Developmental Assets: A Prevention Framework for Students Considered at Risk

Edwards, Oliver W.; Mumford, Vincent E; Shillingford, M. Ann; Serra-Roldan, Rut

doi:10.1093/cs/29.3.145

Cited by 37 publications

(32 citation statements)

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“…In developing an IELP, the team should focus on the individual's strengths and needs in order to create a strength-based plans that will safely and effectively support students with disabilities in the event of an actual crisis (Edwards, Mumford, Shillingford, & Serra-Roldan, 2007). The IELP offers an opportunity for teams to identify necessary accommodations for students as well as specific concerns that may arise for students in following directions and responding to new, dangerous, or frightening situations (Clarke et al, 2014).…”

Section: Components Of the Ielpmentioning

confidence: 99%

Keeping Our Students Safe During School Crises

Columbia

Clarke

Weber³

2019

RAPCC

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As educators and parents of children with disabilities, we recognize that students with significant disabilities benefit from research-based strategies to support the development of academic and social learning. We regularly use systematic instruction and behavior supports to provide day-to-day instruction, yet this same detailed planning is not always carried through to support these students in preparation for school crises. Whether a student with a significant disability is in a weather-related event such as a tornado or a larger crisis such as a school shooting, she or he likely needs intensive instruction with research-based strategies in order to survive. In this article, we discuss the critical issue of systematically inquiring about the specific needs of students with significant disabilities as they pertain to staying safe in school crises and introduce why and how to write an Individual Emergency and Lockdown Plan (IELP) for these students.

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Section: Components Of the Ielpmentioning

confidence: 99%

Keeping Our Students Safe During School Crises

Columbia

Clarke

Weber³

2019

RAPCC

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“…After considering the needs of the school as a whole, special education teachers should focus on individual student learning needs and how they can teach students to be safe from a variety of dangers, including natural disasters and school violence Collaboration among students, teachers, and key personnel could help to ensure that the environmental demands placed on an individual student with a disability does not exceed her or his ability to meet that demand (Boon et al, 2012;Brock & Jimerson, 2012;Edwards et al, 2007). Just as teams do in a strength-based approach to IEP development, special education teachers need to focus on individual student crisis assessments, creating strength-based plans to support students safely during a crisis (Edwards et al, 2007).…”

Section: Focusing On Individual Student Needsmentioning

confidence: 99%

“…Just as teams do in a strength-based approach to IEP development, special education teachers need to focus on individual student crisis assessments, creating strength-based plans to support students safely during a crisis (Edwards et al, 2007).…”

Section: Focusing On Individual Student Needsmentioning

confidence: 99%

Supporting Students With Disabilities During School Crises

Clarke¹,

Editor²,

Jones³

et al. 2014

TEACHING Exceptional Children

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Most schools have crisis plans to support student safety, but few plans address the complex needs of students with disabilities. School supports should include analysis of school plans and student strengths and needs to ensure that students with disabilities have the best opportunity to be safe in school crises. Recommendations include developing individual emergency and lockdown plans to provide procedures for explicit instruction and needed supports for students with disabilities during a crisis. Implications for such plans and support for their development are included.Mr. Hunter and Ms. Jakobs were looking around their co-taught classroom one afternoon, trying to decide how they could modify their school crisis plan to support three students with varying disabilities. Mr. Hunter told Ms. Jakobs, Before the tornado and school shooting that were in the news last month, I didn't really think about what we might need to do differently to help Jamaya, Sam, and Kesha stay safe, but now, I think we have to create a specific plan due to their unique needs.

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“…Os ativos de desenvolvimento internos são compostos por: 1) Compromisso para a aprendizagem: inclui crenças, valores e capacidades pessoais reconhecidas como potenciadores de sucesso escolar, como por exemplo, a motivação para se envolver em atividades de aprendizagem e fazer bem, sentimento de pertença ao ambiente escolar e expectativas para o sucesso (Edwards, Mumford, Shillingford, & Serra-Roldan, 2007); 2) Valores positivos: representam valores pró-sociais e de carácter pessoal (Berlin, Dworkin, Eames, Menconi, & Perkins, 2007); 3) Competências sociais: incluem capacidades pessoais, que são desenvolvidas através da interação social, que são fulcrais para lidar com diversas escolhas, desafios e oportunidades apresentados pela sociedade, e que incluem o planeamento e a decisão-ação, competências interpessoais e cultural, capacidades de resistência, e habilidade para resolver as questões de conflito de uma forma pacífica (Gano-Overway et al, 2009); 4) Identidade positiva: foca-se na visão dos jovens relativamente ao seu futuro, auto-estima, sentimento de propósito e poder (Leffert et al, 1998).…”

Section: Introductionunclassified

“…Este instrumento encontra-se traduzido para diversas línguas, permitindo realizar comparações entre países. A investigação com recurso ao modelo de ativos de desenvolvimento apresenta como principais resultados: a) prevenção de comportamentos de risco (Edwards, Mumford, Shillingford, & Serra-Roldan, 2007); b) potenciar resultados positivos (Scales, Benson, Roehlkepartain, Sesma, & Dulmen, 2006); c) resiliência ou capacidade para enfrentar adversidades (Daud & Carruthers, 2008).…”

Section: Introductionunclassified

Tradução do Sources of enjoyment in youth sport questionnaire do development assents profile para jovens atletas portugueses

Santos¹,

Gonçalves²

2012

ARSPA

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A navegação consulta e descarregamento dos títulos inseridos nas Bibliotecas Digitais UC Digitalis, UC Pombalina e UC Impactum, pressupõem a aceitação plena e sem reservas dos Termos e Condições de Uso destas Bibliotecas Digitais, disponíveis em https://digitalis.uc.pt/pt-pt/termos. Conforme exposto nos referidos Termos e Condições de Uso, o descarregamento de títulos de acesso restrito requer uma licença válida de autorização devendo o utilizador aceder ao(s) documento(s) a partir de um endereço de IP da instituição detentora da supramencionada licença. Ao utilizador é apenas permitido o descarregamento para uso pessoal, pelo que o emprego do(s) título(s) descarregado(s) para outro fim, designadamente comercial, carece de autorização do respetivo autor ou editor da obra. Na medida em que todas as obras da UC Digitalis se encontram protegidas pelo Código do Direito de Autor e Direitos Conexos e demais legislação aplicável, toda a cópia, parcial ou total, deste documento, nos casos em que é legalmente admitida, deverá conter ou fazer-se acompanhar por este aviso. Tradução do Sources of enjoyment in youth sport questionnaire do development assents profile para jovens atletas portugueses

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Developmental Assets: A Prevention Framework for Students Considered at Risk

Cited by 37 publications

References 0 publications

Keeping Our Students Safe During School Crises

Keeping Our Students Safe During School Crises

Supporting Students With Disabilities During School Crises

Tradução do Sources of enjoyment in youth sport questionnaire do development assents profile para jovens atletas portugueses

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