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Implementing the Three Block Model of Universal Design for Learning: Effects on Teachers' Self-Efficacy, Stress, and Job Satisfaction in Inclusive Classrooms K-12
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Katz, Jennifer – International Journal of Inclusive Education, 2015
Fifty-eight teachers of grades 1-12 in 10 schools located in two rural and three urban school divisions in Manitoba were involved in a study implementing the Three Block Model of Universal Design for Learning and exploring its outcomes for teachers and students. This article reports teachers' perceptions related to the outcomes of the…
Descriptors: Foreign Countries, Inclusion, Disabilities, Elementary Secondary Education
Effects of Explicit and Non-Explicit Versions of an Early Intervention Program Incorporating Indigenous Culture into Kindergarten Literacy Instruction
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MacKay, Leslie D.; McIntosh, Kent – Multicultural Learning and Teaching, 2012
Low literacy is a challenge facing Indigenous communities across North America and is an identified barrier to school success. Early literacy intervention is an important target to reduce the discrepancies in literacy outcomes. The Moe the Mouse® Speech and Language Development Program (Gardner & Chesterman, 2006) is a cultural curriculum…
Descriptors: Kindergarten, Literacy Education, Early Intervention, Culturally Relevant Education