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Culturally Responsive Social-Emotional Learning: Reframing Classroom and Behavior Management for Equity

Culturally Responsive Social-Emotional Learning: Reframing Classroom and Behavior Management for Equity

James Cressey
Copyright: © 2020 |Pages: 27
ISBN13: 9781799814313|ISBN10: 1799814319|ISBN13 Softcover: 9781799814320|EISBN13: 9781799814337
DOI: 10.4018/978-1-7998-1431-3.ch010
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MLA

Cressey, James. "Culturally Responsive Social-Emotional Learning: Reframing Classroom and Behavior Management for Equity." Special Education Design and Development Tools for School Rehabilitation Professionals, edited by Ajay Singh, et al., IGI Global, 2020, pp. 1-27. https://doi.org/10.4018/978-1-7998-1431-3.ch010

APA

Cressey, J. (2020). Culturally Responsive Social-Emotional Learning: Reframing Classroom and Behavior Management for Equity. In A. Singh, M. Viner, & C. Yeh (Eds.), Special Education Design and Development Tools for School Rehabilitation Professionals (pp. 1-27). IGI Global. https://doi.org/10.4018/978-1-7998-1431-3.ch010

Chicago

Cressey, James. "Culturally Responsive Social-Emotional Learning: Reframing Classroom and Behavior Management for Equity." In Special Education Design and Development Tools for School Rehabilitation Professionals, edited by Ajay Singh, Mark Viner, and Chia Jung Yeh, 1-27. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-1431-3.ch010

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Abstract

Culturally responsive teaching (CRT), social-emotional learning (SEL), and positive behavioral interventions and supports (PBIS) are powerful, evidence-based approaches to teaching and supporting students. Special educators and related professionals often use an integrated approach that draws from all three perspectives. However, scholarly researchers and professional development providers too often present each approach in isolation. This chapter proposes an integrated model of classroom and behavior management theories and practices, seeking to promote equity, cultural responsiveness, and social-emotional wellness. A review of pertinent research will be offered, followed by a series of real-world case example vignettes illustrating how special educators and rehabilitation professionals have integrated CRT, SEL, and PBIS in their work with students from PreK through high school.