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Inclusion is better for kids with special needs because they can see other ‘typical’ kids and emulate them. They get an opportunity to learn acceptable social behaviors and to learn from their peers.

Kids social and emotional needs also must be considered.

The more kids with special needs are included the more their peers start to see the kids for who they are.

Promote critical thinking and reasoning abilities. Develop and expand thinking skills. Utilize differentiated strategies for learning. Build or extend cognitive language skills. Facilitate opportunities for learning.

Using traditional teaching methods, educators may default to teaching literature by widely accepted classic authors: William Shakespeare, J.D. Salinger, and Charles Dickens, for example, adhering to widely accepted interpretations of the text. Culturally responsive teaching, on the other hand, acknowledges that there’s nothing wrong with traditional texts, Childers-McKee says, but strives to include literature from other cultures, parts of the world, and by diverse authors. It also focuses on finding a “hook and anchor” to help draw students into the content using their past experiences.

When integrated into classroom instruction, culturally responsive strategies can have important benefits such as: Strengthening students’ sense of identity  Promoting equity and inclusivity in the classroom Engaging students in the course material Supporting critical thinking

1. Activate students’ prior knowledge.

Misconception 1: Culturally responsive teaching is the same as multicultural or social justice education.

Misconception 2: Culturally responsive teaching must start with addressing implicit bias.

While SEL alone will not solve longstanding and deep-seated inequities in the education system, it can help schools promote understanding, examine biases, reflect on and address the impact of racism, build cross-cultural relationships, and cultivate adult and student practices that close opportunity gaps and create a more inclusive school community. In doing so, schools can promote high-quality educational opportunities and outcomes for all students, irrespective of race, socioeconomic status, gender, sexual orientation, and other differences.

Goldstein et al. (2013) found that a year of acting practice decreased the use of emotional suppression in children aged 7–10, while adolescents majoring in acting at high school (compared to other art majors e.g., music) used less suppression. Additionally, 4–5-years olds randomly assigned to an 8-week drama condition (compared to block building or reading) showed increased emotional control (i.e., inhibition of affective responses to observed or discussed distress; Goldstein and Lerner, 2018).

An emotional and behavioral disorder is an emotional disability characterized by the following: (i) An inability to build or maintain satisfactory interpersonal relationships with peers and/or teachers. For preschool-age children, this would include other care providers. (ii) An inability to learn which cannot be adequately explained by intellectual, sensory or health factors. (iii) A consistent or chronic inappropriate type of behavior or feelings under normal conditions. (iv) A displayed pervasive mood of unhappiness or depression. (v) A displayed tendency to develop physical symptoms, pains or unreasonable fears associated with personal or school problems.

A child with EBD is a child who exhibits one or more of the above emotionally based characteristics of sufficient duration, frequency and intensity that interferes significantly with educational performance to the degree that provision of special educational service is necessary

Eligibility and Placement.

The purpose of the project is to build partnerships between parents and educators to ensure that children receive the highest educational opportunities and achievement possible.

A team consisting of a parent of a special needs child and an educator staffs each PERC

All PERCs have certain common functions and responsibilities including: Providing information, resources, and training for parents on important issues such as parenting skills, problem solving, educational planning for their child, behavior management, home learning activities, and other topics to strengthen home-to-school partnerships; Assisting families on an individual basis to better understand their children's educational needs and to discover opportunities and options for meeting these needs; Connecting families with appropriate community services; and Offering information, resources, and training to educators to increase the skills, knowledge and attitudes needed to encourage and strengthen family involvement and positive school-to-home partnerships.

A Community Assessment, also called a “Community Needs Assessment,” is a process of collecting, analyzing and reporting information about the needs in a community as well as its stengths and assets. The purpose is to identify unmet community needs and plan ways to meet them.

A community assessment should be driven by community leaders and organizations, and actively involve community residents.

An assessment also builds skills around research, leadership, collaboration, and community involvement.

Learn life-skills necessary to live independently Reduce challenging behaviors Increase or build upon strengths Learn social, communication, and language skills