Reading List/Resources:
Cog X – Science of Learning. Retrieved from https://cogx.info/ December 6, 2023
ECTA Center. (July 2011). Importance of Early Intervention for Infants and Toddlers with Disabilities. https://ectacenter.org/~pdfs/pubs/importanceofearlyintervention.pdf
Foster, M. (was retrieved November 2021, unavailable online as of February, 2024). How the COVID-19 Pandemic Impacts Students’ Working Memory and Executive Functioning. Was retrieved from https://pro.psycom.net/assessment-diagnosis-adherence/mental-health-and- learning-disabilities-in-the-classroom/pandemic-remote-learning-stress-affects-working-memory- executive-functioning
Kay, H. (March 2009). The Down Syndrome Centre of Dublin. Visual Supports for Children with Down Syndrome.
Kouyoumdjian H. (July 20, 2012). Learning Through Visuals, Visual Imagery in the Classroom. Psychology Today. https://www.psychologytoday.com/us/blog/get-psyched/201207/learning-through-visuals
Kueny, A et al. (2015). The Implementation of Evidence-Based Practice Through Contextual Support and Nursing Leadership. Journal of Health Leadership. 2015; 7: 29–39. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5740993/
Liljedahl, P. (retrieved November 27, 2023). https://www.gscsmath.ca/instruction/thinking-classroom.
Lizana, P.A. et al. (April 2021). Impact of the COVID-19 Pandemic on Teacher Quality of Life: A Longitudinal Study from before and during the Health Crisis. International Journal of Environmental Research and Public Health. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8038473/
Mrachka, A. (September 2020). Using the Universal Design for Learning Framework to Plan for All Students in the Classroom: Representation and Visual Support. The Elementary STEM Journal. Volume 25(1).
Ofsted. (November 2020). Children Hardest hit by COVID-19Ppandemic are regressing in Basic Skills and Learning. Press Release.
Rutherford, M. et al. (August 26, 2019). Visual Supports at Home and in the Community for Individuals with Autism Spectrum Disorders: A Scoping Review. Autism: The International Journal of Research and Practice. 2020 Feb;24(2):447-469. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8038473/
Simmons, K.D., Hinton, V., and Padgett, A. (April,2020). Using Visuals to Promote On-Task Behavior and Independence for Students with Autism Spectrum Disorder. International Journal of Humanities and Social Science. Vol 10, Number 4. https://www.ijhssnet.com/journals/Vol_10_No_4_April_2020/3.pdf
University of Alberta. Indigenizing and Decolonizing Teaching and Learning. Retrieved May 31, 2024 from University of Alberta Center for Teaching and Learning.
University of North Caroline School of Medicine, Division TEACCH Autism Program. Retrieved from http://teacch.com December 6. 2023.
University of North Texas. February 14, 2018. Neurodiversity Initiative. https://neurodiversity.unt.edu/about
See also Power of Visuals Categorized Links
The Supporting Neurodiverse Learners by Using Visual Supports as a Tier 1 Intervention Study was funded by McDowell Foundation and was supported by Regina Public Schools. For additional information, including links to other research/additional readings, please see Summary of Study Findings - Supporting Neurodiverse Learners by Using Visual Supports as a Tier 1 Intervention.