A Conceptual Framework: Creating Socially Just Schools for Students with Emotional and Behavioral Disabilities

Autor/inn/en	Melloy, Kirstine J.; Murry, Francie R.
Titel	A Conceptual Framework: Creating Socially Just Schools for Students with Emotional and Behavioral Disabilities
Quelle	In: World Journal of Education, 9 (2019) 5, S.113-124 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-0746
Schlagwörter	Social Justice; Students with Disabilities; Behavior Disorders; Emotional Disturbances; Civil Rights; Public Education; Positive Behavior Supports; Equal Education; Inclusion; Educational Legislation; Federal Legislation; Individualized Education Programs; Teacher Student Relationship; Evidence Based Practice; Social Development; Emotional Development; Disadvantaged; Advocacy; Colorado + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Gefühlsstörung; Bürgerrechte; Grundrechte; Zivilrecht; Öffentliche Erziehung; Inklusion; Bildungsrecht; Schulgesetz; Bundesrecht; Individualized education program; Individualisierendes Lernen; Teacher student relationships; Lehrer-Schüler-Beziehung; Soziale Entwicklung; Gefühlsbildung; Sozialanwaltschaft
Abstract	Students with emotional and behavioral disabilities (EBD) are among the most marginalized group of students in our schools. In essence, students with EBD are often denied their civil right to a free and appropriate public education (FAPE) which is a social justice issue. Teachers who become social justice allies are more likely to create a socially just school when they promote the implementation of multi-tiered systems of support (MTSS) through evidence-based practices (EBP) for positive behavior interventions and supports through a social justice lens. Implementing these interventions while being social justice allies in socially just schools offer the best opportunity for students with EBD to receive an equitable and socially just education in schools thereby achieving social justice regarding their civil right to a FAPE. (As Provided).
Anmerkungen	Sciedu Press. 1120 Finch Avenue West Suite 701-309, Toronto, ON., M3J 3H7, Canada. Tel: 416-479-0028; Fax: 416-642-8548; e-mail: jct@sciedupress.com; Web site: http://www.sciedupress.com/journal/index.php/wje/index/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01