The use of restraint and seclusion in schools has been identified repeatedly as an approach that is overused, misused, and potentially dangerous. In this article, we emphasize the importance of an approach to supporting students with significant problem behavior that focuses on prevention, evidence-based intervention procedures, heightened levels of monitoring, and documented professional development. While the need for the use of restraint in emergency conditions will remain, the overall rate at which restraint and seclusion are used needs to be reduced and the quality of support for students with significant problem behavior needs to improve. An example of one district that is adopting a comprehensive alternative approach is provided.

The contextual fit of a behavior support plan refers to the extent that the procedures of the plan are consistent with the knowledge, values, skills, resources, and administrative support of those who are expected to implement the plan. This study used a concurrent multiple baseline design across four participants to assess the presence of a functional relation between introduction of the Contextual Fit Enhancement Protocol, an intervention designed to improve contextual fit and (a) increase in fidelity of support plan implementation and (b) improve student behavior. Results indicate that following implementation of the Contextual Fit Enhancement Protocol, support plan implementation fidelity increased and student problem behavior decreased. In addition, teachers participating in the study rated the contextual fit intervention process as effective and efficient. Limitations and implications for future research, practice, and training are discussed.

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This meta-analysis aims to quantitatively synthesize the relation between the essential components of reading and reading comprehension in children whose first language is Spanish and who are learning to read in Spanish in a monolingual setting. Searches were conducted in WOS, Scopus, and ERIC from 2000 to 2021. We used a random effects model and Fisher's z as an index of effect size. We found 33 studies involving 146 effect sizes between the essential components of reading and reading comprehension. The essential components included phonological awareness, morphological awareness, alphabetic principle, fluency, vocabulary, and oral comprehension. Results of the metaanalysis revealed that (1) most studies have focused on understanding the relation between phonological awareness or alphabetic principle and reading comprehension, (2) the largest effect sizes were between phonological awareness and reading comprehension, and between fluency and reading comprehension, and (3) there is a large heterogeneity across studies which is explained, in part, by factors such as age, country where the study was conducted, and the reading comprehension tests used. Implications for practice and future research are discussed.

This article discusses special education teachers' initial training within public policies establishing teaching students with special educational needs and disabilities in mainstream classrooms. Based on the question of how special education teachers’ initial training in Chile is responding to inclusive education policy regulations, we describe and analyze discourses about training regarding special education and inclusive policies. Drawing on interviews with directors, graduates and teachers we underline significant dimensions of emergency and change in special education teaching careers regarding collaborative work within regular schools; influence of policy regulations such as School Integration Programs; strategies for diversification of teaching and evaluation; and resources or technologies for special education. Our conclusions address recommendations for teachers' training, distinctions between regular teachers and special education teachers' roles, and major attention to co‐teaching strategies.

<p style="text-align: justify;">Teachers face situations that are difficult to solve, which affect their practices in the classroom. Teachers´ability to face problematic situations been related to educators' adaptive and metacognitive capacity. This study aimed to contrast the recent literature on classroom problems with reports from Chilean teachers regarding what they mean today as critical situations in the classroom. The major problems with the highest prevalence were categorized based on a literature review. Subsequently, teachers from three educational levels (pre-school, primary and secondary) were asked to relate situations in which they had experienced a crisis in their profession. After a filtering based on the relevance and textual richness present, the stories (n=145) were subjected to a thematic analysis and contrasted with the categories obtained from the reviewed literature. The results show a low proportion of problems associated with learning management in the classroom and, on the other hand, a high proportion of behavioral problems in students focused on situations of aggression towards the teacher. These conclusions are discussed to reconsider the concept of "classroom problem situations" and, based on this, questioning the role of teacher training in the development of skills for the management of authentic problem situations.</p>

The present study aims to critically analyse university teaching from the perspective of the actors themselves, since the exercise of teaching allows the teacher to look at their pedagogical practice, interpret it, and recreate it, also turning it into a source of learning from a perspective of change and innovation. In methodological terms, the study is based on the interpretive paradigm which is intended to understand how teachers mean the teaching process, therefore, the methodology option is qualitative through the case study. The data have been obtained through focus groups, with the participation of 16 university professors, a question that allowed the emergence of the discourse of the investigated subjects referring to their experience in the exercise of university teaching. The results point to the importance of didactics in the learning process, the establishment of good personal relationships with their students, the deep mastery of the content of the discipline taught by the teacher, the adequate theory-practice relationship, and the primary concern for the learning in their classrooms, as factors that stand out in those teachers who transcend in the lives of their students. They also open up the opportunity for a series of questions, many of them about the role of university teachers in their capacity as trainers of trainers.

Existen numerosos estudios que demuestran la importancia que tienen las habilidades fonológicas en el aprendizaje de la lectura inicial. La conciencia fonológica y conciencia fonémica aparecen dentro de la literatura como los mayores predictores para adquirir el proceso lector. Aunque existe un amplio cuerpo de investigación en este ámbito, existen escasos estudios que muestren como estas habilidades fonológicas se desarrollan en estudiantes con otras características intelectuales y/o cognitivas. El presente estudio tiene por objetivo caracterizar el nivel de habilidades de Conciencia Fonológica en estudiantes con Funcionamiento Intelectual Limítrofe atendidos en Programas de Integración Escolar (PIE), a través de la aplicación de la Prueba de Evaluación de Conciencia Fonológica (PECFO). Los participantes fueron 37 estudiantes que cursaban entre primero y tercero de educación primaria, que tenían un diagnóstico de Función Intelectual Limítrofe. Los resultados muestran un descenso heterogéneo importante en el desarrollo de las habilidades fonológicas evaluadas, lo que preliminarmente indicaría un grado alto de riesgo para este grupo de estudiantes. Implicancias para la práctica pedagógica, política y futuras investigaciones en este ámbito son discutidas.