Using Bronfenbrenner's Ecological Framework to Design Support Systems for Education and Special Education

2016 ◽  
pp. 11-31
Author(s):  
Gabriela Walker ◽  
Elizabeth Pattison
Keyword(s):  
Special Education ◽  
Classroom Environment ◽  
Support Systems ◽  
Ecological Theory ◽  
Deep Understanding ◽  
Ecological Framework ◽  
Classroom Teachers ◽  
Conceptual Frameworks ◽  
Design Support ◽  
Human Relationships

Principles of Bronfenbrenner's Ecological Theory were reviewed to examine potential uses for classroom teachers and re-imagine Bronfenbrenner's System's Theory into a series of novel frameworks that could be practically applied to students' lives and experiences outside of the classroom environment. This interpretive review offers educators and families novel conceptual frameworks intended to foster deep understanding of individual students and to provide practical tools to visualize and navigate the unique web of human relationships and support available outside of the classroom. Fourteen newly created “systems theories” are briefly presented here.

Using Bronfenbrenner's Ecological Framework to Design Support Systems for Education and Special Education

2016 ◽  
pp. 251-269
Author(s):  
Gabriela Walker ◽  
Elizabeth Pattison
Keyword(s):  
Special Education ◽  
Classroom Environment ◽  
Support Systems ◽  
Ecological Theory ◽  
Deep Understanding ◽  
Ecological Framework ◽  
Classroom Teachers ◽  
Conceptual Frameworks ◽  
Design Support ◽  
Human Relationships

Principles of Bronfenbrenner's Ecological Theory were reviewed to examine potential uses for classroom teachers and re-imagine Bronfenbrenner's System's Theory into a series of novel frameworks that could be practically applied to students' lives and experiences outside of the classroom environment. This interpretive review offers educators and families novel conceptual frameworks intended to foster deep understanding of individual students and to provide practical tools to visualize and navigate the unique web of human relationships and support available outside of the classroom. Fourteen newly created “systems theories” are briefly presented here.

Assessing the Functions of Behavior for Students with Autism in the Inclusive Classroom Environment

2020 ◽  
pp. 972-994
Author(s):  
Lina Gilic ◽  
Michelle Chamblin
Keyword(s):  
Special Education ◽  
Classroom Environment ◽  
Student Behavior ◽  
Social Behaviors ◽  
Inclusive Classroom ◽  
Classroom Teachers ◽  
Research Support ◽  
Inclusive Settings ◽  
Students With Autism ◽  
And Behaviors

Over the last decade, there has been a significant increase in the identification of students with Autism. According to research and the laws that guide Special Education, inclusive settings benefit both students with and without disabilities. However, teaching students with Autism in inclusive settings can bring about challenges, as teachers are responsible to effectively manage academic and social behaviors. Years of research support the evidence that behaviors do not occur in isolation and behaviors serve a function, even those that are deemed as socially maladaptive. Today's classroom teachers need the tools necessary to identify the function of the student behavior so that appropriate strategies can be applied. Based on the evidence, these strategies can be used to target and transform socially significant behaviors required for successful inclusion and optimized independence.

Assessing the Functions of Behavior for Students with Autism in the Inclusive Classroom Environment

2017 ◽  
pp. 116-138
Author(s):  
Lina Gilic ◽  
Michelle Chamblin
Keyword(s):  
Special Education ◽  
Classroom Environment ◽  
Student Behavior ◽  
Social Behaviors ◽  
Inclusive Classroom ◽  
Classroom Teachers ◽  
Research Support ◽  
Inclusive Settings ◽  
Students With Autism ◽  
And Behaviors

Over the last decade, there has been a significant increase in the identification of students with Autism. According to research and the laws that guide Special Education, inclusive settings benefit both students with and without disabilities. However, teaching students with Autism in inclusive settings can bring about challenges, as teachers are responsible to effectively manage academic and social behaviors. Years of research support the evidence that behaviors do not occur in isolation and behaviors serve a function, even those that are deemed as socially maladaptive. Today's classroom teachers need the tools necessary to identify the function of the student behavior so that appropriate strategies can be applied. Based on the evidence, these strategies can be used to target and transform socially significant behaviors required for successful inclusion and optimized independence.

Ecological Disturbance: A Test of the Matching Hypothesis

1980 ◽  
Vol 5 (3) ◽  
pp. 169-174 ◽  
Author(s):  
Thomas J. Curran ◽  
Bob Algozzine
Keyword(s):  
Emotional Disturbance ◽  
Ecological Theory ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
Ecological Disturbance ◽  
Ecological Theories ◽  
Potential Benefits ◽  
Matching Hypothesis ◽  
Critical Components ◽  
Different Levels

Ecological theories of emotional disturbance emphasize the interactions between the child's unique characteristics and reactions of others to those features as critical components in defining disturbance. In this study, regular classroom teachers with different levels of tolerance for immature behaviors were asked to rate a hypothetical child thought to exhibit immature or defiant behaviors. An analyses of of the teachers' ratings of the child's likelihood of success in a regular classroom suggested that tolerance was influential in the teachers' decisions regarding the child. The implications of the results are discussed with regard to assumptions underlying ecological theory, and as support for the potential benefits of ecological matching of teachers and children.1

Agencies Referring Children for Special Class Placement

1981 ◽  
Vol 5 (1) ◽  
pp. 15-16
Author(s):  
Diane L. Bowyer ◽  
E. Constable
Keyword(s):  
Special Education ◽  
Teacher Training ◽  
Young Children ◽  
Special Class ◽  
Classroom Teachers ◽  
Class Placement ◽  
Detailed Assessment ◽  
Training Courses ◽  
Special Classes

AbstractThe present study investigated the sources of referral of young children placed in Junior Special Classes. It was found that more than half of the children were referred by kindergarten or classroom teachers. These results were discussed in the light of (i) overseas findings; (ii) the need for special education content in teacher training courses; and, (iii) providing practising teachers with a checklist for ascertaining which children require detailed assessment.

Redefining “Prereferral” Intervention as Intervention Assistance: Collaboration between General and Special Education

1989 ◽  
Vol 56 (3) ◽  
pp. 227-231 ◽  
Author(s):  
Janet L. Graden
Keyword(s):  
Special Education ◽  
General Educators ◽  
Classroom Teachers ◽  
Prereferral Intervention ◽  
Collaborative Consultation ◽  
Alternative Intervention ◽  
Full Participation ◽  
Consultation Intervention

The article by Pugach and Johnson raises some important points relative to assumptions of prereferral intervention approaches, including the importance of full participation and ownership by classroom teachers. At the same time, their arguments are flawed by a misunderstanding of some of the conceptual underpinnings of prereferral, intervention. These concepts, such as intervention assistance and “alternative” intervention, actually are founded in collaborative consultation. Intervention assistance approaches will be most effective when special and general educators work together, not to the exclusion of either group.

Handicrafts Design Support Systems for Creative Homemaking Education

2012 ◽  
Vol 46 (1) ◽  
pp. 11-18
Author(s):  
Yuki Igarashi ◽  
Hiromasa Suzuki
Keyword(s):  
Support Systems ◽  
Design Support
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