# data[].attributes.body
This was a great resource for how the influence of peer support from non-disabled peers benefits our students with disabilities.

# data[].attributes.attachment_link.title
Randomized Evaluation of Peer Support Arrangements to Support the Inclusion of High School Students With Severe Disabilities - Erik W. Carter, Jennifer Asmus, Colleen K. Moss, Elizabeth E. Biggs, Dan M. Bolt, Tiffany L. Born, Matthew E. Brock, Gillian N. Cattey, Rui Chen, Molly Cooney, Ethan Fesperman, Julia M. Hochman, Heartley B. Huber, Jenna L. Lequia, Gregory Lyons, Kerrie A. Moyseenko, Lindsay M. Riesch, Rebecca A. Shalev, Lori B. Vincent, Katie Weir, 2016

# data[].attributes.attachment_link.description
Enhancing the social and learning experiences of students with severe disabilities in inclusive classrooms has been a long-standing focus of research, legislati…

# data[].attributes.body
This was a neat read to see how inclusion is in other countries, with maybe not as many resources as we have here in the US.

# data[].attributes.attachment_link.authors[].name
Mark Carew, Marcella Deluca, Nora Groce, Sammy Fwaga, Maria Kett

# data[].attributes.attachment_link.title
The impact of an inclusive education intervention on learning outcomes for girls with disabilities within a resource-poor setting | Carew | African Journal of Disability

# data[].attributes.attachment_link.description
The journal is published for the purpose of advancing scholarship in disability studies and rehabilitation sciences in a uniquely African context. Widely read by scholars, professionals and students, it encourages scholarly exchange between all disciplines and academics from low, middle and high-income countries to work towards the improvement of human development and its practices across the continent.

# data[].attributes.attachment_link.title
Building elementary students’ social and emotional skills: A randomized control trial to evaluate a teacher-led intervention

# data[].attributes.attachment_link.description
The Faith and Wellness: A Daily Mental Health Resource is a school-based, teacher-led social-emotional learning (SEL) intervention resource for elementary students. It is designed to address the challenges faced by existing SEL interventions,…

# data[].attributes.attachment_link.readable_text
1.1. Definition and Importance of CR-SEL

Social-emotional learning (SEL) is defined as a process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop five domains of competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making ( CASEL, n.d.). Meta-analyses demonstrate the positive relationship between SEL interventions and social, emotional, and academic outcomes in both the short and long term ( Cipriano et al., 2023; Smith et al., 2022). SEL interventions generated positive social-emotional outcomes for young children in rural settings ( Smith et al., 2022). In the long term, prosocial skills taught in kindergarten significantly predicted whether students graduated high school on time, completed a college degree, obtained stable employment, and were employed full-time in young adulthood ( D. E. Jones et al., 2015). Early prosocial skills also had a negative association with living in or being on a waiting list for public housing and receiving public assistance ( D. E. Jones et al., 2015).

Despite its short- and long-term positive student outcomes, SEL has been critiqued for not meeting the needs of marginalized and minority students ( Mahfouz & Anthony-Stevens, 2020). A growing body of evidence shows the urgent need for CR-SEL, especially in early childhood settings where discriminatory practices are already evident ( Paris, 2012). Albritton et al. ( 2024) highlight how biases that lead to the overestimation of challenging behaviors in racial/ethnic minority children often result in disproportionately high rates of exclusionary disciplinary practices against them. These disparities are not merely the product of individual biases but are rooted in structural systems where White, middle-class cultural norms become the standard of acceptable behavior. When SEL practices ignore these structural dynamics and simply promote narrow, culturally non-responsive definitions of social-emotional competencies, they may reinforce deficit views of racial/ethnic minority children and pathologize their culturally grounded behaviors.

CR-SEL integrates the culturally relevant and sustaining pedagogy into SEL programs for diverse and underrepresented students ( Mahfouz & Anthony-Stevens, 2020). It offers transformative possibilities extending beyond cultural inclusion toward educational justice and collective empowerment. Students participating in culturally adapted SEL programs demonstrate substantial improvements across multiple domains ( Albritton et al., 2024; Lim et al., 2024). These benefits extend to academic achievement, with McCallops et al. ( 2019) documenting how effective SEL approaches produce not only improved social-emotional outcomes but also improvements in academic and life outcomes. CR-SEL practices recognize how social-historical context shapes definitions of emotional competence across varied communities and cultural contexts and how important it is to integrate cultural context into SEL ( Mahfouz & Anthony-Stevens, 2020). However, most SEL studies have not incorporated theories of culturally responsive pedagogy. A meta-analysis revealed that, among 51 studies reviewed, only five displayed integrations of culturally responsive pedagogy ( McCallops et al., 2019). This gap exposes a structural oversight within the CR-SEL research.

1.2. Conceptual Frameworks of CR-SEL

Researchers have developed frameworks to define the key components of culturally responsive pedagogy ( Ladson-Billings, 1995; Paris & Alim, 2014; Wynter-Hoyte et al., 2017). However, few explicitly conceptualize CR-SEL practices in school settings. In fact, even when well-established SEL programs were modified to be responsive to culturally diverse students, they lacked the theoretical underpinnings of cultural adaptation ( Lim et al., 2024). Furthermore, existing frameworks that integrate culturally relevant pedagogy into SEL programs focus heavily on culturally responsive classroom activities ( Ladson-Billings, 2014), overlooking the need for teachers to work on inter-institutional linkage to deliver CR-SEL, especially in early childhood education, where family-school partnerships are vital for child development. Cressey ( 2019) demonstrated a case of incorporating SEL and culturally responsive pedagogy approaches into the positive behavioral interventions and support system to transform the school system for CR-SEL practices. The effective CRP practices include the provision of opportunities for students to explore their cultural identities, as well as family engagement, that surveys families' perceptions of school climate ( Cressey, 2019). These findings highlight the need for teachers not only to design culturally responsive classroom opportunities but also to engage families in a culturally responsive way when delivering SEL practices.

In this study, we employed Bennett et al.'s ( 2018) framework of culturally responsive literacy practices to guide our understanding of teachers' CR-SEL practice with young children. Bennett et al. ( 2018) synthesized from empirical studies the following five interconnected dimensions that embody the foundation of culturally responsive teaching in an early childhood setting: (a) developing a culturally responsive classroom community, (b) family engagement, (c) critical literacy within a social justice framework, (d) multicultural literature, and (e) culturally responsive print-rich environments. This approach establishes what Au ( 2011) describes as learning environments that bridge students' experiences at home within a school context. Within these spaces, students learn to question whose knowledge counts, how power operates in educational settings, and how to challenge dominant cultural narratives.

Despite key components of culturally responsive pedagogy being proposed in research, how teachers deliver CR-SEL practices in their classrooms varies widely. Findings from prior surveys underscore the need within teacher education for clearer frameworks integrating SEL and CRT, alongside a more unified terminology for these concepts ( Stevenson & Markowitz, 2019). Mahfouz et al. ( 2023) conducted a survey among 1154 preschool to second-grade teachers to understand their perceptions of SEL integration and their approaches to culturally relevant SEL in classrooms. Findings indicate a range of teacher perceptions on culturally relevant SEL. Some were aware of its implementation (or lack thereof) in their schools, whereas others were unsure if their programs addressed cultural relevance, and a third group dismissed the concept, believing SEL should not be tailored to specific student populations. This highlights the importance of understanding real-life CR-SEL practices to inform teacher practices.

1.3. California's Rural Context and Universal Transitional Kindergarten

Although California is the most populous state, one in 10 children in California reside in rural communities ( Association of California School Administrators, 2024). Over one-third of its school districts are classified as rural, defined by the state as serving fewer than 600 students and being located more than 25 miles from a city ( C. Jones, 2024). Compared with their urban peers, children residing in rural areas experience alarming educational disparities in both mental health and academic achievement. For example, rural children face an increased vulnerability to mental health issues and have less access to mental health services relative to their urban counterparts ( Morales et al., 2020). In addition, rural children are more likely to experience a lifetime prevalence of depression and severe behavioral problems compared to urban children ( Figas et al., 2023). The lack of accessibility to mental health services, coupled with barriers associated with availability, affordability, and acceptability, is contributing to rural students' poorer mental health outcomes ( Rural Health Information Hub, 2024). Additionally, an achievement gap exists between rural and nonrural children. For example, rural children were less ready for kindergarten ( Justice et al., 2017), and they underperformed nonrural children in both math and reading between third and eighth grade ( Johnson et al., 2021), possibly due to factors such as resource disparities, teacher retention and support, and access to services and opportunities. These disparities in educational and mental health outcomes underscore the critical need to prioritize the often-overlooked rural youth in California and in the United States.

In July 2021, Governor Newsom signed a 2.7 billion USD bill to expand TK programs across California public schools, establishing the Universal Transitional Kindergarten (UTK) policy ( D'Souza, 2021). This initiative aims to provide all four-year-old children in the state with access to high-quality early learning opportunities by the 2025-2026 school year ( California Department of Education, 2022). TK is a transitional grade level between preschool and kindergarten. Within this evolving landscape, integrating culturally responsive practices into SEL is essential for fostering high-quality learning environments and strengthening teacher-child interactions that support young children's social-emotional development.

1.4. The Present Study

Guided by the five fundamental components of culturally relevant teaching ( Bennett et al., 2018), this study aims to explore how rural TK teachers employ culturally responsive SEL in their classrooms to promote students' social-emotional development. Using a case study design, we hoped to address the following question: How do teachers enact SEL in a culturally responsive way in rural TK classrooms?

We employed a case study design to address our research question. As a qualitative research approach, a case study design is used to explore and understand complex issues that involve an in-depth examination of a particular case or multiple cases ( Creswell & Poth, 2013). We selected the case study design for the following reasons. First, given the purpose of this study is to understand how rural TK teachers enact CR-SEL practices in their classrooms, a case study approach can contribute to deepening our understanding of rural CR-SEL practices and further inform the existing literature and theories related to culturally responsive pedagogy and SEL. Second, the design allows for an in-depth, context-specific examination of real-world classroom practices ( Creswell & Poth, 2013), which can inform practices and policy in the UTK implementation to ensure high-quality education.

2.1. Participants

Ten TK teachers from seven rural schools in California participated in this study, and the teacher demographic characteristics are presented in Table 1. Pseudonyms are used for all participants to protect their confidentiality. As displayed in Table 1, all the TK teachers in the study were female, with six of them being White. Half of the teacher participants spoke English only, while the other half of them spoke other languages (i.e., Spanish and Korean) as well. Sixty percent of the teachers had over a decade of teaching experience, but most of them were employed at their current sites for less than six years (n = 8). Nine out of the ten teachers held at least a bachelor's degree, with two of them having a master's degree.

2.2. Data Collection Procedure

The study was approved by the Institutional Review Board of the first author's university in September 2023, prior to data collection. We used convenience sampling by sending out recruitment emails with the study flier through the first author's professional network in Fall 2023. We recruited ten teacher participants who are TK teachers working in rural California, ideally with previous experience working with other grade-level students. Participants were individually interviewed online for 45-60 min via the HIPAA-compliant Zoom platform between February and June 2024. Participants also completed a brief questionnaire to collect their individual and school demographic information. All participants received a 40 USD gift card to compensate for participation.

In the spring and summer of 2023, we developed the interview protocol, conducted a pilot study to test the protocol with three TK teachers, and modified the protocol accordingly. The interview protocol covered questions that explored participants' overall experience as a TK teacher, their conceptualization of early childhood SEL, within school collaboration, and family-school partnerships of early childhood SEL. We chose a semi-structured interview, as it offers us both structure and flexibility to collect data. For the present study, we focused exclusively on the interview question about culturally responsive SEL. During the interview, participants were asked the following question: "What does culturally responsive SEL look like in practice for your students?" The first author, who conducted all the interviews, did not initially provide the definition of CR-SEL but gave the clarification when participants raised questions about it. All interview transcripts were automatically transcribed by the Zoom platform.

