D. Espelage, Anjali J. Forber-Pratt, Chad A. Rose, Katie Graves, Rachel Hanebutt, A. E. Sheikh, Ashley Woolweaver, Tracey Kenyon Milarsky, Katherine M. Ingram, Luz E. Robinson, A. M. Gomez, Pamela K. Chalfant, Christine D. Salama, Philip E. Poekert
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Development of Online Professional Development for Teachers: Understanding, Recognizing and Responding to Bullying for Students with Disabilities
Students with disabilities (SWDs) are disproportionately at-risk for bullying victimization and perpetration, yet there is a lack of educator-focused professional development targeting prevention for these students. This project sought to address gaps in training through the creation of four online professional development modules: (1) understanding bullying among SWDs, (2) examining risk characteristics, (3) establishing school and classroom prevention strategies, and (4) individual prevention. These modules were iteratively developed with feedback from teachers and staff, incorporating the Multi-Tiered System of Supports (MTSS) framework to focus on interventions rooted in social emotional learning (SEL), and emphasizing the importance of prevention for SWDs.
期刊介绍：
Education and Urban Society (EUS) is a multidisciplinary journal that examines the role of education as a social institution in an increasingly urban and multicultural society. To this end, EUS publishes articles exploring the functions of educational institutions, policies, and processes in light of national concerns for improving the environment of urban schools that seek to provide equal educational opportunities for all students. EUS welcomes articles based on practice and research with an explicit urban context or component that examine the role of education from a variety of perspectives including, but not limited to, those based on empirical analyses, action research, and ethnographic perspectives as well as those that view education from philosophical, historical, policy, and/or legal points of view.lyses.
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