Leading Special Education Teachers to Envision Evidence-based Metacognitivist Instructional Strategies in Inclusive Education Schools

Education Quarterly Reviews

ISSN 2621-5799

Published: 28 May 2019

Leading Special Education Teachers to Envision Evidence-based Metacognitivist Instructional Strategies in Inclusive Education Schools

Zaid N. Al-Shammari

Kuwait University, Kuwait

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10.31014/aior.1993.02.02.69

Pages: 373-376

Keywords: Evidence-Based Metacognitivist, Instructional Strategies, Inclusive Education

Abstract

The present study intends to inspire special education teachers to envision ways in which to use evidence-based metacognitivist instructional strategies with a higher effect size than 0.4 in inclusive education schools. These evidence-based instructional strategies included: study skills, concept mapping, and reciprocal teaching. Recommendations are presented to address intensive professional development and workshops for special education teachers.

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