Literaturnachweis - Detailanzeige
| Autor/inn/en | Bal, Aydin; Kozleski, Elizabeth B.; Schrader, Elizabeth M.; Rodriguez, Esmeralda M.; Pelton, Scott |
|---|---|
| Titel | Systemic Transformation from the Ground-Up: Using Learning Lab to Design Culturally Responsive Schoolwide Positive Behavioral Supports |
| Quelle | In: Remedial and Special Education, 35 (2014) 6, S.327-339 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0741-9325 |
| DOI | 10.1177/0741932514536995 |
| Schlagwörter | Student Diversity; Cultural Differences; Disproportionate Representation; Minority Group Students; Special Education; Learning Laboratories; Behavior Modification; Behavior Problems; Intervention; Participative Decision Making; Problem Solving; Stakeholders; Cooperative Planning; School Community Relationship; Inclusion; Racial Differences; Elementary Schools; Qualitative Research; Mixed Methods Research; Wisconsin |
| Abstract | The enduring existence of disproportionate representation of students from culturally and linguistically diverse backgrounds in special education programs and disciplinary practices creates a double bind for educators, educational leaders, and families. Disproportionality is an adaptive systemic issue that is not under any entity's control; thus, it demands collaboration and critical dialogue among local stakeholders. This article examined the implementation of Learning Lab, a new methodology of systemic transformation, for local stakeholders to collectively examine and address disproportionality in behavioral outcomes from the ground-up. Learning Lab aims to increase equity within the local implementations of Positive Behavioral Interventions and Supports (PBIS) by opening up decision-making and problem-solving processes with local stakeholders. Designed to increase authentic collaboration and dialogue among educators, families, and community-based organizations, Learning Lab offers the possibility of contextually fit, culturally responsive implementations of PBIS and building the capacity for forming adaptive and inclusive schools. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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