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Let students’ strengths, not struggles, determine the outcome of their workReferences (Q–Z)Information from the following sources was used to summarize skills and application features for the development of this website: . Responses. (2002). Retrieved 11/01/03, from http://www.pbs.org/wgbh/misunderstoodminds/writingstrats.html. Saunders, S. (2002). Inspiration: The premier tool to develop ideas and organize thinking. The Science Teacher, 88. Shaywitz, S., & Shaywitz, B. (March 2004). Reading disability and the brain. Educational Leadership, 61(6), p6, 6p. Sousa, D. (2001). How the special needs brain learns. Thousand Oaks, CA: Thousand Oaks Press. Student learning: How can technology develop higher order thinking and problem solving? (2003). Retrieved 11/01/03, from http://caret.iste.org/index.cfm?fuseaction=evidence&answerID=9. Student learning: How can technology influence student academic performance? (2003). Retrieved 11/01/03, from http://caret.iste.org/index.cfm?fuseaction=evidence&answerID=1. Student learning: How can technology influence student academic performance? (2003). Retrieved 11/01/03, from http://caret.iste.org/index.cfm?fuseaction=evidence&answerID=5. Walcot-Gayda, E. (Winter 2004). Understanding learning disabilities. Education Canada, 44(1). Watch your stories come to life through multimedia: Improving oral and written language skills. (2003). Retrieved 11/01/03, from http://www.thechamberfoundation.org/BestPractices/K-8%20(0203)/Adobe%20Bluffs.htm. Winebrenner, S. (1996). Teaching kids with learning difficulties in the regular classroom. Boston, MA: Free Spirit Publishing.
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