Literaturnachweis - Detailanzeige
| Autor/inn/en | Matute-Chavarria, Monique; Cuba, Melissa J.; Lavin, Carlos E.; Katz, Sarah; Brown, Monica R.; Aborishade, Ayodele P. |
|---|---|
| Titel | Using Technology to Coach Culturally and Linguistically Diverse Families in the Behavior Intervention Plan Process: Embedding Funds of Knowledge |
| Quelle | In: Journal of Special Education Technology, 38 (2023) 1, S.6-14 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Matute-Chavarria, Monique) ORCID (Cuba, Melissa J.) ORCID (Lavin, Carlos E.) ORCID (Katz, Sarah) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-6434 |
| DOI | 10.1177/01626434221139213 |
| Schlagwörter | Cultural Differences; Coaching (Performance); Intervention; Family Environment; COVID-19; Pandemics; Kindergarten; Elementary Secondary Education; Educational Change; Teaching Methods; Social Differences; Distance Education; Access to Education; Students with Disabilities; Student Behavior; Behavior Problems; Emotional Disturbances; Cultural Background; Teacher Attitudes; Computer Mediated Communication; Parent Teacher Cooperation; Behavior Change; Parent Child Relationship Kultureller Unterschied; Familienmilieu; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Sozialer Unterschied; Distance study; Distance learning; Fernunterricht; Education; Access; Bildung; Zugang; Bildungszugang; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Student behaviour; Schülerverhalten; Gefühlsstörung; Lehrerverhalten; Computerkonferenz; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung |
| Abstract | The COVID-19 pandemic made the use of technology across K-12 schools mandatory and ubiquitous. This sudden shift in teaching and learning highlighted educational disparities and created service disruptions for culturally and linguistically diverse (CLD) students with disabilities. One disruption, in particular, is the provision of behavioral interventions for CLD students with emotional and behavioral needs while learning at home. Unfortunately, families are often not equipped with the skills and knowledge to implement these interventions, and CLD families need coaching that is responsive to their cultural and linguistic needs. Therefore, in this article, we describe a process that includes (a) funds of knowledge as a framework to challenge teacher perceptions of CLD families by highlighting their cultural and cognitive resources, (b) family coaching using funds of knowledge framework and online tools, (c) key components prior to behavior intervention plan (BIP) development, and (d) a step-by-step description of how the BIP can be developed and implemented at home with CLD families using this coaching model. (As Provided). |
| Anmerkungen | SAGE Publications. 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: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