2.3. Data Analysis Procedure

Although all transcripts were automatically transcribed by the Zoom platform, the first author and a post-baccalaureate research assistant validated them to ensure accuracy. All confidential information was eliminated from the transcripts (i.e., child's name, teacher's name, school staff's name, and school's name) during transcript validation, and pseudonyms were assigned to each participant for confidentiality. The first and second authors of this study used MAXQDA to conduct the interview analysis by "coding the data and collapsing the codes into broad themes" ( Creswell & Creswell, 2018, p. 219) relevant to our research focus on CR-SEL. They familiarized themselves with the data following the step-by-step guidelines offered by Clarke and Braun ( 2018). They then took detailed notes and identified broad themes emerging from the data during transcript validation, followed by generating the initial codes to develop the codebook, which were discussed and reviewed. The initial themes were created based on the research questions, guided conceptual framework (i.e., Bennett et al., 2018), and the broad codes. Based on the frequency of each theme, initial codes, and the relevance of our research question, we decided to reorganize Bennett's five dimensions. We merged (a) developing a culturally responsive classroom community with (e) culturally responsive print-rich environments into the theme of an inclusive environment. We also combined (c) critical literacy within a social justice framework and (d) multicultural literature into the theme of developing multicultural and critical perspectives. To ensure the reliability, the first and second authors coded all transcripts independently and discussed resolving any inconsistencies.

2.4. Positionality Statement

As researchers with our backgrounds in Education and School Psychology, we are aware of how we bring our perspectives and experiences to this study. The first author received her doctoral training in School Psychology and had years of clinical experience working with schools and communities. The second author is a doctoral student in Language, Literacy, and Culture with previous experience as a K-12 English teacher implementing culturally responsive teaching practices. The third author is a professor in School Psychology and a trained school psychologist with research specialties in risk, resilience, and culture. The fourth author brought her years of working experience in K-12 education as a teacher and administrator and her research in leadership preparation and development. The fifth author is a doctoral student in School Psychology with research and clinical experience in CR-SEL. As outsiders of the participating rural schools, we are aware that our perspectives both enable and constrain understanding of the phenomena under study. Nonetheless, we have been committed to actively interrogating our bias through reflective discussion and acknowledged that our positionality might still introduce an unintentional bias in this study's design, analysis, and interpretation.

Results demonstrate three major themes of CR-SEL practices in rural TK classrooms from teachers' perspectives: multicultural and critical perspective development, inclusive environment, and family engagement. Rural TK teachers varied in their approaches to developing multicultural literacy, largely dependent upon their comfort level. Whereas some teachers explicitly and actively taught it as a part of their SEL curriculum, others reactively addressed the issues when needed. Most teachers actively created an inclusive environment via creating print-rich environments, opportunities, or showing empathy and acknowledgement for culturally related issues. Additionally, several teachers engaged families by culturally communicating with families, providing language support, and inviting families to the classroom for cultural sharing. Table A1 in Appendix A summarizes the concrete list of activities with their quotes that rural TK teachers employ to practice CR-SEL. Figure 1 displays the themes and sub-themes of the findings.

3.1. Developing Multicultural and Critical Perspectives

Multicultural and critical perspective development refers to teachers' approaches to incorporating diverse cultural perspectives into their SEL practices. Our analysis revealed that teachers' pedagogical strategies fell along a continuum between explicit/active teaching and implicit/reactive teaching, with significant variation in how teachers positioned themselves in relation to cultural difference.

3.1.1. Explicit and Active Teaching

A majority of participating teachers (n = 7) explicitly and intentionally incorporated multicultural and critical perspectives into their SEL curriculum. They deliberately selected materials, planned activities, and created lessons to address cultural diversity. These activities include real-life situations and examples (n = 4), storytelling (n = 2), cultural celebrations (n = 2), and self-portraits (n = 1). For example, Josephine exemplified her culturally responsive approach, describing her use of real-life examples to teach her students the concept of disability. Josephine observed that one of her students with a physical disability encountered difficulty making friends with others. By explicitly teaching the concept of disability, she enhanced her students' social awareness to gain empathy with others, which in turn strengthened their interpersonal relationships. Josephine stated, "That class was super accepting of her. I mean, she had a ton of friends. They would get in fights; they would make up".

Several teachers taught multicultural and critical perspectives via addressing real-world issues such as skin color, religious beliefs, or different family contexts. Margaret encountered a situation where one of her students approached an African American student, asking them why their skin is black. She stepped in and educated her student in Spanish, "We all have different skin colors. We all have different skin tones, but we're all the same.... It's just our skin color." Margaret used daily living situations to raise her students' social awareness of racial and ethnic differences in students' home language, which exemplifies explicit teaching responding to a specific classroom moment. Her choice to conduct this conversation in Spanish also demonstrates her awareness of the intersection between cultural and linguistic responsiveness.

Addressing the same skin color issue, Daisy's approach targeted self-awareness through her intentional use of diverse literature. At the beginning of the school year, Daisy would usually do a self-portrait activity and read a story called I Like Myself to explicitly teach self-acceptance. The story was about an African American little girl feeling embarrassed about going to school because of her "crazy" hair and her mother showing her "all the fun stuff that they can do with their hair", which made her like her hair. Daisy's approach represents a deliberate curricular choice connecting self-awareness to racial identity. She helped her students develop positive self-images, as the self-portrait activity connects representation to identity development, inviting children to engage with their own physical characteristics as worthy of artistic representation. Her decision to use this book "at the beginning of the year" positions cultural diversity as foundational rather than supplemental to her classroom community. Daisy does not merely expose students to diversity but actively engages them to consider how self-acceptance connects to physical characteristics associated often with racial identity.

Similarly, Sadie took a direct approach to addressing religious differences, as one of her students was a Jehovah's witness and she could not celebrate certain holidays that everybody would be talking about. Sadie educated her students that "some people don't because everybody's holidays or different events in their life are different". Her explicit acknowledgment of religious diversity created opportunities for students to develop social awareness across religious boundaries. Unlike approaches that minimize or avoid difference, Sadie's pedagogy directly engaged with difference as a topic worthy of classroom discussion.

Besides racial, ethnic, and religious differences, Sadie also intentionally educated her class on different family structures, such as two-mom or two-dad families, when some students became curious about others making two holiday gifts for their moms. Said shared, "[Students] are usually really receptive to things once they understand it". Sadie's explicit talk about different family structures allowed her students to be more accepting of each other's differences and to understand different social norms. Through targeted, active teaching methods, rural TK students cultivate both self-awareness and social insight into cultural differences, leading to greater acceptance of themselves and those around them.

3.1.2. Implicit and Reactive Teaching

Half of participating teachers used implicit and reactive teaching strategies, referring to teachers either not taking the initiative to foster multicultural development or their approach emphasizing acceptance over transformation. Several teachers explained that they had to take a cautious and reactive approach, as some multicultural issues can be sensitive in rural and conservative communities. For instance, both Kaia and Josephine worked at Grandview Elementary in Siskiyou County, bordering Oregon, where over 60% of voters supported President Trump in 2024 ( Kuang, 2025). Kaia expressed her caution about teaching sexuality. Because of its sensitivity, Josephine also stated that they need parents' permission to address gender issues in class.

Despite their caution in teaching students' multicultural and critical perspectives, the implicit and reactive teaching can also be done effectively. Teacher Samantha took an implicit approach when discussing gender-color preferences:

I feel like they're so little, we don't make a big deal of anything like that. As I tell them, my favorite color is blue. I'm a girl, 'cause they'll do that a lot, but especially with colors, like you like pink. That's a girl color, and I'm like, well, what I like is blue.

Rather than explicitly teaching about gender as a social construct, Samantha modeled counter-stereotypical preferences and normalized them through her personal examples. Her approach offered students alternative ways of thinking about gender norms without directly challenging their existing beliefs through formal instruction. This strategy potentially reduces resistance while still expanding students' thinking about gender.

3.2. Creating an Inclusive Environment

Our analysis reveals three distinct but interconnected approaches to creating inclusive environments: creating print-rich environment practices, creating opportunity, and demonstrating empathy through acknowledging differences. Each approach reflects teachers' strategic adaptation of culturally responsive principles to rural early childhood contexts.

3.2.1. Creating an Inclusive Print-Rich Environment

Three participating teachers described intentional efforts to create an inclusive print-rich environment reflecting diverse cultural backgrounds. It allows young children to foster multiculturalism and social-emotional development. Several examples of creating an inclusive print-rich environment are using different skin colors for characters, having books with a variety of topics, and carefully selecting toys. For example, Daisy described creating representational art materials and explained the rationale for doing so with her students. She intentionally used different skin colors for characters to raise her students' self-awareness and acceptance of different skin colors. Rather than choosing the traditional flesh-colored crayons, which typically represent only light skin tones, Daisy's choice of skin color markers helps create material conditions for students to see themselves and others represented authentically.

Like Daisy, Kaia invested time in searching for culturally responsive books and toys for her class. As this year she had several native American students in her class, she carefully picked books representing their Native American culture. She stated, "The people in the books are Native Americans and some of them are cultural kinds of things, and most of them are just books about regular people that look like Native American features so that they can see themselves in that. I just think, having things that are representative of all the kids".

Not only choosing books that are representative, Kaia was also particular about choosing toys. She said, "I made sure when I was buying dolls for my doll house and my baby dolls, they're all diverse, print differences, colors, different ages, and different types of people". Kaia's deliberate intention to choose books and dolls revealed her strong belief that representation matters across intersecting identities. By incorporating diverse dolls into play materials, Kaia normalized differences within everyday classroom life for her students to develop acceptance of self and others, which is a key aspect of SEL. Through preparing an inclusive, print-rich environment, teachers helped their children to feel seen and foster a sense of belonging at school.

3.2.2. Creating Opportunities

Half of the participating teachers created opportunities and space for their TK students to express who they are and their feelings, reflecting teachers' active structuring of learning experiences and incorporating cultural diversity. Teachers not only valued the importance for kids to learn via play and social interaction with peers, but they also underscored the need to create space for children to share their personal experiences.

Two teachers created space for students to share "their experience of their life at home" and their ways of expressing different feelings to foster students' self-management ability. For example, when Samantha was teaching the sad emotion to her students, she gave space for their children to understand and express sadness in their own ways:

One little boy raised his hand and said, "My daddy doesn't cry." And I said, "Oh, and you know what? That's totally okay. Some people don't cry. That's okay. It's okay to cry. But it's also okay not to cry. We all have different feelings and emotions, and we all go through them differently." He kinda just nodded his head like, yeah, I come to think of it, I was thinking about that little boy 'cause that really stuck me. I don't know if I've ever seen him cry.

Samantha gave an example of a little boy observing her father not crying that much and using that to teach her class how different emotions were expressed differently across cultures. She gave the boy space to share his experience and validated him, letting him feel heard when he shared how his family dealt with emotions.

Similarly, Kamila created opportunities for her students to engage in rough play, as she noticed that "rough play [was] extremely common" among her Black students. She said, "And that's one thing I'm working on changing at my school is, I'd like to have more rough and tumble play allowed, but in a controlled manner". Kamila dedicated herself to allowing different ways for kids to regulate themselves, which is a key aspect of self-management. These examples showed the importance of teachers creating spaces and opportunities for students to express and regulate their emotions differently.

3.2.3. Showing Empathy and Acknowledgement of Differences

Four teachers identified showing empathy and acknowledgement of differences as being essential in creating an inclusive environment for teaching CR-SEL practices. By connecting their personal experiences, participating teachers showed an understanding of students' gender preferences and diverse ways of expressing emotions. Two teachers related to their students' preference of dressing differently by reflecting on their own personal experiences and allowing students to be themselves without actively interrupting them. For example, Josephine related to her sister's experience when seeing one of her students bringing his "Elsa backpack from Frozen". Connecting with her personal experience, she showed empathy and acknowledged differences and let her student express himself freely.

Kamila normalized gender fluidity through personal anecdote and matter-of-fact acceptance to promote students' self-awareness and self-management. Kamila encountered a student who was "very gender fluid" last year. Kamila reflected on her son's early childhood experience and realized that she did not care "as long as they're not hurting anyone". Her approach frames gender expression as unremarkable and positions acceptance as the default rather than something requiring special attention or explanation. Her reflection created an inclusive environment for diverse gender expressions without potentially drawing unwanted attention to individual students.

Two other teachers acknowledged how emotions were expressed differently across ethnic groups. Samantha explicitly framed emotional expression differences as cultural, and her acknowledgment of gender patterns connected cultural practices to gender socialization, recognizing intersecting influences on children's emotional development. She "[was] aware of that when she [was] teaching these things". This suggests her intentional integration of cultural differences when adapting the SEL curriculum, which aligns with a transformative SEL acknowledging how power, privilege, and cultural context shape social-emotional development.

Kamila was aware that having direct eye contact can be difficult for her autistic students and her Hmong students. Thus, when she was teaching SEL, she did not force these students to maintain eye contact. However, she was aware that sometimes it was very difficult because "a lot of times" it was out of habit to say "look at me" to her students. Her acknowledgement of differences allowed her Hmong and autistic students to use different ways to show they were paying attention. These empathy-based approaches demonstrate teachers' awareness of cultural differences in social-emotional development and their dedication to delivering SEL in a culturally responsive manner.

