Professional Documents
Culture Documents
Boyle J. & Scanlon, D. (2018). Methods and Strategies for Teaching Students with
High Incidence Disabilities: A Case-Based Approach. NY: Wadsworth.
Burack, J., Hodapp, R., & Zigler, E. (2011). The Oxford Handbook on Intellectual
Disability and Development. Oxford, UK: Oxford University Press.
de Jong, C. G., Licht, R., Sergeant, J. A., & Oosterlaan, J. (2012). RD, ADHD, and
their comorbidity from a dual route perspective. Child Neuropsychology: A
Journal on Normal and Abnormal Development in Childhood and
Adolescence, 18(5), 467-486.
Friend, M., & Bursuck, W. (2016). Including students with special needs: A practical
guide for classroom teachers (7th ed.). Boston: Pearson
Meo, G. (2008). Curriculum planning for all learners: Applying universal design for
learning (UDL) to a high school reading comprehension program. Preventing
School Failure, 52(2), 21-30.
National Center for Learning Disabilities (NCLD). (2014). The State of Learning
Disabilities. Retrieved from
http://www.ncld.org/wp-content/uploads/2014/11/2014-State-of-LD.pdf
Roberts, G., Torgesen, J.K., Boardman, A., & Scammacca, N. (2008). Evidence-
Βased Strategies for Reading Instruction of Older Students with Learning
Disabilities. Learning Disabilities Research & Practice, 23(2), 63–69.
Doabler, C. T., Cary, M. S., Jungjohann, K., Clarke, B., Fien, H., Baker, C.,
Smolkowski, K., & Chard, D. (2012). Enhancing core mathematics instruction
for students at risk for mathematics disabilities. Teaching Exceptional
Children, 44(4), 48-57.
Flores, M. M., Hinton, V., & Strozier, S. (2014). Teaching subtraction and
multiplication with regrouping using Concrete-RepresentationalAbstract
sequence and the Strategic Instruction Model. Learning Disabilities Research
and Practice, 29(2), 75-88.
Jitendra, A. K., Rodriguez, M., Kanive, R., Huang, J., Church, C., Conrroy, K. A., &
Zaslofsky, A. (2013). Impact of small-group tutoring interventions on the
mathematical problem solving and achievement of third-grade students with
mathematics difficulties. Learning Disability Quarterly, 36, 21-35.
Peters, G., Smedt, B., Torbeyns, J., & Ghesquière, P. (2014). Subtraction by addition
in children with mathematical learning disabilities. Learning and instruction,
30, 1-8.
Powell, S. R., Fuchs, L. S., & Fuchs, D. (2013). Reaching the mountaintop:
Addressing the common core standards in mathematics for 9 students with
mathematics difficulties. Learning Disabilities Research and Practice, 28,
38-48.
Sayeski, K. L., & Paulsen, K. J. (2010). Mathematics reform curricula and special
education: Identifying intersections and implications for practice. Intervention
in School and Clinic, 46, 13-21.
Xin, Y. P., & Zhang, D. (2009). Exploring a conceptual model based approach to
teaching situated word problems. Journal of Educational Research, 102,
427–441.
3. ΑΠΟΤΕΛΕΣΜΑΤΙΚΗ ΔΙΔΑΣΚΑΛΙΑ ΑΝΑΓΝΩΣΗΣ ΚΑΙ ΓΡΑΦΗΣ ΣΕ
ΜΑΘΗΤΕΣ ΜΕ ΕΙΔΙΚΕΣ ΜΑΘΗΣΙΑΚΕΣ ΔΥΣΚΟΛΙΕΣ
Cavioni, V., Grazzani, I., & Ornaghi, V. (2017). Social and emotional learning for
children with Learning Disability: Implications for Inclusion. International
Journal of Emotional Education, 9 (2), 100-109.
Ciullo, S., Sabrina, Y.-L., Wanzek, J., & Reed, D. K. (2016). A Synthesis of
Research on Informational Text Reading Interventions for Elementary
Students With Learning Disabilities. Journal of Learning Disabilities, 49(3),
257-271.
Kittle, P. (2014). Teaching the writer’s craft. Educational Leadership, 71(7), 35-39.
Mitchiner, M., McCart, A., Kozleski, E., Sweeney, H., & Sailor, W. (2014). Emerging
trends and future directions in effective inclusive elementary schools for
students with extensive support needs. In J. McLeskey, N. Waldron, F.
Spooner, & B. Algozzine (Eds.), Handbook of research and practices for
effective inclusive schools (pp. 447-491). New York: Routledge.
Seban, D., & Tavsanli, Ö. F. (2015). Children's sense of being a writer: Identity
construction in second grade writers workshop. International Electronic
Journal of Elementary Education, 7(2), 217-234.
Skarr, A., McLaughlin, T. F., Derby, K. M., Meade, K., & Williams, R. L. (2012). A
comparison of direct instruction flashcards and cover, copy, compare to teach
spelling to elementary school students. Academic Research
International, 2(2), 247-263.
4. ΑΠΟΤΕΛΕΣΜΑΤΙΚΗ ΔΙΔΑΣΚΑΛΙΑ ΧΑΡΙΣΜΑΤΙΚΩΝ ΜΑΘΗΤΩΝ
Phillips, Ν., & Lindsay, G. (2006). Motivation in gifted students. High Ability Studies,
17, 57-73. doi:10.1080/13598130600947119.
Prior, S. (2011). Student voice: What do students who are intellectually gifted say
they experience and need in the inclusive classroom? Gifted and Talented
International, 26(2), 121-129.
Reis, S. M., Eckert, R. D., McCoach, D. B., Jacobs, J. K., & Coyne, M. (2008). Using
enrichment reading practices to increase reading fluency, comprehension, and
attitudes. Journal of Educational Research, 101(5), 299–314.
Reis, S. M. & Renzulli, J. S. (2010). Is there still a need for gifted education? An
examination of current research. Learning and Individual Differences, 20(4),
308–317.
Rotigel, J. (2004). Mathematically Gifted Students: How Can We Meet Their Needs?
Gifted Child Today, 27(4), 46-51.
Ziegler, A., Ziegler, A., & Stoeger, H. (2012). Shortcomings of the IQ-based
construct of underachievement. Roeper Review, 34, 123-132.
doi:10.1080/02783193.2012.660726