Development of Online Professional Development for Teachers: Understanding, Recognizing and Responding to Bullying for Students with Disabilities
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| Title: | Development of Online Professional Development for Teachers: Understanding, Recognizing and Responding to Bullying for Students with Disabilities |
|---|---|
| Language: | English |
| Authors: | Dorothy L. Espelage (ORCID |
| Source: | Education and Urban Society. 2024 56(5):601-623. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A190238 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Students with Disabilities, At Risk Students, Bullying, Victims, Faculty Development, Teacher Role, Knowledge Level, Prevention, Multi Tiered Systems of Support, Social Emotional Learning |
| DOI: | 10.1177/00131245231187370 |
| ISSN: | 0013-1245 1552-3535 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| Accession Number: | EJ1425095 |
| Database: | ERIC |
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