3.3. Promoting Family Engagement

Family engagement was the third essential component of CR-SEL in rural TK classrooms. Participating rural TK teachers overall used three strategies: cultural communication (n = 2), culture sharing (n = 3), and language support (n = 4). These approaches reflect teachers' strategic navigation of rural community dynamics while attempting to build authentic partnerships with diverse families.

3.3.1. Engaging in Cultural Communication with Families

Cultural communication refers to structured approaches that teachers adopt to build relationships with families from diverse backgrounds through both formal and informal channels, and they explicitly acknowledge and validate families' diverse cultural, racial, and personal identities in family engagement. Kamila and Merida were two teachers highlighting the importance of cultural communication. Kamila shared that she did home interviews with parents at the beginning of the year to get to know things like holidays that the family celebrates, religious background, and language spoken at home. The home interviews provided her with fundamental knowledge about her students and families that allowed her to be cognizant of cultural differences when engaging with families and students.

Some teachers actively engaged themselves in gaining knowledge about culture. This was evident from Kamila's example. She shared, "When in doubt, I'll try to look things up and be like, is this a cultural thing? Or is this just this kid? And sometimes it is a cultural thing. And I'm like, oh, cool, I found something new". Kamila valued cultural learning as an ongoing inquiry, and her continual learning strengthened her ability to understand her students' behaviors more.

Merida gave an example of her communicating with families regarding a child attempting to take off his shoes at school and not wearing socks. She was very careful when she tried to ask families to take care of the child's shoe issue. She reframed potential criticism of a child's appearance (i.e., oversized shoes) as concern for safety, focusing on concrete impacts rather than abstract norms. In this way, she avoided any miscommunication when addressing students' behavioral issues at school. Her approach demonstrates strategic communication adapting to cultural and linguistic differences.

3.3.2. Welcoming Culture Sharing

Three teachers, including Ellie, Marget, and Sadie, shared their experience, inviting families to share their cultures to teach CR-SEL. For example, Ellie was the only Asian teacher in their school, where most of the students and teachers were from White or Latino ethnic backgrounds. She fully embraced the importance of integrating culture in teaching SEL. She not only introduced her students to Asian cultural holidays (e.g., Lunar New Year), but also invited families to share their culture to increase a sense of belonging for her students. Ellie shared that one year she had an African American student who did not have any friends at school, and she invited the student's dad to the classroom to share their culture to foster a sense of belonging for her. This, in turn, has helped the student to feel recognized and like they belong. In her example, culture sharing was an effective strategy to foster students' peer relationships when they get to know each other not only by their appearance, but also by a deeper understanding of who they are and where they come from.

Ellie also practiced culture sharing by creating multisensory experiences for their students and families. She created multisensory engagement with cultural artifacts spanning from everyday items to artistic expressions. Her approach invites both material and performative cultural sharing from families. By combining material resources with community knowledge, Ellie positioned families as holders of linguistic resources valuable to the classroom, which in turn strengthened students' and families' sense of belonging.

Like Ellie, Margaret, and Sadie also regarded culture sharing as an effective way to deliver CR-SEL practices. They incorporated activities related to different cultural holidays (e.g., Black history month). Engaging families in CR-SEL practices makes things "not foreign" and "different". Instead of teachers finding materials online and explaining cultural holidays themselves, parents bring their own personal experiences and understandings of culture to the classroom, which in turn fosters students' social awareness.

3.3.3. Providing Language Support

Providing language support refers to specific strategies and resources used to help students and families who speak languages other than English fully participate in the classroom and community. Four participating teachers pointed out the importance of providing language support when engaging families in CR-SEL practices. While Samantha taught Kimochis, an SEL curriculum, to her bilingual students and sent home SEL materials in both English and Spanish, several teachers tried to interact with families in the language they speak when it comes to supporting families' practice of SEL at home. As shown in Table 1, half of the participating teachers speak a language other than English, and four of them speak Spanish, which aligns with many families' primary language in their community. For example, both Margaret and Merida stated that their ability to speak Spanish allowed them to respond culturally to the families. Coming from the same cultural background allows them to more easily connect with families and collaborate with them in supporting students' social-emotional development. As many teachers of this study often informally coach families on SEL practice at home at drop-off or pick-up, it is important that they deliver it in the families' primary language.

Despite feeling confident in interacting with Latino families, Merida encountered difficulty communicating with families whose primary language was other than English or Spanish. She shared that she had several Thai kids in her class. Not speaking Thai, Merida relied on her parents in the community for translation help when trying to communicate with Thai families. These examples of language support demonstrate teachers' creative adaptation to linguistic diversity despite limited institutional resources when practicing CR-SEL in their schools. However, most family engagement and language support were largely dependent on teachers' individual capacities or personal networks.

Findings of this study deepen our understanding of CR-SEL practices in rural contexts and enrich theoretical and empirical literature. Using a case study design, we explored how rural TK teachers in California practice CR-SEL to promote young children's social-emotional development. The thematic content analysis of interview data revealed three major themes of CR-SEL practices: multicultural and critical perspective development, inclusive environment, and family engagement. Within each theme, we identified a variety of strategies that rural TK teachers used to engage students and families in their CR-SEL practices. These practices reflect both the strengths and challenges of implementing CR-SEL in rural settings, where teacher comfort levels, community norms, and access to professional support shape pedagogical approaches.

4.1. Connecting Rural CR-SEL Practices with Conceptual Frameworks

Our findings align closely with Bennett et al.'s ( 2018) framework on culturally responsive literacy practices in early childhood education. Specifically, "Multicultural and Critical Perspective Development", connects to Bennett's components of multicultural literature and critical literacy within a social justice framework. Adding to this domain of the framework, we found that rural TK teachers used both explicit and implicit teaching strategies to promote multicultural competence due to the conservativeness of their rural community. The second theme, "Inclusive Environment", reflects Bennett's emphasis on developing a culturally responsive classroom community and culturally responsive print-rich environments. Findings contributed to this framework that constructing an inclusive environment for CR-SEL practice was not just about the materials used (e.g., books, toys, visual displays) but also about relational practices. Teachers created opportunities for students to share their own cultural identities and to learn about others. Teacher-student interactions were shaped by an awareness of positionality, and teachers were intentional about respecting and accepting diverse cultural practices. The third theme, "Family Engagement", directly aligns with Bennett's component of the same name. Most importantly, our findings offered specific examples of how to engage families within CR-SEL practices. Teachers communicated with families in ways that valued and validated families' cultural backgrounds, invited families to share their culture in the classroom, and ensured language support was available when needed. Our findings enriched Bennett et al.'s model by providing specific approaches that teachers employ for CR-SEL in the rural context.

Our findings also indicate that TK teachers incorporated self-awareness, social awareness, self-management, and relationship skills competencies into their CR-SEL practices. For self-awareness, teachers used storybooks on racial identity and self-portrait activities to help children develop a positive self-image and a deeper understanding of their identities. For social awareness, teachers highlighted differences such as physical ability, skin color, and religion to help children recognize and respect diversity. In terms of self-management, teachers focused mainly on embracing culturally diverse ways of expressing and regulating emotions. In promoting relationship skills, teachers used cultural sharing to provide opportunities to learn and interact with peers or families from diverse cultural backgrounds.

However, we found few explicit examples of CR-SEL practices that promoted responsible decision-making. One possible reason is that the five SEL competencies are deeply interrelated; even if not explicitly taught, they are often developed in integrated ways ( Schoon, 2021). Still, the absence of responsive decision-making raises important concerns. Without explicitly supporting this area, we may undermine young children's voice and agency. As discussed earlier, CR-SEL should not be reduced to simply teaching about culture. Rather, it should involve reconceptualizing student-teacher relationships and constructing inclusive environments that affirm students' capacity to make their own decisions with appropriate support. Thus, responsible decision-making should also be emphasized in CR-SEL in the rural TK context.

4.2. Cultivating Multicultural Perspectives: Explicit and Implicit Approaches

Teachers in this study employed a variety of strategies to cultivate multicultural awareness, ranging from explicit, intentional lessons to more passive, reactive discussions. Some educators, like Josephine and Margaret, directly addressed topics such as disability, race, and family diversity by using real-life examples and student-centered discussions. These findings illustrated how CR-SEL serves to affirm children's identities while simultaneously advocating for understanding and respect ( McCallops et al., 2019). However, not all teachers felt equally comfortable leading such discussions. In more conservative rural communities, some educators, like Kaia, avoided explicit conversations about gender or sexuality, fearing backlash from families. Instead, they modeled inclusivity through subtle actions, such as Samantha's casual remark that her favorite color was blue, even though "the kids think it's a boy color". This variation highlights a tension between transformative SEL, which encourages critical discussions of identity and power, and the realities of teaching in communities where such topics may be seen as controversial.

Teachers' avoidance underscores the complexities educators navigate in rural settings, which frequently present barriers to transformative SEL objectives that seek critical discourse on identity and power dynamics ( Drescher et al., 2022). While implicit approaches still foster acceptance, they may miss opportunities to help young children critically examine societal norms. First, students lack explicit awareness of cultural dynamics, missing opportunities to develop language for analyzing inequality. Second, silence around certain topics may reinforce dominant narratives by suggesting some differences remain unspeakable. Third, teachers miss empowerment opportunities. Kamila's dismissive "I don't care" about gender expression creates safety while foreclosing critical dialogue about identity and social structures.

The developmental appropriateness argument for implicit teaching in early childhood requires scrutiny within rural contexts. While abstract concepts challenge young learners, our findings suggest community surveillance rather than developmental concerns primarily drives implicit pedagogy. Teachers navigate the heightened visibility of rural communities wherein "residents may define their identity, in part, through their connection to their rural place" ( Eppley, 2015, p. 67), creating conditions whereby challenging local norms risks both professional standing and community belonging.

4.3. Importance of Creating an Inclusive Environment for CR-SEL

Our findings reveal teachers' dedication to creating an inclusive environment via creating a print-rich environment and opportunities and showing empathy and acknowledgement of differences. For creating a print-rich environment, although teachers thoughtfully selected diverse materials (e.g., varied skin-tone crayons, multicultural dolls), no participants described systematically examining materials for bias or stereotypes. This absence possibly reflects structural limitations, such as resource constraints and geographic isolation, deeper than individual oversight. Resource constraints compound pedagogical limitations. Teachers personally purchase culturally responsive materials in rural schools operating with limited fundraising abilities ( Kuehl et al., 2025; Schafft & Biddle, 2014). Systemic inequities in school funding, exemplified by Title I allocation formulas that can disadvantage high-poverty rural districts compared to their urban counterparts, compel individual teachers to use their own time and resources to address institutional shortfalls.

The Role of Teacher Self-Reflection and Professional Development

A key factor influencing these pedagogical choices was teacher self-reflection. Educators who connected CR-SEL to their own lived experiences, such as Josephine recalling her sister's gender-nonconforming childhood, were more likely to teach multicultural topics with confidence. Others, like Kamila, engaged in ongoing cultural learning, researching traditions and family structures to better understand their students. This reflective practice and ongoing cultural learning are essential for CR-SEL practices, as they help teachers recognize their own biases and respond to students' needs in culturally sustaining ways. However, many rural educators cited limited access to structured professional development in CR-SEL practices, often relying instead on their experiences. This gap in formal training underscores the urgent necessity for context-sensitive professional development tailored to rural educators' unique challenges, such as balancing conservative community sentiments with the imperative for equitable education ( Cothern, 2020; Schafft & Jackson, 2010). Collaborative learning opportunities and peer networks may similarly enhance teachers' efficacy in implementing CR-SEL strategies, as supported by literature emphasizing the importance of a supportive professional environment ( Benner et al., 2023).

4.4. Significance of Family Engagement in CR-SEL Practices

Our findings underscore the importance of family engagement in CR-SEL practices, particularly in rural small schools where resources are often constrained. The significance of family components aligns with existing systemic and transformative SEL frameworks ( Jagers et al., 2019; Mahoney et al., 2021) and is corroborated by empirical studies highlighting that the effectiveness of SEL curricula is significantly dependent on family involvement ( Luo et al., 2022; Murano et al., 2020). Furthermore, findings of this study support existing rural family engagement conceptual frameworks ( Coady, 2019) that emphasize the necessity of learning about and integrating family cultures, languages, and practices into school environments to effectively engage rural multilingual families.

