Considerations for Incorporating Trauma-Informed Care Content within Special Education Teacher Preparation and Professional Development Programs

Trauma-informed care (TIC) is the practice of consciousness and awareness of trauma that guides educators in developing academic and behavioral support for students with exceptionalities who have experienced trauma. TIC can support students from the lens of Positive Behavioral Intervention Supports (PBIS) and Social Emotional Learning (SEL) within Multi-Tiered Systems of Support (MTSS). The purpose of this article is to explore the integration of TIC practices within classrooms that utilize the MTSS framework and to assist pre-service and in-service teachers with implementing TIC practices within inclusive and restrictive K-12 learning environments.

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Nonviolent Discipline Practices Within Classrooms

Advances in Educational Marketing, Administration, and Leadership - Preventing and Reducing Violence in Schools and Society ◽

10.4018/978-1-7998-4072-5.ch012 ◽

2021 ◽

pp. 257-282

Author(s):

Rufaro A. Chitiyo ◽

Florence Nyemba ◽

Elizabeth A. Ramsey

Keyword(s):

Best Practices ◽

Social Problems ◽

Classroom Strategies ◽

Discipline Practices ◽

Trauma Informed Care ◽

History Of ◽

Trauma Informed ◽

K 12 ◽

Over Time

This chapter focuses on nonviolent discipline practices within classroom settings. The authors draw upon a trauma-informed perspective as a means to encourage professionals working with children to engage in best practices as they decide how to best discipline children under their care. They also address a few examples of nonviolence in U.S. history because peace has worked multiple times as a means to solve social problems. In addition, they provide a brief history of discipline in U.S. schools and how that has evolved over time. Furthermore, they explain possible causes of trauma in children, how to discipline children with histories of trauma, how to implement trauma-informed care in K-12 settings, as well as provide examples of trauma-informed classroom strategies. Using a case study, they provide an example of how to guide teachers to use nonviolent discipline in their work with children with histories of trauma.

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PBIS in Schools

10.4018/978-1-7998-7473-7.ch009 ◽

2022 ◽

pp. 166-191

Author(s):

Donna L. Ervin

Keyword(s):

Students Of Color ◽

Educational Leaders ◽

Behavior Interventions ◽

Emotional Needs ◽

Social Emotional ◽

Evidence Based Practices ◽

Positive Behavior Interventions ◽

Behavioral Expectations ◽

Trauma Informed ◽

Support Students

Educational leaders have implemented positive behavior interventions and supports (PBIS) in schools across the nation to address behavior competence. Most educators have witnessed the evidence of its success in both managing behavior and improving academic outcomes. PBIS is a framework that incorporates evidence-based practices to support students by addressing their mental health and social/emotional needs. Using a culturally relevant and trauma-informed approach, PBIS can help support Students of Color, disciplinary sanctions, and the penal system. The proactive framework has been around for more than 20 years, teaching students behavioral expectations and reinforcing their positive actions. Despite this empirical approach, some teachers remain in favor of the punitive way of disciplining students. In contrast, others have adapted their mindsets to embrace rethinking discipline as a teaching opportunity like learning to read and write. These teachers agree with many scholars that social behavior is learned.

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Engaging learners in STEM education

Eesti Haridusteaduste Ajakiri = Estonian Journal of Education ◽

10.12697/eha.2017.5.1.02b ◽

2017 ◽

Vol 5 (1) ◽

pp. 35-58 ◽

Cited By ~ 5

Author(s):

Joseph Krajcik ◽

İbrahim Delen

Keyword(s):

Problem Solving ◽

Learning Environments ◽

Design Process ◽

Stem Education ◽

Practical Knowledge ◽

Student Thinking ◽

Stem Learning ◽

Problem Solving Skills ◽

K 12 ◽

Support Students

In this manuscript we focus on how to develop STEM learning environments, and how STEM can be implemented in K-12 schools. We focus on the following question: “How can we support students in building a deep, integrated knowledge of STEM so that they have the practical knowledge and problem solving skills necessary to live in and improve the world?” We also discuss criteria for evaluating STEM learning environments and the challenges teachers face in implementing STEM. We define STEM as the integration of science, engineering, technology, and mathematics to focus on solving pressing individual and societal problems. Engaging students in STEM also means engaging learners in the design process. Design is integral to student thinking in the STEM world. The design process is very non-linear and iterative in its nature but requires clearly articulating and identifying the design problem, researching what is known about the problem, generating potential solutions, developing prototype designs (artifacts) that demonstrate solutions, and sharing and receiving feedback. With the integration of design, STEM education has the potential to support students in learning big ideas in science and engineering, as well as important scientific and engineering practices, and support students in developing important motivational outcomes such as ownership, agency and efficacy. Moreover, students who engage in STEM learning environments will also develop 21st century capabilities such as problem solving, communication, and collaboration skills.

