In addition, while a family's Socioeconomic Status (SES) can contribute to certain aspects of Social Supports, (for example, parents who don't worry about their income may be less stressed, have more time to engage with children, and more financial resources), families across SES backgrounds are capable of providing effective Social Supports.
Hunt, P., Soto, G., Maier, J., Müller, E., & Goetz, L. (2002). Collaborative teaming to support students with augmentative and alternative communication needs in general education classrooms. Augmentative and Alternative Communication, 18(1), 20–35.
These methods help educators reflect on their own implicit bias and build trusting relationships with their students, especially when students are from historically and systematically excluded groups and/or whose backgrounds are different from that of their teacher.
Filter, K. J., McKenna, M. K., Benedict, E. A., Horner, R. H., & Todd, A. W. (2007). Check-in/Check-out: A post hoc evaluation of an efficient, secondary-level targeted intervention for reducing problem behaviors in schools. Education and Treatment of Children, 30, 69-84.
Daly-Cano, M., Vaccaro, A., & Newman, B. (2015). College Student Narratives about Learning and Using Self-Advocacy Skills. Journal of Postsecondary Education and Disability, 28(2), 213-227.
O'Conner, R., De Feyter, J., Carr, A., Luo, J. L., & Romm, H. (2017). A review of the literature on social and emotional learning for students ages 3-8: What's Known Teacher and classroom strategies that contribute to social and emotional learning (part 3 of 4). Washington, D.C.: Institute of Education Sciences, Department of Education.
O'Conner, R., De Feyter, J., Carr, A., Luo, J. L., & Romm, H. (2017). A review of the literature on social and emotional learning for students ages 3-8: What's Known Teacher and classroom strategies that contribute to social and emotional learning (part 3 of 4). Washington, D.C.: Institute of Education Sciences, Department of Education.
Safety is being and feeling physically and psychologically secure at home, at school, and within our neighborhood and larger community.
These methods help educators reflect on their own implicit bias, and build trusting relationships with their students, especially when students are from historically and systematically excluded groups and/or whose backgrounds are different from that of their teacher.
These methods help educators reflect on their own implicit bias, and build trusting relationships with their students, especially when students are from historically and systematically excluded groups and/or whose backgrounds are different from that of their teacher.
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