Literaturnachweis - Detailanzeige
| Autor/inn/en | Espelage, Dorothy L.; Forber-Pratt, Anjali; Rose, Chad A.; Graves, Katherine A.; Hanebutt, Rachel A.; El Sheikh, America; Woolweaver, Ashley; Milarsky, Tracey Kenyon; Ingram, Katherine M.; Robinson, Luz; Gomez, Angelica M.; Chalfant, Pam K.; Salama, Christine; Poekert, Phil |
|---|---|
| Titel | Development of Online Professional Development for Teachers: Understanding, Recognizing and Responding to Bullying for Students with Disabilities |
| Quelle | (2023), (23 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Espelage, Dorothy L.) Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Students with Disabilities; At Risk Students; Bullying; Victims; Faculty Development; Teacher Role; Knowledge Level; Prevention; Multi Tiered Systems of Support; Social Emotional Learning |
| Abstract | Students with disabilities (SWDs) are disproportionately at-risk for bullying victimization and perpetration, yet there is a lack of educator-focused professional development targeting prevention for these students. This project sought to address gaps in training through the creation of four online professional development modules: (1) understanding bullying among SWDs; (2) examining risk characteristics; (3) establishing school and classroom prevention strategies; and (4) individual prevention. These modules were iteratively developed with feedback from teachers and staff, incorporating the Multi-Tiered System of Supports (MTSS) framework to focus on interventions rooted in social emotional learning (SEL), and emphasizing the importance of prevention for SWDs.?[This is the online version of an article published in "Education and Urban Society."] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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