Cognitive Development of Adolescents at Risk or with Learning and/or Emotional Problems: Implications for Teachers

Autor/inn/en	Watson, Silvana Maria Russo; Gable, Robert
Titel	Cognitive Development of Adolescents at Risk or with Learning and/or Emotional Problems: Implications for Teachers
Quelle	In: Intervention in School and Clinic, 49 (2013) 2, S.108-112 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451213493171
Schlagwörter	Cognitive Development; Adolescents; At Risk Students; Learning Problems; Emotional Problems; Disabilities; Inclusion; Regular and Special Education Relationship; Academic Accommodations (Disabilities); Teacher Competencies; Cognitive Processes; Classroom Environment; Attention; Short Term Memory; Teaching Methods; Classroom Techniques + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Lernproblem; Handicap; Behinderung; Inklusion; Lehrkunst; Cognitive process; Kognitiver Prozess; Klassenklima; Unterrichtsklima; Aufmerksamkeit; Kurzzeitgedächtnis; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung
Abstract	Adolescents face numerous challenges associated with increasing instructional curricular demands at the secondary level. Exacerbating an already difficult time for students with high-incidence disabilities (e.g., learning disabilities, emotional disabilities) is the fact that the majority spend at least some part of the day in general education classrooms. Many general education teachers feel ill prepared to work with students with disabilities to facilitate increased academic achievement and to promote positive peer interactions. Teachers must also consider that a student's working memory (WM) capacity is connected with academic and social performance, because learning academic and social skills depends on the ability to retrieve accurate information from long-term memory. Accordingly, students must be able to recall the precise information needed for learning new information and for skill acquisition. Fortunately, a body of empirical research, including information on attention and WM, allows educators to better understand learning and, with that knowledge, to design quality instruction for all students. This article provides recommendations that can increase general education teachers' knowledge regarding the cognitive development of adolescents at risk or with learning and/or behavior problems, and how they can provide support for a more successful inclusive education. (ERIC).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10