Development of Online Professional Development for Teachers: Understanding, Recognizing and Responding to Bullying for Students with Disabilities

被引：1

作者：

Espelage, Dorothy L. ^{[1
]}

Forber-Pratt, Anjali ^{[2
]}

Rose, Chad A. ^{[3
]}

Graves, Katherine A. ^{[3
]}

Hanebutt, Rachel A. ^{[2
]}

El Sheikh, America ^{[4
]}

Woolweaver, Ashley ^{[1
]}

Milarsky, Tracey Kenyon ^{[3
]}

Ingram, Katherine M. ^{[1
]}

Robinson, Luz ^{[1
]}

Gomez, Angelica M. ^{[4
]}

Chalfant, Pam K. ^{[4
]}

Salama, Christine ^{[4
]}

Poekert, Phil ^{[4
]}

机构：

[1] Univ North Carolina Syst, Chapel Hill, NC USA

[2] Vanderbilt Univ, Nashville, TN USA

[3] Univ Missouri Syst, Columbia, MO USA

[4] Univ Florida, Gainesville, FL USA

来源：

EDUCATION AND URBAN SOCIETY | 2024年 / 56卷 / 05期

关键词：

students with disabilities; professional development; MTSS; bullying; PEER VICTIMIZATION; SCHOOL; PREVENTION; PROGRAM; IMPACT; INTERVENTIONS; STRATEGIES; EDUCATION; HEALTH;

D O I：

10.1177/00131245231187370

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：601 / 623

页数：23

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