Dark Side of the Trickster: Collaboration or Collusion?

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Transforming Personalized Speech: Bridging the Worlds of Home, School, and Clinic for the Preschooler with Language Delays

Teachers and speech and language therapists worked with language-delayed and language-disordered preschoolers in a program to remediate communication problems (Haas, 1993). Despite these efforts, the children failed to demonstrate generalization of learned communicative strategies across settings. Only when professionals recognized and accepted the established communicative signs of the child's home were they able to collaborate with the mothers in transforming and creating new communication patterns that met the child's needs in a variety of settings and contexts. /// Dans le cadre d'un programme visant à remédier à des problèmes de communication (Haas, 1993), des enseignants et des orthophonistes ont travaillé avec des enfants d'âge scolaire aux prises avec des troubles du langage et des retards dans le développement du langage. En dépit de ces efforts, les enfants n'ont pas réussi à appliquer, d'une manière générale et dans des contextes différents, les stratégies de communication qu'ils avaient apprises. C'est seulement lorsque les praticiens ont reconnu et accepté les signes de communication établis au sein du foyer de l'enfant qu'ils ont pu collaborer avec les mères pour transformer les modes de communication existants et en créer de nouveaux qui puissent répondre aux besoins de l'enfant dans divers contextes.Educatio

Trauma-Informed Supports for Rebuilding School Communities

This manuscript describes four principles of trauma-informed supports that can guide school leaders in rebuilding school communities that have been fractured by the COVID-19 pandemic. Based on the work of Hobfoll et al. (2007), these principles are: a) promoting a sense of safety, b) addressing safety within behavior support practices, c) building relationships, and d) promoting self-efficacy and instilling hope. As schools slowly reopen, there is a risk that the re-opening will signify that the crisis has ended and schools can return to their previous policies and systems of support. However, the lingering and long-term effects of the isolation and stress experienced by students during the COVID-19 pandemic may go unrecognized. The schoolwide policies and practices described here are based upon evidence-informed principles which can help school communities serve as supportive, welcoming environments for children and families

The quality inclusion process: Assuring the quality of inclusive practices for students with disabilities

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Uncovering Pre-Service Teacher Beliefs about Young Children: A Photographic Elicitation Methodology

This illustrative paper provides an introduction to using mixed qualitative methods of photo-elicitation, face to face interviews and semiotic analysis to uncover pre-service students' beliefs about young children. The researchers share their experience on conducting a study using photo-elicitation and engaging pre-service teachers in a discussion about their beliefs of young children. The researchers found that the photo elicitation technique was useful in getting in-depth interview data but that the conversations about the photos actually entrenched students' current beliefs about children rather than provoking doubt or reflective practice. The researchers suggest that Pierce's semiotic theory holds promise for changing beliefs of pre-service teachers through the creation of a dialectic (ie, a context of reconciliation of opposing beliefs). While photo-elicitation provides a richness of data, dialogue is not enough to actually induce change.Educatio