Most importantly, our findings enrich the existing literature by demonstrating effective strategies for engaging families when practicing CR-SEL, thereby possessing the potential to bridge home-school gaps and facilitate stronger home-school connections. The effective strategies (i.e., cultural communication, culture sharing, and language support) reflect Yosso's ( 2005) concept of community cultural wealth, which adopts a strength-oriented approach to perceive cultural knowledge, skills, and abilities that families bring. The effectiveness of these strategies also stems from validating families' values, reflecting on their strengths, seeking their input, communicating in culturally and linguistically responsive ways, and utilizing knowledge of families' strengths and backgrounds to support student learning ( Coady, 2019). When families feel genuinely accepted and included, their willingness to collaborate with schools in SEL practices is markedly enhanced.

It is crucial to note, however, that most language support practices observed in this study relied heavily on teachers' personal linguistic resources or informal translation arrangements rather than systematic institutional support, a situation likely stemming from pervasive resource constraints in rural communities. While teachers demonstrated commitment to facilitate communication across language differences, their approaches often reflected pragmatic accommodation within these constraints, falling short of transformative practice. This reality underscores the urgent need for systemic investment in dedicated multilingual support services and targeted professional development, enabling a shift from ad hoc individual efforts towards truly transformative and equitable CR-SEL implementation.

Despite the study's contributions to existing theory and literature, several limitations should be acknowledged. First, the qualitative design with a relatively small sample size limits the generalization of findings to other school contexts and wider populations. Due to the nature of qualitative research, the design of this study is specifically limited to telling the stories of ten teachers in seven rural schools in central California, two years after California approved the UPK Policy and after the COVID-19 pandemic. The data might be different if they were collected at a different time of the year or at different rural schools in the US. However, it is important to state that the purpose of this study is not to generalize findings to a larger population. Instead, it serves to provide space for rural teachers to share their perspectives and experiences of CR-SEL for readers to gain insights from these experiences.

A second limitation is the sampling process. Due to time constraints in data collection, purposive sampling was not successful, and convenience sampling was adopted instead. Although convenience sampling has strengths in terms of accessibility to participants, it also has limitations related to representativeness and sampling bias. The 34 participants who volunteered for this study may not be representative of rural school stakeholders at large. Furthermore, the convenience sampling used in this study involved the snowball strategy, in which we used our professional network to forward recruitment emails to school districts and leaders who might be interested in this study. This might have resulted in the participating rural schools and their leaders being more interested in SEL practices and family-school partnerships than their counterparts who did not volunteer for this study, which could contribute to sampling bias.

This study is one of the few studies exploring how early childhood teachers deliver CR-SEL practices in rural California schools. Findings from this study provide implications for research and practice, and they also highlight the importance of CR-SEL practices supported at home being congruent with the practices implemented at school.

First, implementing CR-SEL requires not only pedagogical expertise but also significant emotional labor and resilience from educators. Engaging in discussions regarding race and family structures often requires emotional resilience, especially in settings where teachers empathize with students yet anticipate potential community backlash ( Drescher et al., 2022). Concerns about community reactions to discussions on gender reflect the broader emotional pressures impacting rural educators. To sustain educators' efforts in these emotionally taxing contexts, it is imperative that schools prioritize teacher well-being through structured supports, such as SEL training targeting educators. For instance, Forman et al. ( 2022) discussed how school leaders utilize SEL strategies to help teachers, particularly White educators, manage their emotional responses when engaging in professional learning about race and racism. They highlight that learning about race and racism can trigger defensiveness and shame among White teachers, and SEL strategies can assist in regulating these emotions to support engagement in anti-racist teaching practices. Additionally, establishing peer support networks through practices, such as communities of practice ( Vescio et al., 2008), professional learning communities ( Alzayed & Alabdulkareem, 2020), and teacher discourse communities ( Boyd et al., 2021), can provide safe forums for teachers to share challenges and strategies, fostering a collaborative approach to addressing sensitive topics in their classrooms ( Alzayed & Alabdulkareem, 2020).

Second, the findings in this study indicate that teachers in rural CA schools implemented CR-SEL with few resources, often resorting to personal assets (such as language) or networks, which resulted in a disproportionate emphasis on visual approaches. Thus, significant implications are related to the areas of resource development, preparation, and professional learning, as well as professional standards. With the proliferation of CR-SEL content in the marketplace as well as content available on the internet, teachers need support to both identify and develop truly CR-SEL-aligned resources that can be appropriately curated for the local context. For example, how can a teacher with limited or no fluency in a language other than English be supported to assess the materials (visuals, music, videos, etc.) for appropriateness? Examples of evidence-based effective strategies include engaging in professional learning communities ( Alhanachi et al., 2021), utilizing culturally responsive frameworks (e.g., Mirrors, Windows, and Sliding Glass Doors; Jackson, 2023), activating families' funds of knowledge ( Gonzalez et al., 2006), and leveraging technological and digital resources ( Akintayo et al., 2024). There is high potential for rural teachers to use and integrate artificial intelligence (AI) in CR-SEL practices ( Akintayo et al., 2024). Akintayo et al. ( 2024) revealed that AI integration not only helps teachers to personalize instruction and provide targeted support, but also facilitates collaborative learning experiences, promotes active engagement, and provides real-time feedback to teachers and students. It is important that future research investigate strategies and tools that help teachers navigate challenges in teaching CR-SEL.

Relatedly, preparation and professional learning can support the implementation of CR-SEL through reflection and community asset identification. As described earlier in this paper, reflective practice and ongoing cultural learning are essential for CR-SEL practices, as they help teachers recognize their own biases and respond to students' needs in culturally sustaining ways ( Donahue-Keegan et al., 2019). These practices and orientations can be introduced and practiced early in preparation so that they are habituated in the early career phase. Further, community asset mapping practices can be incorporated into preparation and professional learning to support teachers with approaches to engage in the local communities they serve so that they can easily identify the individuals, community-based organizations (such as activity centers), and institutions (such as churches) that can serve as key informants and resources in the implementation of CR-SEL.

Finally, the rural context of this study emphasizes how professional standards can support the implementation of CR-SEL. As with many other curricular standards movements, the standards inform the development of materials by teachers and companies, as well as the adoption and selection of content. The findings of this study indicate the need to develop standards that support teachers in reflecting and developing their cultural knowledge. Further, standards can support the curation of appropriate materials as well as the integration of community assets into the selection process.

Conceptualization, X.L. and J.I.; Methodology: X.L. and J.I.; writing-original draft preparation, X.L., J.I., C.Y., R.C., and J.H.L.; writing-review and editing, X.L., J.I., C.Y., R.C., and J.H.L.; supervision, C.Y. and R.C.; project administration, X.L. All authors have read and agreed to the published version of the manuscript.

This research received no external funding.

The study was conducted in accordance with the Declaration of Helsinki and approved by the Institutional Review Board (or The Committee for Protection of Human Subjects) of University of California, Berkeley (IRB #2023-05-16330 and 14 September 2023).

Informed consent was obtained from all subjects involved in the study.

Data is unavailable due to privacy or ethical restrictions.

The authors declare no conflicts of interest.

The following abbreviations are used in this manuscript:

CR-SEL

Culturally Responsive Social and Emotional Learning

Appendix A

The appendix summarizes the results with a concreate list of activities that rural TK teacher participants of this study employed to practice CR-SEL in their classrooms.

Table A1. Summary of the Results with Quotations.

Multicultural and Critical Perspective Development

Explicit/Active Teaching

Storytelling

"So I have some books. So we we a really great book. You might know it's the colors, the colors of us. We just. We read those and don't think I have any books with 2 mommies, but we just talk about it and it. The kids are used to hearing mommy son's was picking me up today and mommy so and so's picking me up. And yes, she has 2 mommies. And yeah, you're you know, my daddy doesn't live with me, and I live with my grandma, and I don't know, I guess, just talking in a way that normalizes it that doesn't make it seem just a big deal. But also. I don't know I don't have much for you on that". (Kaia)

Cultural Celebrations

"But one thing I focus on is I do lot of the cultural lesson cultural celebrations". (Ellie)

Self-Portrait Activities

"At the beginning of the school year, we'll do like a self-portrait" (Daisy)

Real Life Examples

"We talked about it like sometimes when you're born, maybe your ears don't work. Sometimes when you're born, maybe your arms don't work, you know, but that's just one thing, but she still is just like you and me". (Josephine)

Implicit/Passive Teaching

Acceptance over Transformation

"The sexuality part at this age, especially with this in this county I think I have to be very careful about. I have to be very careful". "If the family brings things up to me, I'm like, well, we can include that into something that day. So I try to be aware of it". (Josephine)

Inclusive Environment

Inclusive Print-Rich Environment

Diverse Skin Color for Characters

"I'll try to use different skin colors for characters on my paper, and they'll ask me "Why are you using that?" I'm like, "Oh, well, that's because this kid's skin color is that, you know, and like, that's fine". I try to talk about it like that with them. But the littles are easier in that way. They just kind of accept it". (Daisy)

Books with Diverse Topics

"The people in the books are native Americans and some of them are cultural kinds of things, and most of them are just books about regular people that look like native American features so that they can see themselves in that. I just think, having things that are representative of all the kids". (Kaia)

Toy Selection

"I made sure when I was buying dolls for my doll house and my baby dolls, they're all diverse, print differences, colors, different ages, and different types of people" (Kaia)

Inclusive Opportunities

Peer Interaction

"And then also, I see many kids not inviting her to play too so she was always play by herself. So I do the body playing and then I help her to ask other kids to invite her". (Ellie)

Personal Story Sharing

"Allowing that space for students to express what they feel about or experience, share experiences with each of these feelings is what brings up this culturally responsive education" (Samantha)

Diverse Ways of Play

"Especially with a lot of our Black students, rough housing is extremely common. That is, that is basically kind of how the boys play. And it's a lot of ways to go out, seem. And that's one thing I'm working on changing at my school is, I'd like to have more rough and tumble play allowed, but in a controlled manner. We're not just gonna have a fight to the death here every day at recess". (Kamila)

Empathy and Acknowledgement of Differences

Teacher Self-Reflection

"Like me, growing up, my sister was a tomboy. She had the nit she wore boy close because she loved the ninja turtles. So all of like her wardrobe consisted of jeans and ninja turtle t-shirts, and she played with ninja turtles, and I'm playing with Barbies". (Josephine)

Acknowledgement of Diverse Ways of Identity and Emotional Expression

"When we are doing SEL things, or even any conversations, I have them face me. So that way I know they're listening, we have a whole thing about where the eyes go, the brain follows, but I don't care if they're making direct eye contact for both my autistic students and also a lot of times, my Hmong students. My Hmong students in general eye contact is seen as something very personal. So they don't do it a lot which is fine. And so if they don't wanna make eye contact with me, that's okay. I just make sure they're generally facing that direction. So unfortunately, a lot of times I'm still just out of habit. Say, "look at me, look at me", and I'm working on facing me, turning towards me. Make sure your body is towards my direction, so I can see that you're at least paying attention. But we don't have to make that eye contact". (Kamila)

Family Engagement

Cultural Communication

Relationship Establishment

"What I do at the beginning of the year is, I usually do like a little take home interview thing with parents, and that's asking about. Do you? You know, do you have any like I ask about holidays that your family celebrates, and from that I can usually gather any religious backgrounds. What languages do you speak at home? Who do you live with? These kinds of things just to get a better feel for the family". (Kamila)

Family's Values and Identity Validation

"I was trying to be culturally sensitive to that. But I would say, "Hey, can you maybe get him some shoes that are a little bit closer to his size, because he keeps falling out of them, and I don't want him to trip and fall". So you have to be very aware of where people come from, and they won't always understand what you're trying to say to them. So keep it simple, but try to get the basic things across, 'cause I was concerned that he was gonna trip and fall 'cause he kept flipping out of his shoes when he was trying to run". (Merida)

Cultural Sharing

Teacher and Family's Sharing Culture

"I asked her dad to come talk about his country... and we found out that she's one of the princesses in Africa. After that everything changed...and then... mostly herself. She's like, "Okay, many people now recognize me". I didn't have to say, but I think just dad came into the classroom and talked about her country and dressed up like a formal dress up like their traditional clothes". (Ellie)
"We kind of talk about if we have a student that celebrates a certain thing that we try to have families that would be more knowledgeable than myself come and explain some stuff and make it so that it's not so foreign and different". (Sadie)

Language Support

Language Support

"I had a couple Thai kids before, and I happened to get lucky and have one mom that was Thai and another one mom that was Thai. And the one mom that I needed to communicate with could speak a little bit of English, so I could talk to her and ask her to talk to the mom. So finding those resources is tricky". (Merida)

1. Albritton, K., Stuckey, A., Klatka, K., & Cruz, K. (2024). Systematic review of culturally adapted SEL interventions for racially and ethnically minoritized preschool children. Journal of School Psychology, 106, 101344. [Google Scholar] [CrossRef] [PubMed]

2. Association of California School Administrators. (2024, July 30). Rural (in)equities: Building understanding and offering solutions. Available online: https://edcal.acsa.org/report-rural-students-needs-often-overlooked (accessed on 30 January 2025).

