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2.10: Conclusion

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    277766
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    What We Have Learned

    Understanding learning styles through the frameworks of multiple intelligences, IDEA, and the application of accommodations and modifications is vital for creating equitable and effective educational environments. By recognizing and addressing the varied ways in which students learn, educators can create an atmosphere where all children can thrive, ensuring that every learner has the opportunity to reach their full potential.


    References

    1. Burns, M. K., Appleton, J. J., & Stehouwer, J. D. (2016). Meta-analytic review of response-to-intervention research: Examining field-based and research-implemented models. Journal of Psychoeducational Assessment, 34(5), 437-452.
    2. Fuchs, D., & Fuchs, L. S. (2006). Introduction to response to intervention: What, why, and how valid is it? Reading Research Quarterly, 41(1), 93-99.
    3. Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. Basic Books.
    4. Gersten, R., Compton, D., Connor, C. M., Dimino, J., Santoro, L., Linan-Thompson, S., & Tilly, W. D. (2009). Assisting students struggling with reading: Response to Intervention (RTI) and multi-tier intervention for reading in the primary grades. Institute of Education Sciences.
    5. National Center on Response to Intervention. (2010). Essential components of RTI: A closer look at response to intervention. U.S. Department of Education.
    6. Thurlow, M. L., Ghere, G., Lazarus, S. S., & Liu, K. K. (2020, January). MTSS for all: Including students with the most significant cognitive disabilities. Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes/TIES Center.
    7. U.S. Department of Education. (2020). A Guide to the Individualized Education Program.
    8. Vaughn, S., & Fuchs, L. S. (2003). Redefining learning disabilities as inadequate response to instruction: The promise and potential problems. Learning Disabilities Research & Practice, 18(3), 137-146

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    This page titled 2.10: Conclusion is shared under a CC BY-SA 4.0 license and was authored, remixed, and/or curated by Kerry Diaz & Tenessa Sanchez.