Teaching Safety, Compliance, and Critical Thinking in Special Education Classrooms

2022 ◽  
pp. 430-447
Author(s):  
Lilly B. Padía
Keyword(s):  
Critical Thinking ◽  
Public Schools ◽  
Social Norms ◽  
Students With Disabilities ◽  
Special Educators ◽  
Cultural Norms ◽  
Student Agency ◽  
Special Educator ◽  
Behavioral Expectations ◽  
Safety Compliance

Special educators are tasked with teaching students with disabilities to understand and adhere to social norms for their own safety and acceptance in society. This chapter explores ways special educators can teach critical thinking alongside these social and cultural norms in order to support student agency. One special educator shares her experiences working with students with disabilities in urban public schools as she grapples with teaching her students what they need to know to be safe, while also teaching to challenge oppressive social and behavioral expectations.

Teaching Safety, Compliance, and Critical Thinking in Special Education Classrooms

2020 ◽  
pp. 227-244
Author(s):  
Lilly B. Padía
Keyword(s):  
Critical Thinking ◽  
Public Schools ◽  
Social Norms ◽  
Students With Disabilities ◽  
Special Educators ◽  
Cultural Norms ◽  
Student Agency ◽  
Special Educator ◽  
Behavioral Expectations ◽  
Safety Compliance

Special educators are tasked with teaching students with disabilities to understand and adhere to social norms for their own safety and acceptance in society. This chapter explores ways special educators can teach critical thinking alongside these social and cultural norms in order to support student agency. One special educator shares her experiences working with students with disabilities in urban public schools as she grapples with teaching her students what they need to know to be safe, while also teaching to challenge oppressive social and behavioral expectations.

Thinking Vertically: Facilitating Transition for Students With Disabilities

2021 ◽  
pp. 104837132110344
Author(s):  
Ellary A. Draper
Keyword(s):  
High School ◽  
Special Education ◽  
Early Intervention ◽  
Best Practices ◽  
Music Education ◽  
Students With Disabilities ◽  
Education Program ◽  
Special Educators ◽  
Individualized Education Program ◽  
Special Education Transition

Within special education, transition is a required part of a student’s Individualized Education Program, specifically the transition from school to postsecondary life. Recently, special educators have begun to investigate best practices of transition at all levels—early intervention into school, elementary to middle school, and middle to high school. Yet in music education transition is not widely discussed for students with and without disabilities. This article includes an overview of best practices of transition in special education and provides ideas on how to implement these practices in music education to better facilitate transition between schools to postsecondary life for students with disabilities.

Challenges of Urban Educators in Implementing State Standards for Students with Disabilities

2021 ◽  
pp. 001312452110045
Author(s):  
Elizabeth D. Cramer ◽  
Rosalia F. Gallo ◽  
Catherine Salum ◽  
Lorena R. Munoz ◽  
Cynthia Pellegrini Lafont ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Special Educators ◽  
State Standards ◽  
Learning Needs ◽  
Struggling Learners ◽  
Effective Implementation ◽  
Lack Of Information ◽  
Diverse Backgrounds ◽  
Information Research ◽  
Urban Educators

A lack of information, research, and teacher training exists on the effective implementation of Common Core State Standards (CCSS) or other state standards for struggling learners. The pace and standardization of the curriculum are often at odds with the unique learning needs of students from diverse backgrounds. Researchers in one large urban school district conducted a series of focus groups with special educators to identify their perceptions of these standards and the training needs associated with effective implementation of the standards. The results revealed a pressing need for professional development to facilitate effective implementation of the standards for struggling learners in urban settings. Implications for teacher preparation and urban education are discussed.

Why Working Apart Doesn’t Work at All: Special Education and English Learner Teacher Collaborations

2018 ◽  
Vol 54 (1) ◽  
pp. 31-39
Author(s):  
Sara E. N. Kangas
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Students With Disabilities ◽  
English Learner ◽  
Individualized Education Programs ◽  
Education Programs ◽  
Individualized Education ◽  
Linguistic Development ◽  
Synergistic Relationships ◽  
Learning English

With many students learning English also identified with disabilities in public schools, collaborations across special education and English learner (EL) education are critical to promoting these students’ academic and linguistic development. Yet, many special education and EL teachers work independently of one another, focusing on their own specialized roles. In the process, students with disabilities who are learning English receive fragmented, inadequate special education and EL services. This article provides specific strategies—cocreating individualized education programs and instituting consultations—special education and EL teachers can implement to break out of their isolated roles and to build synergistic relationships that benefit the learning of students with disabilities who are learning English.

scholarly journals Changing Culture to Change Society?

