Comprehensive, Integrated, Three-Tiered Models of Prevention: Why Does My School—and District—Need an Integrated Approach to Meet Students’ Academic, Behavioral, and Social Needs?

A Conceptual Framework: Creating Socially Just Schools for Students with Emotional and Behavioral Disabilities

“…High-quality, evidence-based practice Tier 1 SEL interventions, and Positive Behavior Interventions and Supports (PBIS) combined with promising practice Tier 2 SST interventions provide ideas for meeting these needs. It is the combination of these interventions that will result in the most significant impact on achievement (Lane, Oakes, & Menzies, 2014;Wiley & Siperstein, 2015).…”

Preparing Educational Leaders for 21st Century Inclusive School Communities: Transforming University Preparation Programs

“…Additionally, researchers found that students with moderate and mild disabilities were more likely to achieve academically, behaviorally and socially in inclusive learning environments (e.g., Hattie & Anderman, 2013;Lane, Oakes, & Menzies, 2014). Despite this strong foundation that supports inclusive school communities for students with and without disabilities, many students experience marginalization.…”

“…Evidence suggests that even though there are policies, laws, recommendations and an empirical base that supports inclusive education for students with disabilities, equity and opportunity gaps remain in our nation's public schools (Hattie & Alderman, 2013;IDEA, 2004;Lane et al, 2014;United Nations, 1948;UNESCO, 1994). The Civil Rights Data Collection (2016) reported data for 99.2% school districts in the U.S. on 1) school discipline, 2) restraint and seclusion, 3) early learning, 4) college and career readiness, 5) chronic student absenteeism, and 6) teacher and staffing equity.…”

Community Awarenes and Child-Friendly School at the District Nonghet, Northern of Lao PDR

“…This condition is also as stated by Allen (1994) that one of the spirits of education for all is for children of their age to get a chance to get a proper education, so one of the efforts in higher education is for students who are learning about teacher education to get briefing on culture and language areas in the country as this will make it easier for the government to distribute teachers who are not from their own region. As well as Peng, et al (2013);Lane, et al (2014) suggests that in order to strengthen the education system in remote areas, it is necessary for the government to provide briefings to prospective teachers on regional, linguistic and cultural conditions in areas where teachers will be placed, when the teacher is placed in the new area then the teacher is ready. Referring to this condition, several things that need to be considered especially by the ministry of education are: (1) the need for school mapping containing at least among others the location of the school, the number of students, and the number of teachers; (2) accurate data on teacher teacher ratios; (3) the need for competency data base and teacher qualification; (4) the Ministry of Education and universities work together to register students who from the beginning of college are interested to become teachers so that by the time the student graduated, the central Government and Ministry of Education have prepared training and socialization program about local conditions, customs, culture and language areas for prospective teachers; and (5) the certainty of salary to be received by the prospective teachers.…”