Evidence-Based and Culturally Sustaining Practices for Diverse Students With Emotional and Behavioral Disorders

IF 0.7 4区教育学 Q4 EDUCATION, SPECIAL Intervention in School and Clinic Pub Date : 2021-10-18 DOI:10.1177/10534512211051073

Vandana Nandakumar, Nikita McCree, Ambra L. Green

引用次数: 1

Abstract

Children from diverse backgrounds are more likely to receive special education services for emotional or behavioral disorders. These data validate the research that advocates for practitioners to use evidence-based and culturally sustaining practices. This article discusses how strategically implemented, evidence-based, and culturally sustaining practices can assist in preventing inaccurate referrals for special education services.

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

情感和行为障碍学生的循证和文化持续实践

来自不同背景的儿童更有可能因情绪或行为障碍而接受特殊教育服务。这些数据验证了倡导从业者使用循证和文化可持续实践的研究。本文讨论了战略实施、循证和文化上可持续的做法如何有助于防止不准确的特殊教育服务转诊。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

Intervention in School and Clinic EDUCATION, SPECIAL-

CiteScore

1.90

自引率

12.50%

发文量

期刊介绍： Intervention in School and Clinic is practitioner-oriented and designed to provide practical, research-based ideas to educators who work with students with severe learning disabilities and emotional/behavioral problems. Emphasis is placed on strategies and techniques that can be easily implemented in school or clinic settings and address the multifaceted needs of students with severe LD and emotional/behavioral problems. Specifically, articles should target curricular, instructional, social, behavioral, assessment, and vocational strategies and techniques and have direct application to the classroom setting.