Development of Online Professional Development for Teachers

Understanding, Recognizing and Responding to Bullying for Students with Disabilities

Dados Bibliográficos

ID9729065
AutoresDorothy Espelage (0000-0003-0658-2067, University of North Carolina System, Chapel Hill, USA, autor correspondente), Anjali J Forber-Pratt (0000-0001-9061-2382, Vanderbilt University, Nashville, USA), Anjali Forber-Pratt (Vanderbilt University, Nashville, USA), Chad A Rose (0000-0003-3565-2490, University of Missouri System, Columbia, USA), Katherine A Graves (0000-0002-2740-6751, University of Missouri System, Columbia, USA), Rachel Hanebutt (0000-0003-2342-3615, Vanderbilt University), Rachel A Hanebutt (Vanderbilt University, Nashville, USA), America El Sheikh (University of Florida, Gainesville, USA), America J El Sheikh (0000-0003-4583-4263, University of Florida), Ashley Woolweaver (0000-0003-4168-0789, University of North Carolina System, Chapel Hill, USA), Tracey Kenyon Milarsky (0000-0003-3305-8527, University of Missouri System, Columbia, USA), Katherine M Ingram (0000-0003-2041-8802, University of North Carolina System, Chapel Hill, USA), Luz Robinson (University of North Carolina System, Chapel Hill, USA), Luz E Robinson (0000-0002-5269-8522, University of North Carolina System), Angélica María Gómez (0000-0001-7073-4841, University of Florida), Pam K Chalfant (University of Florida, Gainesville, USA), Pam Chalfant (University of Florida), Christine Salama (University of Florida, Gainesville, USA), Phil Poekert (University of Florida, Gainesville, USA), Philip E Poekert (0000-0002-9211-7833, University of Florida)
Ano2024
Volume56
Fascículo5
Páginas601-623
Data de publicação2024-06-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoEducation and Urban Society (JOURNAL)
Identificadores do periódicoISSN: 0013-1245 • E-ISSN: 1552-3535
EditoraSAGE Publications (PUBLISHER • US)
DOI10.1177/00131245231187370
OpenAlexW4385075217
IdiomaEN
Citações recebidas3
Referências citadas46

Students with disabilities (SWDs) are disproportionately at-risk for bullying victimization and perpetration, yet there is a lack of educator-focused professional development targeting prevention for these students. This project sought to address gaps in training through the creation of four online professional development modules: (1) understanding bullying among SWDs, (2) examining risk characteristics, (3) establishing school and classroom prevention strategies, and (4) individual prevention. These modules were iteratively developed with feedback from teachers and staff, incorporating the Multi-Tiered System of Supports (MTSS) framework to focus on interventions rooted in social emotional learning (SEL), and emphasizing the importance of prevention for SWDs

At-risk students · Developmental psychology · Faculty Development · Medical education · Pedagogy · Professional development · Psychological intervention · Social emotional learning · Applied Psychology · Autism Spectrum Disorder Research · Behavioral and Psychological Studies · Bullying, Victimization, and Aggression · Medicine · Psychology