On promoting understanding and equity through compassionate educational practice: Toward a new inclusion

被引：11

作者：

Bilias-Lolis, Evelyn ^{[1
]}

Gelber, Nicholas W. ^{[2
]}

Rispoli, Kristin M. ^{[3
]}

Bray, Melissa A. ^{[4
]}

Maykel, Cheryl ^{[5
]}

机构：

[1] Fairfield Univ, Fairfield, CT 06430 USA

[2] Univ Connecticut, Ctr Hlth, Storrs, CT USA

[3] Michigan State Univ, E Lansing, MI 48824 USA

[4] Univ Connecticut, Storrs, CT USA

[5] Rivier Univ, Nashua, NH USA

来源：

PSYCHOLOGY IN THE SCHOOLS | 2017年 / 54卷 / 10期

关键词：

compassionate education; culturally responsive PBIS; inclusion; school climate; SOCIAL INCLUSION; INTELLECTUAL DISABILITIES; CHILDREN; SCHOOLS; INTERVENTIONS; PUPILS; IMPACT; NEEDS;

D O I：

10.1002/pits.22077

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This work offers a conceptual synthesis of several contemporary educational service delivery models that implicitly embed compassionate educational practices into supporting the learning and growth of diverse student populations. This manuscript discusses how such paradigms, such as culturally responsive positive behavior intervention and supports (PBIS) and trauma-informed school models, can inform, complement, and support inclusion- and equity-based practices for diverse learner populations.

引用

页码：1229 / 1237

页数：9

共 48 条

[1] The barriers to social inclusion as perceived by people with intellectual disabilities [J].