School Success for At-Risk Students: A Culturally Responsive Tiered Approach

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Therese M. Cumming (University of New South Wales, Australia) Cathi aper Rodriguez (California State University, Monterey Bay, USA)

School Success for At-Risk Students

A Culturally Responsive Tiered Approach

Therese M. Cumming (University of New South Wales, Australia), Cathi aper Rodriguez (California State University, Monterey Bay, USA)

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English

Routledge
27 September 2018

Educational psychology; Multicultural education; Teaching of students with emotional & behavioural difficulties

School Success for At-Risk Students: A Culturally Responsive Tiered Approach introduces a model that incorporates cultural responsiveness into the familiar three-tiered model of behavioural and academic support. The model is designed to modify learning environments to support all students, identify students at risk, and provide a continuum of supports for those who need it.

The characteristics, outcomes, and support needs of at-risk students are explored in detail. These students include those with disabilities, those who are English language learners, refugees, indigenous, LGBT+, students from low SES backgrounds, and those who are involved with the juvenile justice or out-of-home care systems. The concepts of cultural responsiveness and competence are defined and discussed, then incorporated into a framework that includes the Response to Intervention and Positive Behavioural Interventions and Supports frameworks. This revised framework is investigated in regards to theory, research, and practice. The importance of cultural competence for at-risk students and ways to improve this in schools are suggested.

This book is a necessary companion for educators and researchers who have an interest in exploring the nature and context of educating at-risk students from the perspective of a culturally responsive multi-tiered system of support. It will also be of interest to a wide range of individuals working in education with at-risk youth, including preservice and veteran teachers, leadership teams, school psychologists, and school counsellors, as well as teacher educators.

By: Therese M. Cumming (University of New South Wales Australia), Cathi aper Rodriguez (California State University, Monterey Bay, USA)
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions: Height: 234mm, Width: 156mm,
Weight: 453g
ISBN: 9781138104891
ISBN 10: 1138104892
Pages: 108
Publication Date: 27 September 2018
Audience: Professional and scholarly , College/higher education , Undergraduate , Further / Higher Education
Format: Hardback
Publisher's Status: Active

Dr Therese M. Cumming is Associate Professor in Special Education at UNSW Australia. Her publications include an edited book (Sustaining Mobile Learning: Theory, Research, and Practice, 2016), two co-authored books (School Connectedness of Students with Disabilities; Lifespan Transitions for Individuals with Disabilities: A Holistic Perspective, 2016), book chapters, journal articles, and international conference papers. She also has many years of experience as a special educator. Dr Cathi Draper Rodriguez is Professor and Chair of the Department of Education and Leadership. She is a Nationally Certified School Psychologist. She has focused her research on using technology with English learners with and without disabilities, the diagnosis of disabilities in English learners, assessment in education, and multicultural education.