Claudia Rinaldi has launched a blog devoted to disseminating information about assessing and teaching students who have Latino or Hispanic backgrounds and are experiencing difficulties in school.
I decided to start this blog because I am finding that although researchers and teachers are interested and committed to helping the Latino/Hispanic students who are experiencing trouble in school, the lack of information regarding what works is prevalent among school professionals. Moreover research around the country seems to be gathering strength though still limited in scope.
Here are links to her blog and to her general site.
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Writing in Seattle University’s Spectator Online, Austin Burton reported on a class of students studying special education putting on skits to describe behavior problems and how teachers can handle them.
Members of the SPED 545 – School Consultation and Intervention course – part of SU’s College of Education graduate program, performed skits designed to show different ways for special-education teachers to deal with students with Emotional Behavior Disorder. Ten skits were performed in all, usually by groups of two – one acting as the teacher and another as the student.
Link.
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A BBC (England) report of a study about bullying indicates that electronic means are being used by children to intimidate other children. It’s not just a U.S. problem, no? And folks wonder where captors—of whatever nationality or ethnicity—get the idea to intimidate their captives?
One in five young people has been bullied by mobile phone or via the internet, a study suggests.
The survey by the NCH children’s charity found 14% of 11 to 19-year-olds had been threatened or harassed using text messages.
Bullies had used images taken with mobile phone cameras to intimidate or embarrass one in 10 young people.
This included singling out overweight or spotty youngsters and recording and sharing acts of playground violence.
The findings follow reports of so-called “happy slapping” attacks - where assaults on children and adults are recorded on mobile phones and sent via video messaging.
Link.
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In an article entitled “Learning together,” Mark Waller of the Times-Picayune (New Orleans, LA, USA) provides a sympathetic glimpse of children with disabilities—a boy with Emotional and Behavioral Disorders, another whom he describes as having a form of autism, and a third he says has a severe form of autism. Waller’s story is mostly about inclusion, but his descriptions of the students ring true.
Patrick Pearson struggled with a pair of broken glasses and a surge of nervous energy. His glasses had snapped in half, he said, after a classmate tried to grab them, prompting a brief tangle.
He ceaselessly fiddled with the glasses during his morning classes at Green Park Elementary School in Metairie. He taped them together. The frames popped off his face and hit the floor. He squinted through one lens, contorting his face at other students. A teacher scolded him.
When he went to his class for gifted students just before lunch, Patrick’s behavior veered toward crossing the line. A small group was reading a whodunit story set at the North Pole and discussing clues to the mystery. Patrick repeatedly interrupted. He complained he couldn’t read without his glasses.
From the details and scope of the coverage, it appears that Waller worked on this story over some time. Unlike some treatments of inclusion, this is not a rah-rah or bah-humbug treatment. It’s pretty balanced. And the descriptions of the situations themselves are worth the read.
Link to Waller’s story.
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