从实践到研究:回应情感和行为障碍学生包容的复杂性及对学校的建议

Q3 Social Sciences NASSP Bulletin Pub Date : 2022-05-09 DOI:10.1177/01926365221097434
Denise A. Soares, Judith R. Harrison, K. Melloy, Alyssa Baran, Morgan Mohlmann
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引用次数: 0

摘要

学校管理人员是负责确保所有学生(包括残疾人)接受高质量包容性教育的教学领导者。在这篇文章中,作者回顾了法律授权,讨论了将患有情绪和行为障碍(EBD)的学生纳入实践,以及有效性的障碍。建议通过解决以下障碍,协助管理人员为患有EBD的学生维持高质量的包容性教育:(a)管理人员的准备和培训;(b) 优先次序;(c) 共同的理念、愿景和使命;(d) 资金和资源;(e) 教师培训和指导,(f)有效的实践和(g)有效的合作教学。尽管专家们继续就将患有EBD的学生纳入学校进行辩论,但学校管理人员已经采取了行动,并正在领导学校的包容性做法。在建立完全包容的模式之前,必须解决障碍,否则将面临员工流失和EBD学生失败的问题。因此,作者提出了一种实践研究模式,其中为当前实践推荐了策略,以克服现有研究中确定的障碍。通过实施本文中的建议,患有EBD的学生很有可能在包容性环境中取得成功。
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Practice-to-Research: Responding to the Complexities of Inclusion for Students with Emotional and Behavioral Disorders with Recommendations for Schools
School administrators are instructional leaders responsible for ensuring high quality inclusive education for all students including those with disabilities. In this article, the authors review legal mandates, discuss inclusion of students with emotional and behavioral disorders (EBD) in practice, and obstacles to effectiveness. Recommendations are provided to assist administrators in maintaining high quality inclusive education for students with EBD by addressing the following barriers: (a) administrator preparation and training; (b) prioritization; (c) common philosophy, vision, and mission; (d) funding and resources; (e) teacher training and coaching, (f) effective practices and (g) effective co-teaching. While experts continue to debate the inclusion of students with EBD, school administrators have moved on and are leading inclusive practices in schools. Barriers must be addressed prior to instating a fully inclusive model or face loss of staff and failure of students with EBD. As such, the authors propose a model of practice to research, in which strategies are recommended for current practice to overcome the identified barriers with available research. With implementation of the recommendations in this article, it is highly probable that students with EBD can be successful in inclusive settings.
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来源期刊
NASSP Bulletin
NASSP Bulletin Social Sciences-Education
CiteScore
1.40
自引率
0.00%
发文量
14
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