Promoting inclusive education: social and emotional learning through the Lens of Universal Design for Learning

Authors

  • Brenda Morton
  • Jodi Pilgrim

DOI:

https://doi.org/10.12697/eha.2023.11.1.02a

Keywords:

social-emotional learning, Universal Design for Learning, trauma

Abstract

Laste kooliga seotud akadeemilised, sotsiaalsed ja emotsionaalsed vajadused näitavad pidevat kasvutendentsi. Uuringud näitavad, et traumal on õppimisele ja sotsiaalsele arengule märkimisväärne mõju, ning soovitavad keskenduda vastupidavuse suurendamisele sotsiaalse ja emotsionaalse õppe ning  täidesaatvate funktsioonidega seotud oskuste arendamise kaudu. Selles artiklis keskendume sotsiaalsele ja emotsionaalsele õppele kui kaasavale abivahendile, mis aitab koolis tegeleda trauma mõjuga. Uurime sotsiaalset ja emotsionaalset õpet universaalselt kujundatud õppimise prisma kaudu, et toetada õppetundide eesmärgipärast kavandamist vastavalt õppijate mitmekesisusele. Oma artiklis julgustame õpetajaid ümber hindama traditsioonilisi õpetamise ja õppimise mudeleid ning anname ülevaate sellest, kuidas arendada kõigi õpilaste täidesaatvate funktsioonidega seotud oskusi, kasutades sotsiaalset ja emotsionaalset õpet ning universaalselt kujundatud õppimist kui sotsiaalselt vastutustundlikku raamistikku.

PDF Full text

Downloads

Download data is not yet available.

References

Americans With Disabilities Act of 1990, Pub. L. No. 101–336, 104 Stat. 328 (1990).

Aperture Education (2022). SEL funding: Using the CARES act and the American rescue plan funding for SEL. https://apertureed.com/federal-funding-for-your-social-emotional-learning-sel-program/.

Birman, D. (2002). Mental health of refugee children: A guide for the ESL teacher. Spring Institute for Intercultural Learning.

Blaustein, M. E. (2013). Childhood trauma and a framework for intervention. In E. Rossen & R. Hull (Eds.), Supporting and educating traumatized students: A guide for school-based professionals (pp. 3–21). Oxford University Press.

Blaustein, M. E., & Kinniburgh, K. M. (2019). Treating traumatic stress in children and adolescents: How to foster resilience through attachment, self-regulation, and competency. Guilford Press.

Carrion, V. G., & Wong, S. S. (2012). Can traumatic stress alter the brain? Understanding the implications of early trauma on brain development and learning. Journal of Adolescent Health, 51(2), S23–S28. https://doi.org/10.1016/j.jadohealth.2012.04.010

Center for Applied Special Technology (2018). Universal design for learning guidelines version 2.2 [graphic organizer]. http://udlguidelines.cast.org.

Centers for Disease Control and Prevention (2015). Ace study: major findings. https://www.cdc.gov/violenceprevention/aces/about.html.

Chardin, M., & Novak, K. (2021). Equity by design. Corwin Press. https://books.google.com/books/about/Equity_by_Design.html?id=1jndDwAAQBAJ.

Collaborative for academic, social, and emotional learning. (2022). What is the CASEL framework? CASEL. https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/.

Collier, E. (2019, Oct. 21). What is inclusive practice? High Speed Training. https://www.highspeedtraining.co.uk/hub/what-is-inclusive-practice/.

Cozolino, L. (2013). The social neuroscience of education: Optimizing attachment and learning in the classroom. W. W. Norton.

Craig, S. E. (2016). Trauma-sensitive schools: Learning communities transforming children’s lives, K-5. Teachers College Press.

Craig, S. E. (2017). Trauma-sensitive schools for the adolescent years: Promoting resiliency and healing, Grades 6–12. Teachers College Press.

Darling-Hammond, L., & Cook-Harvey, C. M. (2018). Educating the whole child: Improving school climate to support student success. Palo Alto, CA: Learning Policy Institute. https://doi.org/10.54300/145.655

Denham, S. (2018). Keeping SEL developmental: The importance of a developmental lens for fostering and assessing SEL competencies. Establishing Practical Social-Emotional Competence Assessments Work Group, 1–13. https://casel.org/casel-resources-keeping-sel-developmental/.

Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333(6045), 959–964. https://doi.org/10.1126/science.1204529

Dorn, E., Hancock, B., Sarakatsannis, J., & Viruleg, E. (2020). COVID-19 and learning loss-disparities grow and students need help. McKinsey & Company. https://www.mckinsey.com/industries/public-and-social-sector/our-insights/covid-19-and-learning-loss-disparities-grow-and-students-need-help.

Ducke, E. (2022, Aug. 6). The children of war. The New York Times. https://www.nytimes.com/live/2022/08/06/world/ukraine-russia-war-children#:~:text=%E2%80%9CEvery%20one%20of%20Ukraine’s%205.7,it%20takes%20years%20to%20heal.%E2%80%9D.

Everly, G. S., & Lating, J. M. (2012). A clinical guide to the treatment of the human stress response. Springer.

Every Student Succeeds Act (2015). Pub. L. 114–95. Stat. 1177 (2015).

Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, AlM., Edwards, V., Koss, M. P., & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction leading to many of the causes of death in adults: The adverse childhood experiences (ACE) study. American Journal of Preventive Medicine, 14(4), 245–258. https://doi.org/10.1016/s0749-3797(98)00017-8

Houston, L. (2018). Efficient strategies for integrating universal design for learning in the online classroom. Journal of Educators Online, 15(3), n3. https://doi.org/10.9743/jeo.2018.15.3.4

Humphrey, N. (2013). Social and emotional learning: A critical appraisal. SAGE Publications Ltd.

