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OverviewSchool Success for At-Risk Students: A Culturally Responsive Tiered Approach introduces a model that incorporates cultural responsiveness into the familiar three-tiered model of behavioural and academic support. The model is designed to modify learning environments to support all students, identify students at risk, and provide a continuum of supports for those who need it. The characteristics, outcomes, and support needs of at-risk students are explored in detail. These students include those with disabilities, those who are English language learners, refugees, indigenous, LGBT+, students from low SES backgrounds, and those who are involved with the juvenile justice or out-of-home care systems. The concepts of cultural responsiveness and competence are defined and discussed, then incorporated into a framework that includes the Response to Intervention and Positive Behavioural Interventions and Supports frameworks. This revised framework is investigated in regards to theory, research, and practice. The importance of cultural competence for at-risk students and ways to improve this in schools are suggested. This book is a necessary companion for educators and researchers who have an interest in exploring the nature and context of educating at-risk students from the perspective of a culturally responsive multi-tiered system of support. It will also be of interest to a wide range of individuals working in education with at-risk youth, including preservice and veteran teachers, leadership teams, school psychologists, and school counsellors, as well as teacher educators. Full Product DetailsAuthor: Therese M. Cumming (University of New South Wales, Australia) , Cathi aper Rodriguez (California State University, Monterey Bay, USA)Publisher: Taylor & Francis Ltd Imprint: Routledge Weight: 0.453kg ISBN: 9781138104891ISBN 10: 1138104892 Pages: 108 Publication Date: 27 September 2018 Audience: Professional and scholarly , College/higher education , Professional & Vocational , Postgraduate, Research & Scholarly Format: Hardback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsList of Figures and Tables About the Authors Chapter 1. Introduction Chapter 2. Theoretical Frameworks Chapter 3. At-risk Students: English Learners, Migrant/refugee, and Indigenous Students Chapter 4. At-Risk Students: Students with Disabilities, Mental Health Issues, Chronic Illness Chapter 5. At-Risk Students: Students in Out of Home Care, Involvement With the Justice System, and from Low SES Backgrounds Chapter 6. At-Risk Students: LGBT+ Chapter 7. Developing a Culturally Competent School Culture Chapter 8. ConclusionReviewsAuthor InformationDr Therese M. Cumming is Associate Professor in Special Education at UNSW Australia. Her publications include an edited book (Sustaining Mobile Learning: Theory, Research, and Practice, 2016), two co-authored books (School Connectedness of Students with Disabilities; Lifespan Transitions for Individuals with Disabilities: A Holistic Perspective, 2016), book chapters, journal articles, and international conference papers. She also has many years of experience as a special educator. Dr Cathi Draper Rodriguez is Professor and Chair of the Department of Education and Leadership. She is a Nationally Certified School Psychologist. She has focused her research on using technology with English learners with and without disabilities, the diagnosis of disabilities in English learners, assessment in education, and multicultural education. Tab Content 6Author Website:Countries AvailableAll regions |
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