Culturally Responsive Response to Intervention Instruction and Rehabilitation (RTIIR) Practices in Public Schools Using MTSS

2020 ◽  
pp. 220-239
Author(s):  
York Williams
Keyword(s):  
Public Schools ◽  
Response To Intervention ◽  
Culturally Responsive ◽  
Emotional And Behavioral Disorders ◽  
Emotional Needs ◽  
Social Emotional ◽  
Social And Emotional ◽  
The Social ◽  
Rehabilitative Intervention ◽  
Method Of Assessment

The adoption and use of Response to Intervention (RTI) has been recognized as a resource for all schools to use to adequately identify a learning disability. Today, public schools have found success by adopting RTI as a preventative and intervention method of assessment and pre-referral to address the misidentification and over-representation of students considered in need of special education. Multi-Tiered Systems of Support (MTSS) has also become one of the most widely utilized systems that works in partnership with RTI to address social and emotional needs of students, while at the same time intervening where there are academic deficiencies and areas of weakness overall. Youth with, or at-risk for, emotional and behavioral disorders have severe deficits in their academic functioning. This chapter posits the use of RTI as a larger framework of rehabilitative intervention using MTSS as a culturally responsive tool to address the social, emotional, and clinical needs of students.

Culturally Responsive Response to Intervention Instruction and Rehabilitation (RTIIR) Practices in Public Schools Using MTSS

2021 ◽  
pp. 440-454
Author(s):  
York Williams
Keyword(s):  
Public Schools ◽  
Response To Intervention ◽  
Culturally Responsive ◽  
Emotional And Behavioral Disorders ◽  
Emotional Needs ◽  
Social Emotional ◽  
Social And Emotional ◽  
The Social ◽  
Rehabilitative Intervention ◽  
Method Of Assessment

The adoption and use of Response to Intervention (RTI) has been recognized as a resource for all schools to use to adequately identify a learning disability. Today, public schools have found success by adopting RTI as a preventative and intervention method of assessment and pre-referral to address the misidentification and over-representation of students considered in need of special education. Multi-Tiered Systems of Support (MTSS) has also become one of the most widely utilized systems that works in partnership with RTI to address social and emotional needs of students, while at the same time intervening where there are academic deficiencies and areas of weakness overall. Youth with, or at-risk for, emotional and behavioral disorders have severe deficits in their academic functioning. This chapter posits the use of RTI as a larger framework of rehabilitative intervention using MTSS as a culturally responsive tool to address the social, emotional, and clinical needs of students.

Finessing the Academic and Social-Emotional Balance: A Revised Developmental Advising Model for Students with Learning Disabilities or AD/HD

2005 ◽  
Vol 25 (1) ◽  
pp. 51-63
Author(s):  
Jeannine Ryser ◽  
Peg Alden
Keyword(s):  
Learning Disabilities ◽  
Emotional Needs ◽  
Students With Learning Disabilities ◽  
Developmental Advising ◽  
Social Emotional ◽  
Emotional Challenges ◽  
Social And Emotional ◽  
Hyperactivity Disorder ◽  
The Social ◽  
Advising Model

Advisor perceptions of and responses to the social and emotional needs of college students with learning disabilities (LDs) and attention deficit/hyperactivity disorder (AD/HD) are studied. Through a mixed-method approach of surveys and focus groups, four themes emerged: social-emotional issues that students present in the advising relationship; advisor challenges and responses to presenting issues; sources of advisor support; and monitoring of student medication. Data support a revised and expanded developmental advising model that includes the complex layering of social and emotional challenges that face students with LDs or AD/HD and the factors that keep this complex domain in balance with academic and career exploration. The revised model may also be useful for advisors whose students have any social or emotional challenges.

Time for Change: Understanding Teacher Social-Emotional Learning Supports for Anti-Racism and Student Well-Being During COVID-19, and Beyond

2021 ◽  
pp. 001312452110625
Author(s):  
Karen Stansberry Beard ◽  
Joanne Baltazar Vakil ◽  
Theodore Chao ◽  
Cory D. Hilty
Keyword(s):  
School Counselors ◽  
Well Being ◽  
Emotional Learning ◽  
Future Research ◽  
Emotional Needs ◽  
Social Emotional ◽  
Preparation Programs ◽  
Social And Emotional ◽  
The Social ◽  
Black Bodies

During the COVID-19 pandemic, the approximately 3.2 million teachers serving 50.8 million students in U.S. schools were positioned, along with school counselors, as de facto first responders for student well-being. Teachers across the country, already struggling to transition their teaching to online platforms, had to simultaneously implement recently adopted Social and Emotional Learning (SEL) Standards. While prioritizing the social and emotional needs of children is of course a necessity, we wondered about the support needed for teachers who shouldered this work? Of particular interest were the supports for teachers operating in urban schools and with communities of color disproportionately impacted. And within this timeframe, global uprisings protesting police murders of Black bodies revealed the crucial importance of anti-racist educational practices. While we contend that teacher well-being is a key determinate of student well-being, we also explored the ways teachers innovated and created online communities (e.g., Twitter, Facebook) to support one another’s SEL and anti-racist pedagogy. The connection between these practices to research-supported online teacher support structures that influence teacher emotions (e.g., efficacy) was further explored. We conclude with implications from learnings from this crisis for practitioners, educator preparation programs, policy, and future research while adding to the limited literature concerning teacher SEL, anti-racism, and teacher-created communities.

