Interpreting Solidarity

In metro Charlotte, North Carolina, dynamic newcomer Latinx communities have changed the demographics of K-8 education as the region has emerged as a new gateway for an influx of immigrants and migrants. Today, in what has come to be known as “the New Latino South,” K-12 teachers are eager to expand their knowledge base for working with this relatively new population. To that end, bilingual (Spanish/English) educators are increasingly tapped to serve as impromptu interpreters as monolingual administrators and teachers interact more frequently with Spanish dominant communities. Drawing from an in-depth interview sequence, the chapter narrates a Dominican-American's lived experience with simultaneous K-12-based interpreting as a K-12 student teacher, and a licensed early-grades educator. This chapter theorizes the layered emotional and professional advocacy of heritage-language bilingual school-based professionals and their agency in advancing access and equity to public resources with recommendations for policy and practice.

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Evidence-Based Practice in School Mental Health

10.1093/oso/9780190886578.001.0001 ◽

2019 ◽

Keyword(s):

Mental Health ◽

Mental Disorders ◽

Mental Health Problems ◽

Common Mental Disorders ◽

Adolescent Psychopathology ◽

Real Life ◽

Childhood And Adolescence ◽

Dsm 5 ◽

School Based ◽

K 12

Schools have become the default mental health providers for children and adolescents, but they are often poorly equipped to meet the mental health needs of their students. The introduction tackles how to make students eligible for school-based services using the Individuals with Disabilities Education Act or Section 504 of the Rehabilitation Act. Using the new DSM-5 as an organizing principle, this book then addresses the 12 most common mental disorders of childhood and adolescence, ages 3–18. While there are many books that address child and adolescent psychopathology, this book focuses on how to help students with mental disorders in pre-K–12 schools. Each chapter addresses the prevalence of a disorder in school-age populations, appropriate diagnostic criteria, differential diagnosis, comorbid disorders, rapid assessment instruments available, school-based interventions using multitiered systems of support, and easy-to-follow suggestions for progress monitoring. Unique to this book, each chapter has detailed suggestions for how school-based clinicians can collaborate with teachers, parents, and community providers to address the needs of youth with mental health problems so that school, home, and community work together. Each chapter ends with a list of extensive web resources and a real-life case example drawn from the clinical practice of the authors. The final chapter addresses two newly proposed diagnoses for self-harm in the DSM-5 and brings a cautious and sensible approach to assessing and helping students who may be at risk for serious self-injury or suicide.

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Towards a Model for Integrating Informal and Formal Learning for Children in Refugee Camps: The Example of the Lesbos School for Peace

Social Sciences ◽

10.3390/socsci10030111 ◽

2021 ◽

Vol 10 (3) ◽

pp. 111

Author(s):

Ephrat Huss ◽

Smadar Ben Asher ◽

Tsvia Walden ◽

Eitan Shahar

Keyword(s):

Lived Experience ◽

Single Case ◽

Refugee Children ◽

Refugee Camps ◽

Arts Based Research ◽

Whole School ◽

School Based ◽

Research Interviews ◽

Post Disaster

The aim of this paper is to describe a unique, bottom-up model for building a school based on humanistic intercultural values in a post-disaster/refugee area. We think that this model will be of use in similar contexts. This single-case study can teach us about the needs of refugee children, as well as provide strategies to reach these needs with limited resources in additional similar contexts. Additionally, this paper will outline a qualitative arts-based methodology to understand and to evaluate refugee children’s lived experience of in-detention camp schools. Our field site is an afternoon school for refugee children operated and maintained by volunteers and refugee teachers. The methodology is a participatory case study using arts-based research, interviews, and observation of a school built for refugee camp children in Lesbos. Participants in this study included the whole school, from children to teachers, to volunteers and managers. The research design was used to inform the school itself, and to outline the key components found to be meaningful in making the school a positive experience. These components could be emulated by similar educational projects and used to evaluate them on an ongoing basis.

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School Building Administrator Reports of Screening Practices Across Academic, Behavioral, and Health Domains

Journal of Positive Behavior Interventions ◽

10.1177/10983007211003335 ◽

2021 ◽

pp. 109830072110033

Author(s):

Amy M. Briesch ◽

Sandra M. Chafouleas ◽

Jennifer N. Dineen ◽

D. Betsy McCoach ◽

Aberdine Donaldson

Keyword(s):

The United States ◽

Risk Identification ◽

Survey Study ◽

School Building ◽

Social Emotional ◽

Behavioral Screening ◽

Screening Practices ◽

School Based ◽

Health Domains ◽

K 12

Research conducted to date provides a limited understanding of the landscape of school-based screening practices across academic, behavioral, and health domains, thus providing an impetus for the current survey study. A total of 475 K–12 school building administrators representing 409 unique school districts across the United States completed an online survey, which assessed current school-based screening practices across domains from the point of data collection to intervention selection. Whereas 70% to 81% of the respondents reported the use of universal screening across health and academic domains, respectively, only 9% of the respondents endorsed the use of universal social, emotional, and behavioral screening. In addition, discrepancies were identified across domains with regard to such factors as (a) who reviews screening data, (b) how screening data are used to determine student risk, and (c) how interventions are designed for those students demonstrating risk. The lack of consensus in practice calls for dissemination concerning best practices in the implementation of social, emotional, and behavioral screening; risk identification; and Tier 1 intervention.

