects: Preservice Teacher Education; Emotional Intelligence; Teaching Models

• Source: Support for Learning. Feb 2012 27(1):11-19.9

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Tutoring an American Autistic College Student in Japanese and Its Challenges

• Authors : Oda, Tomoko

Subjects: Teaching Styles; Autism; TutoringUnited States

• Source: Support for Learning. Nov 2010 25(4):165-171.7

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Co‐teaching in a mainstream post‐primary mathematics classroom: an evaluation of models of co‐teaching from the perspective of the teachers.

• Authors : Carty, Audrey; Marie Farrell, Ann

• Source: Support for Learning. May2018, Vol. 33 Issue 2, p101-121. 20p. 2 Diagrams, 1 Chart.

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