3. Au, K. H. (2011). Literacy achievement and diversity: Keys to success for students, teachers and schools. Teachers College Press. [Google Scholar]

4. California Department of Education. (2022, August 3). Universal prekindergarten. Available online: https://www.cde.ca.gov/eo/in/ts-universalprek.asp (accessed on 30 January 2025).

5. Collaborative for Academic, Social, and Emotional Learning. (n.d.) What is SEL? Available online: https://casel.org/what-is-sel/ (accessed on 30 January 2025).

6. Cothern, T. (2020). The professional development of rural school principals: The elements, contexts, and topics desired by principals in a rural school district. School Leadership Review, 15(1), 15. Available online: https://scholarworks.sfasu.edu/slr/vol15/iss1/15/ (accessed on 30 January 2025).

7. Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approach. Sage Publications. [Google Scholar]

8. Creswell, J. W., & Poth, C. N. (2013). Qualitative inquiry and research design choosing among five approaches (4th ed.). Sage. [Google Scholar]

9. Donahue-Keegan, D., Villegas-Reimers, E., & Cressey, J. M. (2019). Integrating social-emotional learning and culturally responsive teaching in teacher education preparation programs: The Massachusetts experience so far. Teacher Education Quarterly, 46(4), 150-168. [Google Scholar]

10. D'Souza, K. (2021, July 12). How California's new universal transitional kindergarten program will be rolled out. EdSource. Available online: https://edsource.org/2021/how-californias-new-universal-transitional-kindergarten-program-will-be-rolled-out/657818 (accessed on 30 January 2025).

11. Gonzalez, N., Moll, L. C., & Amanti, C. (Eds.). (2006). Funds of Knowledge. Routledge. [Google Scholar] [CrossRef]

12. Jackson, K. M. (2023). When diversity isn't the point: Mirrors, windows, and sliding glass doors in the classroom. Taboo: The Journal of Culture and Education, 22(1), 54-63. [Google Scholar]

13. Jones, C. (2024, March 4). Rural California schools are desperate for state help, from special education to construction. Available online: https://calmatters.org/education/k-12-education/2024/03/rural-schools-california/ (accessed on 30 January 2025).

14. Jones, D. E., Greenberg, M., & Crowley, M. (2015). Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American Journal of Public Health, 105(11), 2283-2290. [Google Scholar] [CrossRef] [PubMed]

15. Kuang, J. (2025, April 3). Rural California, reliant on the Trump administration for jobs, braces for cuts. Lost Coast Outpost. Available online: https://lostcoastoutpost.com/2025/apr/3/rural-california-reliant-on-the-trump-administrati/ (accessed on 30 January 2025).

16. Lim, J. H., Rho, E., & Yang, C. (2024). Evidence-based practices of culturally responsive social and emotional learning (SEL) programs: A systematic review and meta-analysis. School Psychology Review, 1-16. [Google Scholar] [CrossRef]

17. Rural Health Information Hub. (2024, May 15). Challenges and opportunities for mental health services in rural areas. Available online: https://www.ruralhealthinfo.org/toolkits/mental-health/1/barriers (accessed on 30 January 2025).

18. Schafft, K. A., & Jackson, A. Y. (Eds.). (2010). Rural education for the twenty-first century: Identity, place, and community in a globalizing world. The Pennsylvania State University Press. [Google Scholar]

19. Schoon, I. (2021). Toward an integrative taxonomy of social-emotional competences. Frontiers in Psychology, 12, 515313. [Google Scholar] [CrossRef] [PubMed]

20. Stevenson, H., & Markowitz, N. L. (2019). Introduction: Social emotional learning and culturally responsive and sustaining teaching practices. Teacher Education Quarterly, 46(4), 3-9. [Google Scholar]

Figure 1. Themes and sub-themes of culturally responsive SEL in rural TK classrooms.

Table 1. Demographic Characteristics of Participating Rural Transitional Kindergarten Teachers.

Disclaimer/Publisher's Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.

# data[].attributes.attachment_link.title
Fostering Culturally Responsive Social-Emotional Learning Practices in Rural Transitional Kindergarten Classrooms

# data[].attributes.attachment_link.description
Despite the positive impact of culturally responsive social emotional learning (CR-SEL) in enhancing students' academic achievement and emotional resilience, less is known about how it is employed in rural school settings. We employed a case study design to explore how rural transitional kindergarten (TK) teachers in California practice CR-SEL in their classrooms. Ten TK teachers from seven California rural schools were individually interviewed online.

# data[].attributes.attachment_link.readable_text
We define social and emotional learning (SEL) as an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.

SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities.

New to Social and Emotional Learning? Start here (2 min. read).

Think of a young person in your life. What skills will they need to achieve their hopes and dreams?

Chances are, you just named social and emotional skills - like staying motivated, communicating effectively, practicing curiosity, and working with others to solve problems. Social and emotional learning, or SEL, helps develop the skills we need for life.
Hear why students, parents, and educators want SEL in schools. Here are 3 things to know about social and emotional learning:

1. Social and emotional learning is a foundation for many of our most pressing priorities: SEL helps young people - and adults - learn and practice skills that set them up for academic success, fulfilling careers, healthy relationships, and responsible civic engagement.

2. The research is clear: Social and emotional learning in schools leads to positive outcomes, including better academic performance, and decreases in stress and anxiety.

3. There's no one-size-fits-all approach: Social and emotional learning brings families, schools, and communities together to make sure every child has caring relationships and what they need to learn, grow, and thrive.

Subscribe now for our expertly curated 3-part email series delivered straight to your inbox. We'll roundup the key facts from our website on SEL is, it matters, and it shows up in schools.

By submitting this form, you are consenting to receive marketing emails from: . You can revoke your consent to receive emails at any time by using the SafeUnsubscribe® link, found at the bottom of every email. Emails are serviced by Constant Contact

# data[].attributes.attachment_link.description
SEL can help all young people and adults thrive personally and academically, develop and maintain positive relationships, become lifelong learners, and contribute to a more caring, just world.

# data[].attributes.body
I used the Edutopia website a lot when I was in school for my bachelor's.

# data[].attributes.attachment_link.readable_text
Social & Emotional Learning (SEL)

You might be able to master advanced math, speak three languages fluently, and maintain a 4.0 grade point average, but if you can't manage your emotions, practice conflict resolution, or handle stress, none of the other stuff is really going to matter.

Teachers can support students with a repertoire of social and emotional learning strategies ready to use throughout a class period.

monkeybusinessimages / iStock

"It means you have to take care of yourself-mentally and emotionally."

"You must have skills in order to be successful."

"All the content we learn in school does not mean anything unless we can handle our actions and behaviors in a productive way."

That statement is one I enthusiastically introduce to my high school students on the first day of school. When students-fresh off of summer break-are settled in their seats, I contemplatively ask, "What does this mean?"

After some heads turn, eyes squint, and pondering faces gaze at this statement on the board, it clicks for many students, and I receive responses such as these:

All of these responses are correct. However, I always feel the need to go one step further.

I ask students to think again about the above statement. To be intentional, self-reflective, and thoughtful about what the statement really means to them. Next, I ask students to share their thoughts with a partner. Last, I invite all students to raise their hand according to this prompt: "On a scale of one to five, one being not important at all and five meaning extremely important, where would you rank the truth of this statement?" Almost all fours and fives go up with alacrity. Amazing!

SEL and Academics

Gauging student understanding and perspectives of social and emotional learning (SEL) is essential. We must embrace opportunities to get to know our students as human beings and not just students. Sure, we want them to be astute learners; however, without some SEL strategies, many students will underperform. Research has shown again and again that SEL plays a significant role in student performance, well-being, and attitudes and beliefs about themselves.

In an article in Measuring SEL, George Mason University emeritus professor Suzanne A. Denham defines social and emotional learning as "a process through which children develop their ability to integrate thinking, feeling, and behaving to succeed at important developmental tasks."

While some children need and benefit from SEL strategies more than others, it's a component that can make a significant difference for all learners-from students with learning disabilities to students who struggle with focus and impulsivity. A 2017 meta-analysis from the Collaborative for Academic, Social, and Emotional Learning shows that investment in SEL has led to improved classroom behavior, better stress management, and 13 percent gains in academics.

As teachers, before diving into curriculum and content, we must find out how our students feel and then create welcoming and favorable conditions for their learning to happen. Students must see that we care about the preliminary must-haves in order for learning to take place-the handling of stress, managing emotions, and practicing conflict resolution-in and outside of the classroom. SEL should be a monumental piece to the puzzle of learning, integrating within the classroom from bell to bell.

Having a repertoire of SEL strategies to utilize and calm your students at any moment in the classroom can lead to more productivity, calmer minds, and healthier learning environments.

1. Incorporate energy check-ins. Have you ever noticed how someone else's energy-positive or negative-can impact a class? As teachers, being aware of your students' energy levels could be an important indicator of their daily success or lack thereof. This strategy is best designed to identify students in need of support, motivation, and focus.

Start by greeting students at the door and asking them, "What percentage of energy do you have to give today in class?" Have students share their percentages with you, and make a mental note of the lower percentages. Once you have a consensus of who might need some motivation, positivity, or a quick pick-me-up, visit and provide them with some energy.

2. Delegate SEL ambassadors. Have students become leaders by brainstorming and creating ideas, activities, and strategies for a well-balanced SEL environment. The ambassadors can be selected weekly, biweekly, or monthly. Offering everyone a chance to be a leader in the classroom can increase interpersonal skills, awareness, and empathy for their peers.

One major role of an ambassador could be to serve as a support system. If a student is feeling anxious or stressed, they could seek out an ambassador to speak with. However, if a student needs more support than an ambassador can provide, it's important to have an alternative support system in place. This could be a staff member, guidance counselor, or administrator.

3. Try the 4-7-8 breathing method. At the beginning, middle, or end of class, take a few minutes to practice the 4-7-8 breathing method. Have students inhale through the nose for a count of four, hold their breath for a count of seven, and exhale through the mouth for a count of eight. This technique is most effective before an assessment, presentation, or group activity. It's a great way to break from content, calm the mind, and take some time for yourself.

4. Present a question of the day. We want students to feel safe, supported, heard, and seen. Moreover, we want to promote engagement, encourage participation, and ignite social skills. One way to lighten the mood and ease students into learning is by asking questions. The questions do not have to be content related. Instead, they could be engaging conversation-starter questions that offer everyone an opportunity to share, be heard, and add to the wealth of a classroom.

5. Dice it out! Have students roll the dice and respond to a prompt based on the number they rolled. Offer prompts that allow students to build discussion, hear others' thoughts, and make connections.

Setting students up for success starts with their overall well-being and making a conscious effort toward understanding their emotions and behaviors.

# data[].attributes.attachment_link.title
SEL From Bell to Bell in Middle and High School

# data[].attributes.attachment_link.description
Teachers can support students with a repertoire of social and emotional learning strategies ready to use throughout a class period.

# data[].attributes.attachment_link.readable_text
The educational sphere is still fine-tuning its ability to implement DEI (diversity, equity, and inclusion) initiatives that have the capacity to promote meaningful change. Yet celebrating heritage months, hanging rainbow flags, and posting signs that read "Black Lives Matter" and "All Are Welcome Here" aren't sufficient to cultivate a more equitable and just school culture.

One idea to foster enduring change in schools is to expand our awareness and gain a deeper understanding of other people's experiences to build empathy and inspire us to action. Lawyer and social justice advocate Bryan Stevenson explains it this way: "You need to get proximate to the people you want to serve to get clarity." Stevenson believes that although our tendency is to avoid what we don't understand or are afraid of, we need to do the opposite.

The steps that follow can guide educators to design a learning experience that invites participants to "get proximate." It's possible to implement this idea as a professional development session for educators or educational leaders, as part of a schoolwide program, or adapted for a language arts or social studies classroom.

Develop a foundational understanding of belonging

It's important to begin by demonstrating, perhaps using Maslow's Hierarchy of Needs, that regardless of our differences, we are united by our common humanity, and a sense of belonging is a fundamental human need. When we know we belong, we have the ability to reach our highest potential, and this sense of belonging also impacts who we are in relation to other people.

