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Addressing the issue of bullying within schools
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Bullying is a common problem in schools. Last year one in five students reported being bullied. It is one of the most commonly reported discipline problems in schools with nearly 14% of public schools reporting bullying incidents at least once a week (National Center for Injury Prevention and Control, 2019). The United States
Department of Health and Human Services web site
Stopbullying.gov
defines bullying as "unwanted, aggressive behavior among school aged children that involves a real or perceived
power imbalance. The behavior is repeated, or has the potential to be repeated, over time (National Center for Injury Prevention and Control, What is bullying?, para 1)." There are three primary types of bullying: verbal, social, and physical. The consequences of bullying have negative impacts on those who are bullying, those who are being bullied, and students who witness the incidents. These consequences include an increased risk for sleep difficulties, lower academic achievement, attendance issues, school dropout, substance abuse, mental health issues, and even suicide. Due to the negative impact bullying has on individuals connected to it, it is important to know the warning signs, to put preventative measures in place, and to know effective responses.
Stopbullying.gov
has a wealth of information, including a training series, to help users develop an understanding of bullying. Edutopia's (2018) article "
Resources to Fight Bullying and Harassment at School
" provides resources to address bullying concerns within the schools. Implementation of effective strategies can reduce the negative impact of bullying within our schools.
References
National Center for Injury Prevention and Control (CDC), Division of Violence Prevention. (2019). What is bullying? Retrieved from
United States Department of Health and Human Services. (2019). Prevention: Teach kids how to identify bullying and how to stand up to it safely. Retrieved from
For more information, contact Whitney Shotwell (
wlshotwell@vcu.edu), Program Specialist, T/TAC at VCU.
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Using culturally responsive practices to create an equitable early childhood learning environment
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The National Association for the Education of Young Children defines culture as, "customary beliefs and patterns of behavior, both explicit and implicit, that are inculcated by society or by a social, religious, or ethnic group within the society" (Bauml & Mongan, 2014, p. 4). Early childhood educators have the unique responsibility of addressing cultural diversity, equity, and social justice for our youngest global citizens. Since children begin to construct an understanding of human differences and similarities during the earliest years, it is imperative to create equitable learning environments (Chen, Nimmo, & Fraser, 2009). In order to address the cultural and linguistic backgrounds of all children, early childhood educators are utilizing culturally responsive practices within their classrooms. Current literature refers to these practices as culturally relevant pedagogy and culturally responsive teaching. Culturally responsive practices provide a framework for educators to validate and empower young children through the discovery of their unique social and cultural context. They allow children to build on their own cultural knowledge while increasing the awareness of the cultures of others. These are foundational skills that begin to build cultural competence within young children.
Bennett (2018) outlined the following five areas as foundational for early childhood teachers:
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Development of a culturally responsive classroom community
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Family engagement
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Critical literacy within a social justice framework
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Multicultural literature
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Culturally responsive print rich environments
These five facets establish a framework for early childhood educators to use a critical lens to facilitate courageous and meaningful conversations while utilizing multiple perspectives to build relationships. By incorporating a variety of resources and tools to celebrate the rich cultural backgrounds of their students and community, early childhood educators provide support through authentic experiences which allow students to learn about peers, the real world, and themselves (Bennett, 2018). Thus, allowing early childhood educators to provide an affirming environment that serves as a bridge between school, home and the community.
References
Bauml, M., & Mongan, K. (2014). Getting to know you: Sharing time as culturally relevant teaching.
Dimensions of Early Childhood
,
42
(2), 4-11.
Bennett, S., Gunn, V., Gayle-Evans, A., Barrera, A., & Leung, G. (2018). Culturally responsive literacy practices in an early childhood community.
Early Childhood Education Journal, 46
(2), 241-248.
Chen, D., Nimmo, J., & Fraser, H. (2009). Becoming a culturally responsive early childhood educator: A tool to support reflection by teachers embarking on the anti-bias journey.
Multicultural Perspectives, 11
(2), 101-106.
Durden, T., Escalante, R., & Blitch, E. (2015). Start with us! Culturally relevant pedagogy in the preschool classroom.
Early Childhood Education Journal, 43
(3), 223-232.
For more information, contact Adrienne Quarles-Smith (quarlessmiad@vcu.edu), Program Specialist, T/TAC at VCU.
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Visual supports:
Navigation tools for students with an Autism Spectrum Disorder (ASD)
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How many visuals have you used today? Did you make a to-do list, check your calendar, gain information from an infographic, or find your favorite fast food restaurant by the symbol on the road side? The use of visuals is a universal strategy used to organize our day, tasks, and activities. While visuals are a helpful tool for many; for individuals with autism they can be a tool for success.
The National Professional Development Center on Autism Spectrum Disorder
(Sam & AFIRM Team, 2015) identified the use of visual supports to be an effective evidence-based practice (EBP) that can be used across all ages from preschool to adulthood.
 Visual supports can be implemented to help individuals with autism and other developmental disabilities follow a routine, transition between activities, develop new skills, and increase independence during targeted activities. By arranging objects, photographs, picture symbols, written text, or video clips into a sequence of steps, students are able to navigate through routines using a predictable list of expected behaviors and/or responses. Breaking down concepts into smaller steps visually aides in teaching academics, guiding play, and developing appropriate social skills across the day. Visual supports are not just for school but can be implemented at home and in the community to improve functional living skills as they generalize what was taught in the school setting.
Resources, including research and training on using visual supports and other evidence-based practices for individuals with autism, can be found on the following sites:
Autism Internet Modules (AIM
)
provides high-quality information and professional development for anyone who supports, instructs, works with, or lives with someone with autism.
National Professional Development Center on Autism Spectrum Disorder
(NPDC)
provides resources including practice briefs that contain summaries of each of the original 24 evidence-based practices (EBPs) identified in 2007, citations on the research that was used to determine their efficacy, steps and checklists for implementation of each EBP, and sample resources for their implementation.
Websites with free resources to help create visual supports:
Autism Speaks
,
Visual Supports and Autism Spectrum Disorders
is a quick guide to implementing visual supports.
Do2learn
provides evidence-based visual learning supports for school and home. They have added an online program for creating customized teaching aids.
OCALI Resource Gallery of Interventions
provides information and templates to support all learners. Each template provides pictures to customize the support to meet the individual student's needs. Some templates include wait cards, first-then boards, and choice boards.
Reading Rockets
provides a
collection of visual supports and other resources to help students with ASD be successful socially and academically in school. The site contains a wide variety of templates for social rules, classroom rules, emotional support, schedules, and more.
Bernard, V., Haussler-Opitz, A., & Mesibov, (2011). Visual support for children with autism spectrum disorders:
Materials for visual learners. Shawnee, KS: AAPC Publishing.
Cohen, M. (2007). Visual supports for people with autism:
A guide for parents and professionals. Bethesda, MD: Woodbine House.
Earles-Vollrath, T., Cook, K. T., & Ganz, J. (2006). How to develop and implement visual support. Austin, TX: Pro-Ed.
Reference
Sam, A., & AFIRM Team. (2015). Visual supports. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from
http://afirm.fpg.unc.edu/visual-supports
For more information, contact Jackie Neidle (
neidlejm@vcu.edu
), Program Specialist, T/TAC at VCU.
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