Suchergebnisse

Understanding the history and formation of MTSS -- Components of MTSS -- Response to intervention -- School-wide positive behavior support -- Social-emotional RTI and embedding trauma-informed practices -- Suicide intervention and prevention -- Overcoming challenges to MTSS implementation -- Roles and responsibilities under MTSS -- Implementation of MTSS in alternative settings -- Appendix A. Response to intervention -- Appendix B. School-wide positive behavior support flowchart -- Appendix C. Social-emotional RTI flowchart -- Appendix D. Suicide prevention and intervention flowchart -- Appendix E. All intervention service delivery models.

The content included in the current chapter centers around the screening and identification of students who experience learning challenges in an educational setting in the United States of America. The specific learning challenges discussed will focus on students who may have a specific learning disability (SLD). Legislation that brought about concepts such as response to intervention (RTI) is discussed in detail. The various levels of intensity of interventions, or tiers, provided to students are explained by more than one discipline. The new regulations guiding access to special education services are based on the identification, intervention, and close monitoring of student progress. The overarching goal of RTI is to provide support to students who may be experiencing difficulty, before they experience failure by falling too far behind their peers.

This book will help comprehend reasons why children continue to lag behind, and take an in depth look at how to intervene and provide policies and support to help students and teachers succeed. The purpose of this book is to shed more light on the complexities and possibilities of yielding better answers, especially when executing justifiable, equitable change in education.

Children with disabilities are at greater risk of social exclusion. In part, this results from the negative perceptions of disability held by their peers. An innovative, school-based project used creative music-making sessions facilitated by young disabled musicians to nurture more positive attitudes among children aged 9 years in four schools, with two classes from each. In all, around 200 pupils were involved in weekly sessions totalling 16 h. Their attitudes to disability were assessed before and after participating in the project, along with the reactions of parents and teachers. Pupils were significantly more disposed to interacting with children with disabilities and to persons with disabilities more generally as well as to having a teacher with a disability. Parents and teachers confirmed the pupils' enthusiasm for the project and the impact it had on them. A core driver for change appeared to be sharing enjoyable musical activities with competent musicians who had disabilities. Further research should explore the potential of mentoring by disabled persons in other arts activities and sports to provide further validation of this approach.

Quickly acquire the knowledge and skills you need to accurately and effectively implement Response to Intervention (RTI) programs As adoption of the RTI model grows, professionals such as educational diagnosticians, school psychologists, general and special education teachers, and school administrators are eager to find resources that describe the theory behind it and provide useful guidelines for its effective implementation. Packaged in the user-friendly Essentials series format, and authored by two RTI experts, Essentials of Response to Intervention provides just that resource. This book of

É inegável a escassez de propostas de intervenções e de elaboração de materiais instrucionais nacionais, relativos às estratégias de aprendizagem, em todos os segmentos da escolarização formal. O objetivo deste artigo é descrever e analisar alguns estudos nacionais, realizados e em andamento, tendo como referencial teórico a Psicologia Cognitiva baseada na Teoria do Processamento da Informação. Espera-se contribuir para discussão e produção de conhecimentos nessa área.

In this sensitive and compassionate look at terminally ill and disabled children, professionals from the medical community examine the stresses faced by their parents and siblings. They address the crucial element of communication--within a family and between health care providers and family members--in dealing with a child's serious illness. Ethical decision making, learning to recognize the child's suffering, and talking to children about death are honestly and clearly discussed. Experts offer direct interventions to help family members through the grieving process once a child has died

The principle of universality is a cornerstone of the UN Convention on the Rights of the Child. Study of displaced Iraqi children in Jordan reveals the political and economic factors that can militate against universality in practice. Following an account of Iraqi displacement in Jordan and of Iraqi children's situation from a rights perspective we consider the institutional response offered by host government, Western donors, and UN agencies and INGOs. As we argue, together these different actors have created, albeit unintentionally, what may be considered a 'network of disregard' in which a relationship of mutual dependence inhibits the pursuit of a principled, non-discriminatory approach to the realisation of rights. In consequence Iraqi refugee children are left in a state of enduring limbo: at best receiving support in a piecemeal manner. This unfortunate situation raises important issues about the child rights project as it has been conceived and operationalised.

Ensure that Every Child Achieves Academic and Social Success An equity-based multi-tiered system of support (MTSS) helps school teams engage all students across the full range of learning needs. MTSS ensures that the vision of equity for every student is achieved, with high expectations and quality instruction, while not straining a school's budget or personnel. This strategy filled book teaches you how to Engage all students in learning through an equity-based approach Analyze and utilize your resources Apply strengths- and evidence-based principles for implementation Incorporate effective tools to systematize MTSS.

We welcome the opportunity to respond to Wand's careful and detailed analysis of our paper (Lewis and Schultz 2003). With the discipline's increasing inclination to move toward fully structural strategic choice models (e.g., Signorino 1999; Morton 1999), the issues that Wand raises are important to consider, as they bear on crucial questions of model construction and interpretation. Moreover, his work has allowed us to consider more carefully the properties of an estimator that we are in the process of applying to actual data.

Help a child meet the challenges of the ?real? world! Our children spend a significant amount of time in school, working to develop the skills they need to succeed in the ?real? world. But more and more, they face social and emotional challenges that can't be effectively addressed during school hours. Community Interventions to Create Change in Children reflects the efforts by psychologists to work outside the classroom, combining research with action to produce community-based interventions that address the concerns children struggle with every day: bullying and victimization, prejudice, cros