Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 2 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 2 |
Descriptor
| Direct Instruction | 2 |
| Student Behavior | 2 |
| Students with Disabilities | 2 |
| Access to Computers | 1 |
| Anxiety | 1 |
| COVID-19 | 1 |
| Depression (Psychology) | 1 |
| Down Syndrome | 1 |
| Educational Games | 1 |
| Educational Resources | 1 |
| Educational Technology | 1 |
| More ▼ | |
Publication Type
| Dissertations/Theses -… | 1 |
| Journal Articles | 1 |
| Reports - Research | 1 |
| Tests/Questionnaires | 1 |
Education Level
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Preschool Education | 1 |
| Secondary Education | 1 |
Audience
Location
| Michigan | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Download full text
Direct linkGesel, Samantha A.; LeJeune, Lauren M.; Lemons, Christopher J. – Young Exceptional Children, 2021
Phonological awareness (PA) is defined as a child's ability to hear and manipulate parts of spoken language (National Early Literacy Panel [NELP], 2009; National Institute of Child Health and Human Development [NICHD], 2000). Ensuring that children develop PA increases the likelihood that they are successful with later reading instruction. Two…
Descriptors: Phonological Awareness, Down Syndrome, Preschool Children, Reading Skills
Depuydt, Travis – Online Submission, 2021
This qualitative, phenomenological research study was designed to study the impact that the COVID-19 pandemic had on teacher interactions with students with special needs during the mandatory school closures that took place during March of 2020. This study consisted of seven interviews with special education teachers, from three different…
Descriptors: COVID-19, Pandemics, Teacher Student Relationship, Interaction
