40 Galiastos, S., Kruse, L., & Whittaker, M. (2019). (rep.). Forward together: Helping educators unlock the power of students who learn differently (pp. 1–37). National Center for Learning Disabilities. Guardino, D. (2018, October 12). Policy Snapshot Dual Certification. University of Florida CEEDAR Center. https://ceedar education.ufl.edu/portfolio/policy- snapshot-dual-certification/ Hoogsteen, T. J. (2020). Collective efficacy: toward a new narrative of its development and role in achievement. Palgrave Commun, (6)2. https://doi.org/10.1057/s41599-019-0381-z Individuals with Disabilities Education Act, 20 U.S.C. § 1400 et seq. (2004). Irwin, V., Wang, K., Tezil, T., Zhang, J., Filbey, A., Jung, J., Bullock Mann, F., Dilig, R., and Parker, S. (2023). Report on the condition of education 2023 (NCES 2023-144). U.S. Department of Education. National Center for Education Statistics. https:/ nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2023144. Kelly, K. (2023, October 5). How to help your child build strengths from challenges. Understood. https://www.understood.org/en/articles strengths-that-come-from-challenges McCloskey, M., & Rapp, B. (2017). Developmental dysgraphia: An overview and framework for research. Cognitive Neuropsychology, 34(3-4), 65–82. https://doi.org/10.1080/02643294.2017.1369016 Mcleskey, J. (2018). High leverage practices for inclusive classrooms. Routledge. McGregor, K. K. (2020). How we fail children with developmental language disorder. Language, Speech, and Hearing Services in Schools, 51(4), 981–992. https://doi.org/10.1044/2020_lshss-20-00003 Merlin, J. (2021, July). Teacher training to meet diverse student needs entering the classroom: teacher preparation in 2017–18. U.S. Department of Education, Institute of Education Sciences. https://nces.ed.gov/pubs2021/2021046.pdf Michelini, G., Eley, T. C., Gregory, A. M., & McAdams, T. A. (2015). Aetiological overlap between anxiety and attention deficit hyperactivity References Bandura, A., Barbaranelli, C., Caprara, V., & Pastorelli, C. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child development, 67(3), 1206–1222. Billingsley, B., & Bettini, E. (2019). Special education teacher attrition and retention: A review of the literature. Review of Educational Research, 89(5), 697–744. https://doi.org/10.3102/0034654319862495 Billingsley, B., Bettini, E., Mathews, H. M., & McLeskey, J. (2020). Improving working conditions to support special educators’ effectiveness: A call for leadership. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 43(1), 7–27. https://doi.org/10.1177/0888406419880353 Burić, I., Slišković, A., & Sorić, I. (2020). Teachers’ emotions and self-efficacy: A test of reciprocal relations. Frontiers in Psychology, 11, 1650. Chen, L., & Yang, J. (2018). The relationship between special education normal school students’ professional identity, learning burnout and learning efficacy. Chin. J. Special Educ, 1, 39–45. Chung, P. J., Patel, D. R., & Nizami, I. (2020). Disorder of written expression and dysgraphia: definition, diagnosis, and management. Translational Pediatrics, 9 (Suppl 1), S46–S54. https://doi org/10.21037/tp.2019.11.01 Dawson, H., & Scott, L. (2013). Teaching students with disabilities efficacy scale: Development and validation. Inclusion, 1(3), 181–196. https://doi.org/10.1352/2326-6988-1.3.181 Ferrer, E., Shaywitz, B. A., Holahan, J. M., Marchione, K. E., Michaels, R., & Shaywitz, S. E. (2015). Achievement gap in reading is present as early as first grade and persists through adolescence. The Journal of Pediatrics, 167(5), 1121–1125e https://doi.org/10.1016/j.jpeds.2015.07.045 Frolov, L., & Schaepper, M. A. (2021, August). What is specific learning disorder? Psychiatry.org - What Is Specific Learning Disorder? https://www psychiatry.org/patients-families/specific-learning disorder/what-is-specific-learning-disorder J'Aime C. Balogh, Ed.D.
RkJQdWJsaXNoZXIy ODc4ODgx