High-Leverage Social, Emotional and Behavioural Practices for Students with Disabilities in Inclusive Settings

Autor/inn/en	Rivera, Mabel O.; McKeithan, Glennda K.
Titel	High-Leverage Social, Emotional and Behavioural Practices for Students with Disabilities in Inclusive Settings
Quelle	In: Educational Review, 73 (2021) 4, S.436-450 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McKeithan, Glennda K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2019.1632800
Schlagwörter	Students with Disabilities; Inclusion; Evidence Based Practice; Teaching Methods; Social Development; Emotional Development; Behavior Development; Teacher Education; Educational Environment; Teacher Collaboration; Student Evaluation; Functional Behavioral Assessment; Organization; Time Management; Feedback (Response); Social Behavior; Skill Development + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Entwicklung; Gefühlsbildung; Lehrerausbildung; Lehrerbildung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerkooperation; Schulnote; Studentische Bewertung; Organisation; Organisationsstruktur; Zeitmanagement; Social behaviour; Soziales Verhalten; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	The use of evidence-based practices (EBPs) is a tenant of effective instruction for students with disabilities in general and special education classrooms. In fact, it is essential that teachers use EBPs across content areas as they would benefit all students and maximise opportunities for those with special needs. Often, students with disabilities have difficulty meeting the academic, social, emotional, and behavioural demands of inclusive classroom settings when effective EBPs are not consistently implemented. In 2017, the Council for Exceptional Children and the CEEDAR Center at the University of Florida identified a set of evidence-based, high-leverage practices (HLPs) with the goal to guide teacher educators and professional development providers in the task of teacher preparation. This article discusses the application of four HLPs related to social, emotional, behavioural and instructional practices for students with disabilities in inclusive settings. The four HLPs addressed in this article are connected to the teachers' ability to integrate multifaceted learning goals into instructional planning and delivery to create effective learning environments that may improve learning outcomes for students with (and perhaps without) disabilities across settings and content areas. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01