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Through the eyes of a child : an introduction to children's literature / Donna E. Norton

Children and adolescents exposed to violence may develop mental health problems, impacting their ability to develop appropriate social-emotional skills. Limited development of social-emotional skills has been associated with poor performance in school. A review of the literature was conducted to better understand social-emotional development in children and its role in a child's ability to function in the school setting. The developmental psychopathology framework is used to illuminate the dynamic relationship between children and their contexts. Specifically, the context of school is explored to identify its role in providing services that address the needs of children and adolescents with social-emotional limitations.

Child and Adolescent Social-Emotional Development Within the Context of School

We synthesized empirical work to evaluate whether Black children are disproportionately overrepresented in special education We identified 22 studies that met a priori inclusion criteria including

Are Black Children Disproportionately Overrepresented in Special Education? A Best-Evidence Synthesis:

Research studies have historically indicated that students from racially and ethnically diverse backgrounds are overidentified for special education, suggesting bias in referral, assessment, and pl...

An Integrative Synthesis of Literature on Disproportionality in Special Education

Over the past three decades, teacher induction or the socialisation of new teachers into the profession has received ample attention from researchers and policy makers. Despite well-intended interventions to support early career teachers with the challenges of the induction phase, many of these supportive practices have been caught up in deficit thinking and a remedial perspective, which has a number of negative and even counterproductive side effects. After a critical analysis of this dominant discourse and practices, three alternative representations of early career teachers and the complexities of their induction are presented: the early career teacher as a sense-making agent, as a networker and as an asset to the school. Together these representations constitute an agenda for research, policy and practice that can move beyond the remedial perspective. They can open up avenues for more rich and sustainable support that truly promotes early career teachers’ professional learning but at the same time can contribute to innovation and school development.

Early Career Teachers and Their Need for Support: Thinking Again

We explored the perceptions that youth with and without self-reported mental health problems had of their social contexts (family, peer, and school) and the extent to which youth with mental health problems had received special education services in school. We examined data for 4,088 urban youth with self-reported externalizing, internalizing, comorbid, and no mental health problems in early adolescence. With regard to family context, students with comorbid problems reported significantly lower scores for parent attention to misbehavior than students without mental health problems, and students with internalizing problems reported significantly less positive parent‐child relations than those with externalizing problems. With regard to peer context, students with externalizing and comorbid problems reported that significantly greater numbers of their friends were involved in risky behavior than did members of the other groups. With regard to school context, students with internalizing and comorbid problems reported feeling more anonymous and less well-liked by peers and teachers than students with externalizing problems. Significantly more internalizers and members of the comorbid group were in special education classes than expected. The majority of the students with self-reported mental health problems received services for learning disabilities.

/pdf/the-role-of-social-contexts-and-special-education-in-the-57jh5hgsuy.pdf

The Role of Social Contexts and Special Education in the Mental Health Problems of Urban Adolescents

Since the inception of special education, researchers have identified higher proportions of minority students with disabilities than expected. Yet, relatively few studies have considered the contributions of the school context on a large scale to the identification of students with mental retardation (MR), emotional disturbance (ED), and learning disabilities (LD). The present study examined the extent to which race and gender of 1,394,024 students, alone and nested within 2,104 schools, predicted identification in the special education categories of MR, ED, and LD. Results revealed that, alone, student race and gender significantly predicted identification in all three categories. However, when student race and gender were nested within school context variables, they were not significant predictors; school variables alone predicted identification. School variables that were significant included school attendance rate, for all three special education categories. For MR, school mobility rate, teacher education, adequate yearly progress, and size and locale of the district were also significant predictors. The proportion of students from low income families and average teacher salaries were significant predictors for ED, and district size, as well as ratio of pupils to certified staff were significant predictors for LD. Results are discussed in the context of previous work in the field. Bronfenbrenner’s (1977; 1979; 1992) theory of nested ecological systems and their importance for human development provides an ideal framework for understanding the successful development of children and adolescents in multiple social contexts. The framework permits us to study continuity and change in children’s development (i.e., physical, cognitive, social, emotional) in the places where they live and learn, rather than in isolation. Implicit assumptions about context in Bronfenbrenner’s theory include interactions and relationships among the person, the process, and the context itself (places and groups for development), all happening over time and within spaces. We employed Bronfenbrenner’s theory in pursuit of understanding the complex influence(s) of the larger school context on minority student identification in special education. To do that, we cast a wide net to examine student and teacher demographics, characteristics of families from the perspective of the schools, national school policies and local funding levels, the structure and locale of the school, and community variables such as district size and community poverty. This study is important because, although most of the above school factors have been considered previously in the study of minority students in special education, these factors have not been explicitly linked to the particular schools that minority students attend. That is, previous research using large sample sizes has focused on the social address characteristics of individuals: race, gender, and social class (Bronfenbrenner, 1992), alongside descriptive school and community variables, rather than as nested variables: students within schools. These studies find that one’s social address is all important for special education identification (Artiles, Rueda, Salazar, & Higareda, 2005; Coutinho & Oswald, 1998;

/pdf/making-sense-of-minority-student-identification-in-special-4x4n6a9nd8.pdf

Making Sense of Minority Student Identification in Special Education: School Context Matters.

New teachers are eager to begin their careers with the information learned from their teacher preparation programs. Too many times, the classroom library is a second thought to the establishment of classroom rules and the implementation of curriculum. Rather than an instructional tool for literacy and classroom community, the library can become a neglected corner of the room without organization. In this practitioner-oriented article, researchers worked with a group of new teachers to help them establish and use their classroom library as part of their literacy program. As a result, tips on building and organizing a classroom library were developed and can be used to guide and support new teachers as they establish their classroom libraries. This article discusses proven strategies and ideas that were developed and tested with classroom teachers.

/pdf/building-an-effective-classroom-library-4u3b6h8fze.pdf

Building an Effective Classroom Library.

Beginning teachers most often are viewed as needing significant support in all areas of teaching. As a result, professional development (PD) associated with induction programs typically is presented by experienced professionals. This article describes one induction program’s attempt to draw on the strengths within its network, engaging new teachers as “expert” presenters. Having opportunities to share expertise helped develop a strong sense of collegiality and professionalism within the group and contributed to teachers’ sense of efficacy and confidence in their teaching skills. Postsession evaluations and teacher interviews support the effectiveness of this strategy as part of a comprehensive induction program.

Engaging Beginning Teachers as Experts in Professional Development

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The Role of Social Contexts and Special Education in the Mental Health Problems of Urban Adolescents

Making Sense of Minority Student Identification in Special Education: School Context Matters.

Building an Effective Classroom Library.

Engaging Beginning Teachers as Experts in Professional Development