Accepting people for who they are is foundational in our work toward equity because if we don't understand the people we want to support, how can we possibly become their allies?

Curate a selection of texts from a range of perspectives

Next, choose stories for participants to read, watch, or listen to from people across differences. For example, for a session during our high school's second annual DEI Day: Building Bridges, Fostering Change, we centered stories from people who are Asian American, Black, Indigenous, Latinx, or queer, and those who live with disabilities or mental health issues:

Laverne Cox is a transgender actress and activist who discusses in this video the discrimination she's experienced dating as a trans woman.

Cathy Park Hong is an author and professor whose 2020 book Minor Feelings: An Asian American Reckoning explores her personal experience and perspective on being an Asian American, as does this two-minute video.

Michelle Zauner is a musician and writer whose 2021 memoir, Crying in H Mart, portrays growing up as one of the few Asian Americans in her school and describes how the loss of her mother left her searching for her Korean identity.

Claudia Rankine is a poet, professor, and activist. Her 2020 book Just Us: An American Conversation offers a wide variety of short excerpts that offer a glimpse into her personal experiences that illustrate some of the barriers that preclude racial harmony. She also shares a one-minute personal story on this podcast (beginning around the 6:24-minute mark) that illustrates how, as a Black woman, she is viewed with skepticism, even when the situation should indicate much to the contrary.

Erika L. Sánchez is a writer who is the daughter of Mexican immigrants. Her 2022 memoir, Crying in the Bathroom, explores her cultural identity and her struggles with mental health.

Tommy Orange is a citizen of the Cheyenne and Arapaho tribes of Oklahoma who is the author of the novel There, There, which weaves together stories that portray the experience of Indigenous Americans.

Prachi Gupta is the author of the 2023 memoir They Called Us Exceptional: And Other Lies That Raised Us. In this five-minute video, she discusses her family's story and the danger of the model minority myth.

Another resource, The Moth, offers a selection of classroom-friendly stories that have either audio or video, and some even provide transcripts.

Offering varied perspectives like these enables participants to get proximate and gain insight about other people's experiences. When we listen to other people's stories, we learn about their struggles that we perhaps never understood before, and we also often discover the ways that we are more the same than we are different. The combination of what we learn and these moments of recognition cultivates empathy. As thought leader Brené Brown writes, "People are hard to hate close up. Move in."

Offer Choices to Explore

Encourage participants to begin with whose story they're most curious about. This element of choice is crucial because participants need to be curious about what they're going to learn in order to be receptive to the lesson. As they explore each person's story, it is helpful to have guiding questions so they can jot down their ideas for reflection and discussion. Below are examples of some helpful questions.

What did you learn that you didn't know before?

What did you learn that made you feel more empathetic?

What is something else that resonated with you?

Choice is also important with regard to these questions; they are meant as a guide to generate authentic reflection, not to emotionally crowbar people into identifying with everything and everyone.

Facilitate Conversation

This kind of experience sets the stage for a rich discussion, as participants have likely read, watched, and listened to different people's stories. With carefully selected prompts, participants can find points of connection between themselves and others and can also learn about people they didn't have a chance to explore.

The reflection questions from the exploration stage can be a starting point, and using the Connect, Extend, Challenge discussion protocol can further enrich the conversation.

Create Space For Personal Reflection

Lastly, in order for participants to synthesize what they learned, devote time for quiet reflection. One way to frame this final reflection is to use the words of Maya Angelou, "Do the best you can until you know better. Then, when you know better, do better."

Posing the following additional questions can help clarify actionable steps:

How might you think or act differently based on what you learned?

Can you commit to a specific change to your words or actions going forward?

In what ways does this change have the promise of fostering a more equitable and just school community and society?

The goal of this kind of experience is that it will foster the intrinsic motivation for participants to "do better." It can also be easily adapted with a specific focus for a heritage month celebration or in response to a particular need in your school or district.

Fundamental culture shifts begin with changing people's minds and hearts on a visceral level. And since marginalized populations need supportive allies to ensure that they are afforded equal opportunities, empathy and understanding offer the surest path toward equity and justice.

# data[].attributes.attachment_link.title
Helping Students Understand and Appreciate Their Differences

# data[].attributes.attachment_link.description
To foster a more equitable and just school culture, consider these diversity and inclusion initiatives for high school students.

# data[].attributes.body
Autism Speaks

# data[].attributes.attachment_link.readable_text
We are all familiar with the sensory aspects of day to day life. You might find that going to the gym or on long nature walks help you to feel calmer and more focused during the day. Or perhaps you know that massages, music, aromatherapy, or super spicy food help you feel more alive, grounded, and able to cope with your day-to-day. Most of us have built ourselves a sensory lifestyle without giving it too much thought. How these processes work, and the impact they have on our health and well-being, deserves as much attention as other domains of wellness.

Our bodies and brains use specialized systems to register all the different sensory information in our environment and piece it together to build a complete picture of: what is going on around us, with our bodies, within our bodies, where we are, and what time of day it is. Sensory processing shapes our experiences in the world and impacts our feelings.

Touch, sight, sound, movement, body position, smell, taste, internal sensation. Each of these senses comes together to build your conscious reality.

This brain-body process is taking place every second of every day and through the attention, it pays to external and internal information we form our perception of the world, our lived conscious experienced.

How we sense, experience, and feel the world is critical to safety and helps us move our bodies, complete tasks, make friends, and fall in love. Making sense of sensation is what makes us successful.
We call this sensory processing.
Sensory Health & Wellness

Sensory processing is the neurology of how we feel. The sensory messages we receive from our bodies and the world around us are responded to in everything we do in life - whether it's the comfort we feel from a warm hug from a loved one, the joy from the music we listen to, the feeling of satiation after eating, the ability to stay upright on moving bus or the act of learning / mastering a sport. In each instance, our sensory systems contribute vital information that we use to be successful. We couldn't do these things without our sensory systems.

Our ability to process sensory data does not usually require conscious thought or cognitive effort. It provides emotional stability, a platform for social interaction, a sense of self, well-being, satisfaction, and/or accomplishment. Sensory processing can also influence every area of living including our preferences in diet, exercise, relationships, career, and hobbies.

It is through the senses (sight, sound, touch, smell, taste, proprioception, interception, and vestibular input) that infants first learn about their caregivers, through touch that they first form attachments, and through smell that they identify their birth mother. In the early years of life, there are very few, if any, experiences that are not deeply sensory in nature. Indeed, most early experiences are entirely sensory and entirely emotional. This is how we form relationships, learn to communicate, and develop the foundation blocks for psychological well-being. All of these experiences enable us to develop solid brain architecture that sets us up for success in school and later in the workplace.

Sensory processing is where we learn that we can impact the world. First through our bodies as we lift our heads up against gravity, roll over, crawl, and stand. Also through play as we knock over blocks, shake a musical rattle, and drop items off the high chair tray. This is where our intention first starts to marry with the action that we take. We develop sense-of-self through these early experiences, we learn how to solve problems, we learn that we can impact objects and people, we develop executive function and theory of mind. We also develop motor skills that demonstrate increased finesse and coordination and become more and more gracious and refined with practice.

The sensory domain is where the brain and body connect and thrive. It is through robust sensory processing that we develop resilience, and establish a tolerance for stressful situations, learn to be calm under pressure, and process experiences that are challenging or upsetting. With well-integrated sensory processing comes a wealth of daily sensory-affective and sensory-motor experiences that cultivates the development of autonomy, competence, interest in learning, goal orientation, sense of purpose, resilience, social engagement, and agency.

Sensory processing is a critical aspect of well-being through the life-span and the bridge between physical and mental health.

The Eight Sensory Systems

Most people are surprised to find out that we actually have eight sensory systems rather than five. Learn more about these eight systems in detail. Each of the eight sensory systems contributes to our sense of safety, to mastery of our own body, and to the resultant sensory-affective combination.

Pioneering occupational therapist, psychologist, and neuroscientist A. Jean Ayres, Ph.D., likened SPD to a neurological "traffic jam" that prevents certain parts of the brain from receiving the information needed to interpret sensory information correctly.

Causes of Disordered Sensory Processing (SPD)

The exact cause of Sensory Processing Disorder has not yet been identified. Preliminary studies and research suggest that SPD is often inherited. Prenatal and birth complications have also been implicated as causal in SPD, as well as certain environmental factors. A summary of research into the causes and prevalence of SPD is included in Sensational Kids: Hope and Help for Children With Sensory Processing Disorder (New York: Perigee, 2014, 2nd edition). written by Founder and current Executive Director of STAR Institute, Lucy Jane Miller Ph.D., OTR

Ten Fundamental Facts About SPD

When extended family, teachers, neighbors, other parents, and service providers ask you what Sensory Processing Disorder is, the following are research-supported statements you can make.

1. Sensory Processing Disorder is a complex disorder of the brain that affects developing children and adults.

2. Parent surveys, clinical assessments, and laboratory protocols exist to identify children with SPD.

3. At least one in twenty people in the general population may be affected by SPD.

4. In children who are gifted and those with ADHD, Autism, and fragile X syndrome, the prevalence of SPD is much higher than in the general population.

5. Studies have found a significant difference between the physiology of children with SPD and children who are typically developing.

6. Studies have found a significant difference between the physiology of children with SPD and children with ADHD.

7. Sensory Processing Disorder has unique sensory symptoms that are not explained by other known disorders.

8. Heredity may be one cause of the disorder.

9. Laboratory studies suggest that the sympathetic and parasympathetic nervous systems are not functioning typically in children with SPD.

10. Preliminary research data support decades of anecdotal evidence that occupational therapy is an effective intervention for treating the symptoms of SPD.

- from Sensational Kids: Hope and Help for Children With Sensory Processing Disorder (SPD ) p. 249-250 by Lucy Jane Miller, PhD, OTR

# data[].attributes.attachment_link.title
Understanding the Sensory Integration Process

# data[].attributes.attachment_link.description
What is Disordered Sensory Processing (SPD)? Read about symptoms, subtypes, prevalence, and thereapy options. STAR Insitute is here to provide answers. Call for a free informational session.

# data[].attributes.attachment_link.title
Pedagogical Content Knowledge- What Matters Most in the Professional Learning of Content Teachers in Classrooms with Diverse Student Populations - IDRA

# data[].attributes.attachment_link.description
• By Adela Solís, Ph.D. • IDRA Newsletter • August 2009 The professional learning of teachers is an ongoing process of knowledge building ... read more

# data[].attributes.attachment_link.description
Frontiers in Education provides an international, scholarly forum for discussion of research-based approaches to education - particularly to PreK-16 education that leads to the flourishing of all human beings. Education is perhaps the most important human right.

# data[].attributes.attachment_link.title
What is cultural inclusion? - Learn everything you need to know

# data[].attributes.attachment_link.title
In America, Does More Education Equal Less Religion?

# data[].attributes.attachment_link.description
Overall, U.S. adults with college degrees are less religious than others on some measures. However, Christians with higher levels of education appear to be just as religious as those with less schooling.

# data[].attributes.attachment_link.readable_text
With so many classroom research studies published daily, you can be forgiven for missing some. The techniques below are super-tactical and, for the most part, unsung strategies that you'll be excited to try tomorrow.

Just remember two things. First, there are always limitations and nuances in research, so we suggest you click the links and dig deeper into the studies. Second, studies are just words without you-your application and adaptations give them power.
Research on Engaging Students
1. Greeting students by name and including a positive statement at the beginning of class increased engagement by 27 percent.

2. The University of Virginia randomly selected one group of high school science students to write summaries of what they had learned in their class. Another group wrote about the usefulness of science in their own lives. The latter group earned significantly higher grades and reported more interest in science class.

3. Don't leave poor performers in the back row. When students in the back rows were asked to move to the front of the classroom, their participation and academic performance improved.
Studying Tips to Give Students Tomorrow
4. Taking practice tests prevents stress-related knowledge loss better than rereading material.

5. For cognitively demanding tasks, avoid music, TV, and using social media while studying. Nine deep breaths after multitasking with social media, however, enhances focus. So does looking at nature (or a photo of the outdoors) as long as it's green.

6. Handwritten notes aid recall better than typed notes.

7. Highlighting texts helps students score better on multiple-choice comprehension tests.

8. When compared with non-doodlers, doodlers remember more when asked to suffer through " tediously delivered information."