Social/Emotional Needs: Gifted Sensitivity to Criticism

1994 ◽  
Vol 17 (3) ◽  
pp. 24-25 ◽  
Author(s):  
Tracy Cross ◽  
Sal Mendaglio
Keyword(s):  
Gifted Students ◽  
Emotional Needs ◽  
Social Emotional ◽  
Social And Emotional ◽  
The Third ◽  
The Social ◽  
University Of Calgary ◽  
The University

Welcome to the third column focusing on the social and emotional needs of gifted students. As I indicated in the first column, I have asked a friend, Dr. Sal Mendaglio from the University of Calgary, to share some of his thoughts and experiences counseling gifted students. Sal has been working on the topic of sensitivity for some time. Having talked at length with him about his ideas, I felt that this column would be an ideal vehicle for him to put forth his ideas. Enjoy.

Using Social-Emotional Learning and Literacy Tools to Bridge the Gap During and Beyond COVID-19

2021 ◽  
pp. 172-194
Author(s):  
Marianna Stepniak ◽  
Susan Shaffer ◽  
Seth Shaffer
Keyword(s):  
Culturally Responsive ◽  
Social And Emotional Learning ◽  
Literacy Skills ◽  
Emotional Learning ◽  
Learning Needs ◽  
Emotional Needs ◽  
Social Emotional ◽  
Social And Emotional ◽  
Marginalized Groups ◽  
Use Of Technology

MAEC developed culturally responsive and accessible resources and tools to meet students' intersecting literacy and social-emotional needs during COVID-19, centering students and families from marginalized groups (considering race, gender, language, culture, socioeconomic status, and personalized learning needs). MAEC disseminated its materials by building the capacity of caregivers and educators to provide social and emotional learning and literacy to their students. Through MAEC's webinar and newsletter series, caregivers and educators learned how to enhance SEL and literacy skills through the use of technology and visual tools, common household items and experiments, and social justice literature. The approach and tools developed by MAEC in summer 2020 remain relevant and important as educators, families, and students move to re-enter, recover, and reimagine schooling.

Investigating the Psychometric Properties of the Social-Emotional Learning Scale

2021 ◽  
pp. 153450842098452
Author(s):  
Christopher L. Thomas ◽  
Staci M. Zolkoski ◽  
Sarah M. Sass
Keyword(s):  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Emotional Information ◽  
Confirmatory Factor Analyses ◽  
Educational Support ◽  
Social And Emotional ◽  
The Social ◽  
Confirmatory Factor ◽  
Learning Programs

Educators and educational support staff are becoming increasingly aware of the importance of systematic efforts to support students’ social and emotional growth. Logically, the success of social-emotional learning programs depends upon the ability of educators to assess student’s ability to process and utilize social-emotional information and use data to guide programmatic revisions. Therefore, the purpose of the current examination was to provide evidence of the structural validity of the Social-Emotional Learning Scale (SELS), a freely available measure of social-emotional learning, within Grades 6 to 12. Students ( N = 289, 48% female, 43.35% male, 61% Caucasian) completed the SELS and the Strengths and Difficulties Questionnaire. Confirmatory factor analyses of the SELS failed to support a multidimensional factor structure identified in prior investigations. The results of an exploratory factor analysis suggest a reduced 16-item version of the SELS captures a unidimensional social-emotional construct. Furthermore, our results provide evidence of the internal consistency and concurrent validity of the reduced-length version of the instrument. Our discussion highlights the implications of the findings to social and emotional learning educational efforts and promoting evidence-based practice.

Capitalizing on Cultural Assets: Community Cultural Wealth and Immigrant-Origin Students

2020 ◽  
Vol 24 (1) ◽  
pp. 2156759X2097365
Author(s):  
Lucy L. Purgason ◽  
Robyn Honer ◽  
Ian Gaul
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Culturally Responsive ◽  
The United States ◽  
Community Cultural Wealth ◽  
Emotional Needs ◽  
Social Emotional ◽  
Future Directions ◽  
Cultural Wealth ◽  
College And Career

Nearly one of four students enrolled in public school in the United States is of immigrant origin. School counselors are poised to support immigrant-origin students with academic, college and career, and social/emotional needs. This article introduces how community cultural wealth (CCW), a social capital concept focusing on the strengths of immigrant-origin students, brings a culturally responsive lens to multitiered system of supports interventions identified in the school counseling literature. We present case studies highlighting the implementation of CCW and discuss implications and future directions for school counseling practice.

Service Animals and Pet Therapy in Schools: Synthesizing a Review of the Literature

2021 ◽  
Vol 31 (1) ◽  
pp. 1-23
Author(s):  
Virginie Abat-Roy
Keyword(s):  
Program Implementation ◽  
Cultural Context ◽  
Study Data ◽  
Pet Therapy ◽  
Emotional Needs ◽  
Negative Effects ◽  
Social Emotional ◽  
Current State ◽  
The Social ◽  
State Of Research

As the academic and social-emotional needs of students in schools continue to increase, so too does the presence of dogs in educational spaces. This article aims to present an overview of past and present animal-assisted intervention practices in school settings. This comprehensive literature review examines the current state of research within this field of study. Data from 29 publications were selected according to strict inclusion and exclusion criteria. The results highlight three categories in which the presence of dogs in schools have an impact: social-emotional, cognitive, and physiological. Challenges to program implementation include health risks, cultural context, and negative effects on the animal. Due to the lack of school-based research, more study is needed, especially in order to understand the effect of dogs on the social-emotional learning of students. Finally, the welfare and training of the animals involved should be taken into consideration, and regulations regarding handler and animal training should be enforced.

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