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Against evidence-based oppression: Marginalized youth and the politics of risk-based assessment and intervention

Theoretical Criminology ◽

10.1177/1362480616645172 ◽

2016 ◽

Vol 21 (2) ◽

pp. 151-167 ◽

Cited By ~ 32

Author(s):

Tim Goddard ◽

Randolph R Myers

Keyword(s):

Lived Experience ◽

Evidence Based ◽

Marginalized Youth ◽

Youth Justice ◽

Policy And Practice ◽

Individual Level ◽

Needs Assessments ◽

Actuarial Risk ◽

The Individual ◽

Causes Of Crime

Actuarial risk/needs assessments exert a formidable influence over the policy and practice of youth offender intervention. Risk-prediction instruments and the programming they inspire are thought not only to link scholarship to practice, but are deemed evidence-based. However, risk-based assessments and programs display a number of troubling characteristics: they reduce the lived experience of racialized inequality into an elevated risk score; they prioritize a very limited set of hyper-individualistic interventions, at the expense of others; and they privilege narrow individual-level outcomes as proof of overall success. As currently practiced, actuarial youth justice replicates earlier interventions that ask young people to navigate structural causes of crime at the individual level, while laundering various racialized inequalities at the root of violence and criminalization. This iteration of actuarial youth justice is not inevitable, and we discuss alternatives to actuarial youth justice as currently practiced.

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Educator Knowledge and Implementation of Assistive Technology to Support Challenging Behaviors: An Exploratory Inquiry

Journal of Special Education Technology ◽

10.1177/01626434211034803 ◽

2021 ◽

Vol 36 (3) ◽

pp. 162-174

Author(s):

Christopher R. Emerling ◽

Sarah Wilkinson ◽

Daniel M. Maggin

Keyword(s):

Assistive Technology ◽

Lived Experience ◽

Students With Disabilities ◽

Challenging Behaviors ◽

Future Research ◽

Structured Interviews ◽

Dynamic Learning ◽

Behavioral Challenges ◽

Emerging Trends ◽

K 12

Emerging trends and advancements in technology allow educators to develop dynamic learning environments to support their students’ academic and behavioral needs. The study documented the lived experience of special educators using assistive technology (AT) to support behavioral challenges in students with disabilities and the environmental factors that support educator’s use of AT. Fifteen educators who worked in K–12 schools participated in semi-structured interviews and completed a researcher-developed Assistive Technology Treatment Integrity Checklist (ATTIC). This exploratory study indicated that participants had limited experiences using AT to target challenging behaviors. However, participants used technology to support evidence-based interventions or customized instructional technologies to manage students’ needs. Our findings also indicated that school structures impacted AT-related attitudes and eventual use. The findings from this study add to the literature on technology supports for students with challenging behaviors. Implications for practice and future research are also discussed.

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exploration of leaders' experience with the informal learning process during role transition at a k-12 private, non-profit, co-educational, bilingual school in Jordan

10.17760/d20282574 ◽

2018 ◽

Author(s):

Abu-Arja

Keyword(s):

Informal Learning ◽

Learning Process ◽

Role Transition ◽

Non Profit ◽

K 12 ◽

Bilingual School

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The Influences of Indigenous Heritage Language Education on Students and Families in a Hawaiian Language Immersion Program

Heritage Language Journal ◽

10.46538/hlj.7.2.4 ◽

2010 ◽

Vol 7 (2) ◽

pp. 207-236 ◽

Cited By ~ 2

Author(s):

Rebecca Luning ◽

Lois Yamauchi

Keyword(s):

Heritage Language ◽

Family Members ◽

Language Education ◽

Cultural Issues ◽

Hawaiian Language ◽

Language And Culture ◽

Adolescent Students ◽

Heritage Language Education ◽

K 12 ◽

Indigenous Heritage

Papahana Kaiapuni is a K-12 public school program in which the Hawaiian language is the medium of instruction. In 1987, parents and language activists started the program in response to the dwindling number of speakers that resulted from a nearly century-long ban on the indigenous language. This study examined how participation in this indigenous heritage language program influenced students and their families. Data included interviews with 12 adolescent students and their family members. Results suggested that the program promoted students’ learning about and practicing traditional Hawaiian values, and influenced cultural pride among family members. Participation in the program also encouraged youths and their family members to become politically active around Hawaiian cultural issues. Unlike the more typical process in which culture is passed down from the older to the younger generations, participants viewed Kaiapuni students as the carriers of the culture and language, teaching older family members about these topics. Informants also reported that Kaiapuni promoted positive community views about both Hawaiian language and culture revitalization efforts.

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