Kaufman, C. (2010). Executive function in the classroom: Practical strategies for improving performance and enhancing skills for all students. Paul H. Brooks.

Lisenbee, P., Pilgrim, J., & Vasinda, S. (2020). Integrating technology in literacy classrooms: Models and frameworks for all learners. Taylor and Francis Publishing.

McBrien, J. (2022). Social and emotional learning (SEL) of newcomer and refugee students: Beliefs, practices, and implications for policies across OECD countries. OECD Education Working Papers No. 266. https://doi.org/10.1787/a4a0f635-en

McKenzie, J., Karisa, A., Kahonde, C., & Tesni, S. (2021). Review of UDL in Low- and Middle-Income Countries. IDEA. https://www.cbm.org/fileadmin/user_upload/UDL_review_report_2021.pdf.

Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice. CAST Professional Publishing.

Morton, B. M. (2018). The grip of trauma: How trauma disrupts the academic aspirations of foster youth. Child Abuse & Neglect. 74, 73–81. https://doi.org/10.1016/j.chiabu.2017.04.021

Novak Education (n.d.). Universal design for learning and social emotional learning: How do they work together to meet the whole child’s needs? https://f.hubspotusercontent00.net/hubfs/7288705/Blog%20Graphics/UDL_SEL_Infographic.pdf.

Ohio Department of Education (2022). UDL and Social Emotional Learning (SEL). State Support Team. https://www.sst6.org/UDLandSocialEmotionalLearningSEL.aspx.

Organisation for Economic Co-operation and Development. (2009). Education at a glance: OECD indicators. https://www.oecd.org/education/skills-beyond-school/43636332.pdf.

Panzavolta, S., Lotti, P., Brandão, I. (2013). Universal design for learning: Overviews in Europe and worldwide, policies and practices: SENnet project thematic report No. 2. SENnet. http://sennet.eun.org/wiki?p_p_id=36&p_p_lifecycle=1&p_p_state=exclusive&p_p_mode=view&p_p_col_id=column-1&p_p_col_pos=1&p_p_col_count=2&_36_struts_action=/wiki/get_page_attachment&p_r_p_185834411_nodeId=65129&p_r_p_185834411_title=FrontPage&_36_fileName=Thematic_Study_Year2.pdf.

Perry, B. D. (2006). Fear and learning: Trauma-related factors in the adult education process. New Directions for Adult and Continuing Education, 2006(110), 21–27. https://doi.org/10.1002/ace.215

Porges S. W. (2011). The polyvagal theory: Neurophysiological foundations of emotions, attachment, communication, and self-regulation. W. W. Norton.

Ralabate, P. K. (2011, August 30). Universal design for learning: Meeting the needs of all students. The ASHA Leader. http://www.readingrockets.org/article/universal-design-learning-meeting-needs-all-students.

Raymond, E. B. (2012). Learners with mild disabilities: A characteristics approach. Pearson Education.

Richardson, J. S., Morgan, R. F., & Fleener, C. E. (2012). Reading to learn in the content areas. Wadsworth.

Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Association for Supervision and Curriculum Development.

Rose, D. H., & Meyer, A., Eds. (2006). A practical reader in universal design for learning. Harvard Education Press.

Siegel, D. J. (2012). The developing mind: How relationship and the brain interact to shape who we are (2nd ed.) Guilford Press.

Shaywitz, S. (2020). Overcoming dyslexia (2nd ed.). Random House.

Souers, K., & Hall, P. (2016). Fostering resilient learners: Strategies for creating a traumasensitive classroom. Association of Supervision and Curriculum Development.

Zong, J., & Batalova, J. (2017). Refugees and asylees in the United States. https://www.migrationpolicy.org/article/refugees-and-asylees-united-states-2021#Age_Gender.

Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156–1171. https://doi.org/10.1111/cdev.12864

Takas, S. (2021). Mental health and UDL. Kwantlen Polytechnic University. https://wordpress.kpu.ca/tlcommons/mental-health-and-udl/.

United Nations High Commissioner for Refugees (2021). Global trends: Forced displacement in 2021. https://www.unhcr.org/62a9d1494/global-trends-report-2021.

United Nations High Commissioner for Refugees (2022). UNHCR: Global displacement hits another record, capping decade-long rising trend. https://www.unhcr.org/en-us/news/press/2022/6/62a9d2b04/unhcr-global-displacement-hits-record-capping-decade-long-rising-trend.html.

United States Access Board (n.d.). Architectural Barriers Act of 1968. https://www.access-board.gov/the-board/laws/architectural-barriers-act-aba.

United States Department of Education (n.d.). Newcomer toolkit. https://www2.ed.gov/about/offices/list/oela/newcomers-toolkit/ncomertoolkit.pdf.

van der Kolk, B. (2014). The body keeps the score: Brain, mind, and body in the healing of trauma. Penguin.

Vermetten, E., & Bremner, J. D. (2002). Circuits and systems in stress: Preclinical studies. Depression and Anxiety, 15(3), 126–147. https://doi.org/10.1002/da.10016

Vostanis, P. (2017). Editorial: Global child mental health: Emerging challenges and opportunities. Child and Adolescent Mental Health, 22, 177–178. https://doi.org/10.1111/camh.12246

Williford, A. P., Vick Whittaker, J. E., Vitiello V. E., & Downer, J.T. (2013). Children’s engagement within the preschool classroom and their development of self-regulation. Early Education and Development, 24(2), 162–187. https://doi.org/10.1080/10409289.2011.628270

Published

2023-05-01

How to Cite

Morton, B., & Pilgrim, J. (2023). Promoting inclusive education: social and emotional learning through the Lens of Universal Design for Learning. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 11(1), 6–27. https://doi.org/10.12697/eha.2023.11.1.02a

Issue

Section

Articles