From Deficit to Divergence: Integrating Theory to Inform the Selection of Interventions in Special Education

Creative Education

ISSN Print: 2151-4755
ISSN Online: 2151-4771
www.scirp.net/journal/ce
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"From Deficit to Divergence: Integrating Theory to Inform the Selection of Interventions in Special Education"
written by Tachelle Banks,
published by Creative Education, Vol.5 No.7, 2014

has been cited by the following article(s):

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[2]	“Storying” from special education classroom: Centering voices from accessible-interdependence-intimacy as interdisciplinary justice in pedagogical practices
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[9]	Changing My Language and Understanding: An Autoethnography of My Dumb-Upness
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[13]	Understanding the African American Male Student Experience of Being Diagnosed with Emotional Disturbance through the Use of Counter-Storytelling
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[14]	Homeless not hopeless: understanding how graduate students who experience homelessness and housing insecurity successfully navigate their education
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[15]	Toward an Anti-Imperialistic Critical Race Analysis of the Model Minority Myth
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[16]	What Is Deficit Thinking? An Analysis of Conceptualizations of Deficit Thinking and Implications for Scholarly Research
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[17]	Preparation to Educate Students with Special Education Needs in Inclusive Classrooms
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[18]	Math instruction for students with learning problems
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[19]	Examining the implementation challenges of project-based learning: A case study
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[21]	Emotional Intelligence and the 21st Century College Student: Using Emotional Intelligence as a Stimulus for First Year Student Retention
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[22]	Elementary School Administrators' and Educators' Attitudes Towards the Use of Inclusion Co-Teaching for the Education of Students with Disabilities
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[23]	Understanding how special education early childhood education teachers' philosophies are realized in their practice
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[24]	Development of academic skills in childhood
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[25]	Niveles del desarrollo del razonamiento moral de Kohlberg en ambientes virtuales de aprendizaje
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[26]	What Is Deficit Thinking? An Analysis of Conceptualizations of Deficit Thinking plus Implications for Scholarly Investigation
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[1]	Formative framework for inclusive faculty development in higher education Frontiers in Education, 2026 DOI:10.3389/feduc.2026.1855198

[2]	2025 DOI:10.56902/ETDCRP.2025.142

[3]	Barriers to Providing Transitional Supports for Autistic Students: Insights of School Professionals Journal of Autism and Developmental Disorders, 2024 DOI:10.1007/s10803-024-06375-6

[4]	Neurodivergent students. A continuum of skills with an emphasis on creativity and executive functions Applied Neuropsychology: Child, 2024 DOI:10.1080/21622965.2024.2406914

[5]	“Storying” from special education classroom: Centering voices from accessible-interdependence-intimacy as interdisciplinary justice in pedagogical practices Theory Into Practice, 2024 DOI:10.1080/00405841.2024.2355840

[6]	Toward an Anti-Imperialistic Critical Race Analysis of the Model Minority Myth Review of Educational Research, 2020 DOI:10.3102/0034654320933532

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