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Video Grand Rounds in Rural Teacher Preparation

Theory & Practice in Rural Education ◽

10.3776/tpre.2020.v10n1p119-140 ◽

2020 ◽

Vol 10 (1) ◽

pp. 119-140

Author(s):

Karen S Voytecki ◽

Marsha Craft Tripp ◽

Kathi Wilhite ◽

Sandra Hopfengardner Warren

Keyword(s):

Teacher Preparation ◽

Teacher Candidates ◽

Early Experience ◽

Mixed Methods Study ◽

General Educators ◽

Special Education Teacher ◽

Rural Teacher ◽

K 12 ◽

Authentic Classroom ◽

Grand Rounds

Video Grand Rounds (VGR) were used at a rural university to prepare special education teacher candidates. Using the VGR structure, teacher candidates were taught to understand, observe, and articulate observations of classroom instruction through the use of authentic classroom videos created locally by K-12 rural special and general educators. The videos include teachers working with learners with disabilities and implementing instruction aligned with the general and adapted curriculum standards. In this paper, we report the effects of VGR on teacher candidates’ development of observation skills in an early experience course in this mixed methods study and share the design and development of templates for implementing this model.

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Generalization Training in Special Education Teacher Preparation: Does It Exist?

Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children ◽

10.1177/0888406417703752 ◽

2017 ◽

Vol 40 (3) ◽

pp. 179-193 ◽

Cited By ~ 5

Author(s):

Andrew Markelz ◽

Benjamin Riden ◽

Mary Catherine Scheeler

Keyword(s):

Special Education ◽

Teacher Preparation ◽

Student Teaching ◽

Teacher Candidates ◽

Special Education Teacher ◽

Teaching Skills ◽

Preparation Programs ◽

Education Teacher ◽

Course Syllabi ◽

K 12

Enormous resources are committed by universities to prepare special educators to impact student outcomes of our most vulnerable and neediest learners. Generalizing teaching skills from university to K-12 classrooms must be a component of teacher preparation curriculum; otherwise, we continue to merely train our teacher candidates and hope they sustain and generalize their newly acquired skills. Through self-reported surveys and extant data analysis, we identify the extent to which our sample of special education teacher preparation programs are teaching their teacher candidates to generalize newly acquired teaching skills to in-service settings in K-12 classrooms. Results indicate ambiguity with familiarity of generalization techniques and fidelity of implementation. Programming for generalization is absent in reviewed course syllabi, and student teaching supervisors report a disconnect between university and classroom realities. We recommend a systematic approach to programming for generalization by increasing awareness of generalization techniques through professional development, including accountability measures in course syllabi, focusing on high-leverage practices to create more cohesive preparation programs, and improving communication between instructors and student teaching supervisors. Limitations and future research recommendations are discussed.

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Language and Behavior Disorders in School-Age Children: Comorbidity and Communication in the Classroom

Perspectives on School-Based Issues ◽

10.1044/sbi13.4.111 ◽

2012 ◽

Vol 13 (4) ◽

pp. 111-119 ◽

Cited By ~ 3

Author(s):

Alexandra Hollo

Keyword(s):

Language Impairment ◽

Mental Health Problems ◽

Language Disorder ◽

School Age Children ◽

School Age ◽

Social Emotional ◽

Behavioral Support ◽

School Professionals ◽

Development Characteristic ◽

And Behavior

Language development is the foundation for competence in social, emotional, behavioral, and academic performance. Although language impairment (LI) is known to co-occur with behavioral and mental health problems, LI is likely to be overlooked in school-age children with emotional and behavioral disorders (EBD; Hollo, Wehby, & Oliver, in press). Because language deficits may contribute to the problem behavior and poor social development characteristic of children with EBD, the consequences of an undiagnosed language disorder can be devastating. Implications include the need to train school professionals to recognize communication deficits. Further, it is critically important that specialists collaborate to provide linguistic and behavioral support for students with EBD and LI.

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