9. When practicing music, sports, and math, students benefit from applying the interleaving effect. In those subjects, switch out AAABBBCCC as a learning pattern and use ABCABCABC. Here's how that would apply to practicing tennis: forehand + backhand + volleys, and then repeat this sequence. Don't use interleaving when students are learning something completely unfamiliar.

10. Spaced practice (studying a little bit at a time over a series of days) is more effective than massed practice (binge sessions). Although massed practice does "lead to greater short-term performance," it impairs long-term performance.

11. Sleeping between vocabulary study sessions helps students learn new words faster.
Instruction They'll Remember
12. Asking students to retrieve information right after it has been introduced promotes retention: "Tell a neighbor what you just learned!"

13. Flooding the hippocampus with dopamine aids recall. To activate this "flashbulb memory" process, surprise students before or after introducing content you want them to remember. Jokes and YouTube videos will do the trick.

14. Curiosity puts the brain in a state that is conducive to learning. "When anticipating an answer, it's like curiosity is warming up the hippocampus (memory) ahead of time."

15. Deep encoding occurs when we think of the meaning of a concept and make connections. When introducing new content, ask students to reflect on how the idea specifically relates to them.
Improving Academic Achievement Scores
16. Some students overestimate their understanding of a concept, which can lead to unintended gotcha moments when they're put on the spot. But nine studies show that merely asking learners to think or write for 5-20 seconds about their understanding of a topic, like how to pass a bill, can effectively help them recognize gaps in their knowledge and fill them in. Note that this technique doesn't work for less complex subjects-with those, ask for a fuller explanation.

17. According to a Harvard study, white teachers who discussed what they have in common with their African American students helped close the achievement gap.
How to Minimize Teacher Stress
18. Suppressing negative emotions is less effective for teachers than situation reappraisal. Here's how one teacher uses reappraisal to avoid despairing about her students' lack of achievement: "I don't panic . . . if the student does not do so well, I know that it's a long-term process. This is only grade 7, and there's going to be grade 8, 9, 10, 11, and 12."

19. Don't hang out with whiny colleagues. Sadness is contagious. One way to condition chronic complainers to be more positive is to avoid eye contact when the rant begins.
Don't Contribute to Needless Cognitive Strain
20. Don't read the text on a slide during a presentation. That common practice creates cognitive overload, according to numerous studies.

21. Don't make students look at you when answering complex questions. " Eye contact drains our more general cognitive resources." In one study, children answered complex questions correctly only 50 percent of the time when forced to look at someone. " Their scores improved significantly when they were allowed to avert their gazes." (Another study demonstrates that this is true for adults as well.)

22. Minimize use of multiple-choice quizzes. Having a list of incorrect possible answers next to correct ones can inadvertently help students learn the wrong things.

23. Avoid concept confusion. Dr. Curtis Chandler identifies "comets and asteroids" and "adjectives and adverbs" as terms that befuddle students when taught back-to-back. "If the number of similarities [between two concepts] far outweighs the differences, then chances are my students will be confused." Teach these concepts at different times during the school year.
Research on Writing Instruction
24. There is no significant statistical advantage to marking many errors on students' drafts compared with minimal marking. Additionally, most students respond effectively to no more than five error corrections per paper and tend to ignore comments on their final drafts. The takeaway: Make just a few comments on early drafts.

25. Reading good essays and literature is not enough on its own to improve student writing. Teachers need to not only model composing but also provide explicit analysis of critical genre features to be subsequently practiced.

26. Praise-bombing struggling African American learners for mediocre essays damages their self-esteem and may speed up " academic disengagement." Feedback that is specific and critical and articulates an instructor's belief in her students' abilities elevates writing performance.

# data[].attributes.attachment_link.title
26 Research-Based Tips You Can Use in the Classroom Tomorrow | Edutopia

# data[].attributes.attachment_link.description
With so many classroom research studies published daily, you can be forgiven for missing some. The techniques below are super-tactical and, for the most part, unsung strategies that you'll be excited to try tomorrow. Just remember two things. First, there are always limitations and nuances in research, so we suggest you click the links and dig deeper into the studies.

# data[].attributes.attachment_link.title
How can educational research translate to the classroom? – BOLD

# data[].attributes.attachment_link.description
Advancing teaching practice through learning theory

# data[].attributes.attachment_link.title
Autism Care Network/AIR-P Visual Supports and Autism | Autism Speaks

# data[].attributes.attachment_link.description
This tool kit provides a step-by-step, easy-to-understand introduction to visual supports and the ways that parents and other caregivers can begin using them.

# data[].attributes.attachment_link.title
Improving Collaboration Between Special Education and General Education Teachers

# data[].attributes.attachment_link.description
Teachers can use these strategies for deeper communication to establish an inclusive learning environment for students.

# data[].attributes.attachment_link.readable_text
Introduction

‍

The collaborative bridge connecting special education and general education teachers is essential for fostering an inclusive and supportive learning environment. This blog emphasizes the pivotal role this partnership plays and provides actionable guidance for special education teams aiming to establish successful collaborations with their general education counterparts.

‍

Understanding Collaboration's Significance

‍

Collaboration surpasses administrative necessity-it's a transformative force. The fusion of specialized knowledge from special education teachers and curriculum expertise from general education teachers results in tailored instruction, streamlined classroom management, and holistic student development. This blog serves as a compass for special education teams, offering practical strategies and insights to empower seamless collaboration, ensuring that each student's unique potential is nurtured and celebrated.

‍

Understanding the Importance of Collaboration

Collaboration between special education and general education teachers is imperative, with profound implications for student success. This partnership bridges the gap between diverse learning needs and effective pedagogical strategies, ensuring that each student's journey is enriched and supported.

‍

The unique strengths and challenges that individual students bring to the classroom are addressed more comprehensively when both special education and general education teachers pool their expertise. Together, they devise targeted interventions, personalized learning plans, and differentiated instruction, all aligned with the individual needs of each student. This symbiotic relationship allows educators to adapt teaching methodologies, fostering an environment where every student can actively engage and flourish academically, emotionally, and socially.

‍

Moreover, the positive impact of collaboration resonates beyond individual students and extends to classroom dynamics and the school community at large. Collaborative efforts between special education and general education teachers lead to more effective classroom management strategies, resulting in smoother transitions, reduced behavioral issues, and increased engagement. This harmony within the classroom not only enriches the educational experience for students but also cultivates an atmosphere conducive to learning. Additionally, a well-coordinated collaboration between educators translates into a holistic school environment where communication, mutual support, and shared goals become the norm, reinforcing the school's overall educational mission.

‍

Benefits of Collaboration

Collaboration between special education and general education teachers brings forth a range of distinct advantages, each contributing to an enriched educational experience for all learners. By pooling their expertise and insights, educators can:

‍

1. Share Specialized Knowledge: Collaboration allows for the exchange of unique perspectives, strategies, and methodologies, enhancing both special education and general education teachers' instructional toolkits.

‍

2. Differentiate Instruction: With collaborative efforts, educators can tailor teaching methods to accommodate diverse learning styles and preferences, ensuring that all students can engage with the material effectively.

‍

3. Craft Personalized Learning Plans: By working together, teachers can create personalized education plans that consider individual students' strengths, challenges, and goals, leading to more targeted and impactful support.

‍

4. Incorporate Adaptive Technologies: Collaboration empowers educators to explore and implement adaptive technologies that cater to the varying abilities and needs of their students, fostering a more inclusive classroom environment.

‍

5. Enhance Classroom Management: Through collaboration, educators can develop cohesive classroom management strategies, leading to smoother transitions, reduced behavioral challenges, and increased engagement among students.

‍

6. Promote Inclusive Practices: Collaboration supports the integration of inclusive teaching practices, enabling general education teachers to adapt their curriculum and materials to ensure all students can access and benefit from the content.

‍

7. Advocate for Equity: Educators collaborate to create environments where students' diverse abilities are recognized, celebrated, and supported, making strides toward educational equity for all.

‍

8. Empower Educators: Collaboration fosters a sense of empowerment among educators, as they collectively strive to improve the educational experience for students with diverse needs.

‍

9. Cultivate Acceptance and Empathy: By working together, educators model collaboration, respect, and empathy, which has a lasting impact on students' social and emotional development.

‍

10. Maximize Student Potential: Ultimately, collaboration ensures that each student's potential is maximized, their journey celebrated, and their education enriched through a unified and holistic approach.

‍

Building Effective Partnerships

‍

Establishing robust and productive partnerships between special education and general education teachers lays the foundation for successful collaboration, enabling the creation of inclusive and supportive learning environments.

‍

Practical Tips for Collaboration

‍

1. Open Lines of Communication: Create a platform for open and honest dialogue by encouraging regular meetings, sharing insights, and discussing students' progress. Open communication nurtures a collaborative atmosphere where ideas and concerns can be freely exchanged.

‍

2. Set Clear Expectations: Clarify each educator's role, responsibilities, and contributions to the collaborative effort. Establishing clear expectations helps prevent misunderstandings and ensures a unified approach to teaching.

‍

3. Cultivate Mutual Respect: Acknowledge and appreciate each educator's expertise, experience, and contributions. Mutual respect forms the bedrock of collaboration, fostering an environment where diverse perspectives are valued.

‍

4. Establish Common Goals: Develop shared objectives that center on student growth and success. Aligning goals ensures that collaborative efforts remain focused and productive.

‍

5. Celebrate Diversity: Embrace the diverse strengths and skills that both special education and general education teachers bring to the partnership. Recognize that varied approaches enhance the overall learning experience.

‍

Key Components of Effective Collaboration

‍

1. Student-Centric Approach: Keep the best interests of students at the forefront of every collaborative decision. Prioritize their individual needs, strengths, and growth throughout the planning and execution of lessons.

‍

2. Shared Learning Culture: Foster a culture of continuous learning, where educators engage in professional development, attend workshops, and exchange knowledge. This culture enhances collaboration and equips educators with up-to-date strategies.

‍

3. Open-Mindedness: Approach collaboration with an open mind, ready to embrace new ideas and perspectives. This willingness to adapt encourages creative problem-solving and innovative teaching methods.

‍

4. Flexibility and Adaptability: Recognize that each student's journey is unique, and adjustments may be needed. Collaborative partners should be flexible in adapting strategies to meet evolving learning needs.

‍

5. Reflect and Improve: Regularly assess the effectiveness of collaborative efforts. Reflect on successes and challenges, seeking ways to refine and enhance future collaboration.

‍

By adhering to these practical tips and embracing the key components of effective collaboration, special education and general education teachers can cultivate partnerships that enhance student learning experiences, promote professional growth, and create a cohesive educational community. In the subsequent sections, we will delve deeper into strategies that facilitate collaborative planning, inclusive classroom practices, and meaningful communication, further empowering educators on their collaborative journey.

‍

Strategies for Collaborative Planning

‍

Collaborative planning between special education and general education teachers is key to effective instruction, ensuring that diverse learners receive tailored support within an inclusive classroom setting. In this section, we explore a step-by-step approach to guide special education teams in establishing productive collaborative planning processes that lead to holistic student development.

‍

Step-by-Step Guidance

‍

1. Identify Common Goals: Begin by collectively defining shared goals that align with the curriculum, students' needs, and broader learning outcomes. Establish a clear purpose for collaboration to set the stage for focused planning.

‍

2. Assess Individual Needs: Collaboratively assess the diverse needs of students, considering both their strengths and areas requiring additional support. This comprehensive understanding forms the basis for personalized planning.

‍

3. Plan Inclusive Lessons: Collaborate to design lessons that integrate accommodations, modifications, and differentiated strategies. Ensure that the curriculum is accessible to all students, regardless of their learning profiles.

‍

4. Allocate Resources: Determine the resources required to meet students' needs effectively. Allocate materials, technology, and additional support personnel as necessary to foster an inclusive learning environment.

‍

5. Set Progress Measures: Establish benchmarks to monitor student progress and growth. Regularly assess outcomes to make informed adjustments and interventions.

‍

Importance of Clear Goals and Resource Sharing

‍

Clear goals help educators stay aligned, motivated, and focused on providing students with the best possible learning experience. By setting specific objectives, educators ensure that their efforts are purposeful and directly contribute to student growth.

‍

Additionally, sharing resources amplifies the impact of collaboration. Both special education and general education teachers bring unique tools to the table, be it curriculum materials, assessment techniques, or classroom management strategies. Resource sharing leverages the collective wisdom of educators, enriching lesson plans with a diverse array of approaches that cater to varied learning styles.

‍

Effective Communication

‍

Open and consistent communication is an essential part of successful collaboration between special education and general education teachers. This section underscores the importance of effective communication and offers actionable tips to facilitate seamless information exchange, ensuring that collaborative efforts are cohesive and impactful.