2017 ◽  
Author(s):  
Mireia Borrell-Porta ◽  
Joan Costa-Font ◽  
Azusa Sato
Keyword(s):  
Social Norms ◽  
Cultural Norms ◽  
Large Set ◽  
Identity Change ◽  
Social Scientists ◽  
Relevant Variable ◽  
Policy Variable ◽  
Show Evidence ◽  
European Values ◽  
Cultural Persistence

Can culture be a policy variable, and hence of use to change society? What can we infer from the existing datasets and methods in economics? How different it is from what social scientists define as culture? Drawing on evidence from migrants interviewed in the European Values Study 2008- 2010 we show evidence of cultural persistence on a large set of attitudes suggesting that culture is a relevant variable for policy to account for. We then offer its downsides and then move to the meaning of culture in other social sciences which allows for more general equilibrium effects, and we propose to focus instead on cultural identity change reflecting newly internalized cultural norms. We argue that on the basis of the existing evidence there is some scope for changing cultural social norms that shape the locus of value (meaningfulness) in a society, which can in induce forms of ‘social change’. However, unlike with social norms, core beliefs in a society are likely to be culturally persistent.

Committing to a Relationship

2019 ◽  
pp. 80-102
Author(s):  
Sarah Halpern-Meekin
Keyword(s):  
Young People ◽  
Romantic Relationships ◽  
Social Norms ◽  
Role Theory ◽  
Cultural Norms ◽  
Multiple Role ◽  
Role Transitions ◽  
Transitions To Adulthood

This chapter draws on role theory and the changing cultural norms around relationships to explain how a risk of social poverty accompanies parents’ attempts to build lasting partnerships. These couples want to create and maintain healthy, lasting unions and parent their children together. Often their relationships are young, and so they are figuring out how to successfully occupy these roles. Role theory helps explain the challenges of the multiple role transitions—to adulthood, partnership, and parenthood—these young people are undertaking. This is particularly challenging given today’s relaxed social norms for romantic relationships, called “deinstitutionalization.” Despite these relaxed norms, which can make expectations and roles unclear, the partners often share relationship ideals. However, they often face an array of obstacles—such as finances and their concerns about their partners’ and their own abilities to be good spouses—to achieving these ideals; this increases the likelihood of social poverty in their lives.

Cultural and Social Contexts and Influencing Factors

2014 ◽  
pp. 97-126
Keyword(s):  
Popular Culture ◽  
Social Norms ◽  
Influencing Factors ◽  
Social Contexts ◽  
Warning Signs ◽  
Cultural Norms ◽  
Occupational Culture ◽  
Female Participation ◽  
Role Modelling ◽  
Hygiene Factors

The first two layers of the STEMcell Model are detailed in this chapter: the cultural and social contexts and their influencing factors. These are largely identified in the voluminous preceding research. Key cultural influencing factors are popular culture, cultural norms, parental expectations, and occupational culture. Key social influencing factors are stereotypes, role modelling, mentoring, clubs, networks, media, peers, family, hygiene factors, and social norms. These factors and the degree of their actual influence are discussed critically, highlighting potential warning signs and issues. The overall conclusion is that, with the exception of cultures that strictly limit female participation, both the contexts themselves and interventions targeted at them have much less influence than is commonly assumed.

From Caring to Cared For

2019 ◽  
pp. 102-117
Author(s):  
Lindsey A. Chapman ◽  
Chelsea T. Morris
Keyword(s):  
Special Education ◽  
Teacher Retention ◽  
Students With Disabilities ◽  
School Leadership ◽  
Working Conditions ◽  
Special Education Teachers ◽  
Special Educators ◽  
Positive Outcomes ◽  
Marginalized Populations ◽  
Practical Application

Special educators dedicate their careers to caring for one of the most vulnerable and historically marginalized populations of students despite often working in environments that do little to reciprocate this care. Amidst an ever-changing education landscape, special education teachers are becoming increasingly stressed, experiencing burnout at alarming rates, and far too frequently leaving the field altogether. In this chapter, caring school leadership is examined in the context of special education. The authors seek to bridge a theoretical stance with practical application to the field. Three necessary conditions for caring are discussed and specific “transactions of care” are recommended. The chapter concludes by upholding the idea that ensuring special educators feel cared for by school leaders has the potential to mitigate issues of poor working conditions, teacher retention, and consequently, promote positive outcomes for students with disabilities.

Challenging Norms Supportive of Violence

2020 ◽  
pp. 126-141
Author(s):  
Obediah Dodo
Keyword(s):  
Social Norms ◽  
Cultural Norms ◽  
Contemporary World ◽  
The People ◽  
The Social ◽  
Ways Of Life

Norms have a contribution in determining violence: how it starts, is unleashed, and its effect on the entirety of the society. They are important in moulding the behaviours of the people. However, they may be problematic and instigate violence. Realising an upsurge in violence emanating from some of the norms in Zimbabwean cultures, the study sought to understand all the various forms of norms, their functionalities, and how they influence violence before seeking to craft means of challenging them. The study is guided by the social norms approach. The study found out that social and cultural norms have over a period grown to define most societies' ways of life. However, there are elements that always try to create conflicts. To attend to the disruptive elements, there are interventions that may be applied to challenge some of these norms, usually combined with other methods, legislation and policies, education, adoption of contemporary world standards, communication, and inclusive lobbying and advocacy, among others.

Sign in / Sign up

Export Citation Format

Share Document