Peer reviewed
Direct linkERIC Number: EJ1280159
Record Type: Journal
Publication Date: 2021-Jan
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1053-4512
EISSN: N/A
Available Date: N/A
Enhancing Executive Function While Addressing Learner Variability in Inclusive Classrooms
Vasquez, Eleazar, III; Marino, Matthew T.
Intervention in School and Clinic, v56 n3 p179-185 Jan 2021
Executive function is an umbrella term involving working memory, planning, organization, social inhibition, self-regulation, and cognitive flexibility. It is an area where many students with disabilities struggle. This column describes practical ways to enhance executive functioning in students with disabilities using the universal design for learning framework and executive function coaching.
Descriptors: Inclusion, Executive Function, Students with Disabilities, Access to Education, Coaching (Performance), Teaching Methods, Identification, Barriers, Measures (Individuals), Elementary Secondary Education, Kindergarten
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com.bibliotheek.ehb.be
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Early Childhood Education; Elementary Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 0505202
Author Affiliations: N/A