‍

The Significance of Open Communication

‍

Open communication is imperative to collaborative partnerships, fostering understanding, synergy, and shared goals. When special education and general education teachers communicate openly, they build trust, align expectations, and create an environment where insights and challenges can be freely shared. This transparency forms the basis for informed decision-making and collaborative problem-solving, ultimately benefiting students by ensuring their needs are met holistically.

‍

Tips for Effective Communication

‍

1. Establish Clear Channels: Determine clear communication channels for sharing updates, questions, and insights. Utilize platforms such as email, collaborative tools, and scheduled meetings to maintain a steady flow of information.

‍

2. Regular Check-Ins: Schedule regular check-in meetings between special education and general education teachers to discuss student progress, strategies, and any adjustments needed. These meetings provide a dedicated space for collaboration.

‍

3. Shared Documentation: Maintain shared documentation that outlines students' individualized needs, accommodations, and progress. Accessible records ensure that all educators are on the same page and can provide consistent support.

‍

4. Progress Updates:Regularly share updates on student achievements, challenges, and milestones. This not only informs collaboration but also celebrates successes and prompts collective problem-solving.

‍

5. Clear and Concise Communication: When communicating, be clear, concise, and specific. Clearly outline expectations, action items, and timelines to avoid misunderstandings.

‍

6. Active Listening:Practice active listening during discussions. Pay attention to colleagues' perspectives, questions, and insights to foster a collaborative and respectful environment.

‍

7. Flexibility: Be open to adapting communication methods based on individual preferences and needs. Some educators might prefer written updates, while others may prefer face-to-face discussions.

‍

8. Solution-Oriented Conversations: Approach discussions with a solution-oriented mindset. Collaborate on finding effective strategies to address challenges and capitalize on opportunities.

‍

9. Address Concerns Promptly: If concerns arise, address them promptly and constructively. Openly discussing challenges prevents misunderstandings from escalating and showcases a commitment to shared student success.

‍

Effective communication not only bolsters collaborative efforts but also reinforces a culture of shared responsibility and growth. As we proceed through this guide, we delve into problem-solving techniques and sustaining collaborative efforts, building on the foundation of effective communication to create an educational ecosystem that empowers students of all abilities.

‍

Problem-Solving Together

‍

It's important to anticipate potential challenges that can arise when special education teams and general education teachers collaborate. Recognizing and addressing these challenges head-on ensures that our students receive the best possible support on their educational journey.

‍

Addressing Potential Challenges

‍

As we strive to create an inclusive and supportive learning environment, certain challenges might emerge when special education and general education professionals come together. One challenge could be differing perspectives or approaches to teaching and supporting students. This might stem from varying training backgrounds, experiences, or prior beliefs. Another challenge might be time constraints, given the demanding nature of both roles. Balancing the additional planning and communication needed for collaboration could pose difficulties.

‍

Unique Challenges Faced by General Education Teachers

‍

It's essential to acknowledge that general education teachers have a unique set of challenges as they strive to meet the diverse needs of all students and parents, not solely those on special education caseloads. They are responsible for designing lessons that cater to a wide range of learning styles, abilities, and interests, while also maintaining effective communication with parents who have various expectations. Juggling these responsibilities can be overwhelming, and it's crucial for special education teachers to recognize the demands on their general education counterparts.

‍

Overcoming Obstacles as a Team

‍

While challenges are a natural part of any collaboration, the special education and general education teams have incredible potential to work harmoniously and overcome these obstacles.

‍

Firstly, open and respectful communication is key. Regular meetings, where each team member's input is valued, can bridge gaps in understanding and encourage the sharing of effective strategies. Encouraging empathy and active listening helps build mutual trust and respect, allowing both teams to learn from each other's expertise.

‍

Secondly, establishing clear roles and responsibilities within the collaborative effort can streamline the process. When everyone knows their unique contributions, time can be used efficiently and effectively, alleviating some of the time-related challenges.

‍

Additionally, embracing flexibility and adaptability is crucial. Education is fluid, and what works for one student may not work for another. By remaining open to trying new approaches and adjusting strategies as needed, the combined efforts of special education and general education teams can truly cater to the diverse needs of every student.

‍

Lastly, recognizing achievements and celebrating successes - no matter how small - fosters a positive and motivating atmosphere. Acknowledging the progress made through collaborative problem-solving reinforces the value of working together for the benefit of the students.

‍

The collaboration between special education teams and general education teachers is a powerful force for creating an inclusive and supportive learning environment. By proactively addressing potential challenges, understanding the unique pressures on both sides, and uniting to overcome obstacles, these teams can create a synergy that ensures the success and well-being of every student in their care.

‍

Sustaining Collaborative Efforts

‍

Ensuring the longevity and effectiveness of collaborative efforts between special education teams and general education teachers is essential to creating a truly inclusive and supportive educational environment. As the initial excitement of collaboration settles into everyday routines, it's crucial to provide guidance on how to maintain and sustain these efforts over time, fostering continuous growth and improvement.

‍

Guidance for Long-Term Collaboration

‍

1. Reflection on Successes and Challenges: Regularly set aside time to reflect on both the successes and challenges of collaborative endeavors. Celebrate the milestones achieved and the positive impact on student learning. Simultaneously, openly discuss the obstacles faced to brainstorm effective solutions as a team.

‍

2. Open Communication Channels: Establish consistent communication channels between special education and general education teams. Regular check-ins, meetings, and even informal conversations can prevent misunderstandings and keep everyone on the same page.

‍

3. Adjust Strategies: Recognize that what works today might not work tomorrow. Be prepared to adjust strategies as the needs of students and the educational landscape evolve. Embrace flexibility and adaptability as integral components of sustained collaboration.

‍

4. Professional Development: Invest in ongoing professional development opportunities for both special education and general education teachers. Training sessions, workshops, and collaborative learning experiences can enhance skills, foster a sense of camaraderie, and keep educators motivated.

‍

5. Celebrate Progress: Continuously acknowledge and celebrate progress. Whether it's a breakthrough with a specific student or the successful implementation of a new collaborative initiative, recognizing achievements nurtures a sense of accomplishment and camaraderie.

‍

6. Student-Centered Focus: Keep the well-being and success of students at the forefront of all collaborative efforts. Remind teams that their joint work directly impacts students' growth and development, motivating them to maintain their commitment.

‍

7. Leadership Support: Seek and maintain support from school leadership. When leaders prioritize collaboration and provide resources, it reinforces its importance and helps overcome potential barriers.

‍

Embracing the Cycle of Improvement

‍

Maintaining a high level of collaboration requires recognizing that it's an ongoing journey of improvement. By embracing a cycle of reflection, adjustment, and growth, special education teams and general education teachers can create a culture of continuous improvement. As they learn from experiences, adapt their approaches, and innovate new solutions, they contribute to a learning environment that is ever-evolving and responsive to the needs of all students.

‍

Conclusion

‍

In the journey towards inclusive and effective education, the collaboration between special education and general education teachers emerges as a cornerstone of success. Throughout this blog, we've explored the essential facets of this partnership and unveiled strategies to nurture its growth and impact.

‍

Collaboration hinges on open communication, empathy, and shared understanding. By acknowledging each team's unique challenges and strengths, we pave the way for a harmonious convergence of expertise. The alignment of goals, combined with regular meetings and check-ins, propels us toward a more unified approach to education that transcends boundaries and champions inclusivity.

‍

Introduction

‍

The collaborative bridge connecting special education and general education teachers is essential for fostering an inclusive and supportive learning environment. This blog emphasizes the pivotal role this partnership plays and provides actionable guidance for special education teams aiming to establish successful collaborations with their general education counterparts.

‍

Understanding Collaboration's Significance

‍

Collaboration surpasses administrative necessity-it's a transformative force. The fusion of specialized knowledge from special education teachers and curriculum expertise from general education teachers results in tailored instruction, streamlined classroom management, and holistic student development. This blog serves as a compass for special education teams, offering practical strategies and insights to empower seamless collaboration, ensuring that each student's unique potential is nurtured and celebrated.

‍

Understanding the Importance of Collaboration

Collaboration between special education and general education teachers is imperative, with profound implications for student success. This partnership bridges the gap between diverse learning needs and effective pedagogical strategies, ensuring that each student's journey is enriched and supported.

‍

The unique strengths and challenges that individual students bring to the classroom are addressed more comprehensively when both special education and general education teachers pool their expertise. Together, they devise targeted interventions, personalized learning plans, and differentiated instruction, all aligned with the individual needs of each student. This symbiotic relationship allows educators to adapt teaching methodologies, fostering an environment where every student can actively engage and flourish academically, emotionally, and socially.

‍

Moreover, the positive impact of collaboration resonates beyond individual students and extends to classroom dynamics and the school community at large. Collaborative efforts between special education and general education teachers lead to more effective classroom management strategies, resulting in smoother transitions, reduced behavioral issues, and increased engagement. This harmony within the classroom not only enriches the educational experience for students but also cultivates an atmosphere conducive to learning. Additionally, a well-coordinated collaboration between educators translates into a holistic school environment where communication, mutual support, and shared goals become the norm, reinforcing the school's overall educational mission.

‍

Benefits of Collaboration

Collaboration between special education and general education teachers brings forth a range of distinct advantages, each contributing to an enriched educational experience for all learners. By pooling their expertise and insights, educators can:

‍

1. Share Specialized Knowledge: Collaboration allows for the exchange of unique perspectives, strategies, and methodologies, enhancing both special education and general education teachers' instructional toolkits.

‍

2. Differentiate Instruction: With collaborative efforts, educators can tailor teaching methods to accommodate diverse learning styles and preferences, ensuring that all students can engage with the material effectively.

‍

3. Craft Personalized Learning Plans: By working together, teachers can create personalized education plans that consider individual students' strengths, challenges, and goals, leading to more targeted and impactful support.

‍

4. Incorporate Adaptive Technologies: Collaboration empowers educators to explore and implement adaptive technologies that cater to the varying abilities and needs of their students, fostering a more inclusive classroom environment.

‍

5. Enhance Classroom Management: Through collaboration, educators can develop cohesive classroom management strategies, leading to smoother transitions, reduced behavioral challenges, and increased engagement among students.

‍

6. Promote Inclusive Practices: Collaboration supports the integration of inclusive teaching practices, enabling general education teachers to adapt their curriculum and materials to ensure all students can access and benefit from the content.

‍

7. Advocate for Equity: Educators collaborate to create environments where students' diverse abilities are recognized, celebrated, and supported, making strides toward educational equity for all.

‍

8. Empower Educators: Collaboration fosters a sense of empowerment among educators, as they collectively strive to improve the educational experience for students with diverse needs.

‍

9. Cultivate Acceptance and Empathy: By working together, educators model collaboration, respect, and empathy, which has a lasting impact on students' social and emotional development.

‍

10. Maximize Student Potential: Ultimately, collaboration ensures that each student's potential is maximized, their journey celebrated, and their education enriched through a unified and holistic approach.

‍

Building Effective Partnerships

‍

Establishing robust and productive partnerships between special education and general education teachers lays the foundation for successful collaboration, enabling the creation of inclusive and supportive learning environments.

‍

Practical Tips for Collaboration

‍

1. Open Lines of Communication: Create a platform for open and honest dialogue by encouraging regular meetings, sharing insights, and discussing students' progress. Open communication nurtures a collaborative atmosphere where ideas and concerns can be freely exchanged.

‍

2. Set Clear Expectations: Clarify each educator's role, responsibilities, and contributions to the collaborative effort. Establishing clear expectations helps prevent misunderstandings and ensures a unified approach to teaching.

‍

3. Cultivate Mutual Respect: Acknowledge and appreciate each educator's expertise, experience, and contributions. Mutual respect forms the bedrock of collaboration, fostering an environment where diverse perspectives are valued.

‍

4. Establish Common Goals: Develop shared objectives that center on student growth and success. Aligning goals ensures that collaborative efforts remain focused and productive.

‍

5. Celebrate Diversity: Embrace the diverse strengths and skills that both special education and general education teachers bring to the partnership. Recognize that varied approaches enhance the overall learning experience.

‍

Key Components of Effective Collaboration

‍

1. Student-Centric Approach: Keep the best interests of students at the forefront of every collaborative decision. Prioritize their individual needs, strengths, and growth throughout the planning and execution of lessons.

‍

2. Shared Learning Culture: Foster a culture of continuous learning, where educators engage in professional development, attend workshops, and exchange knowledge. This culture enhances collaboration and equips educators with up-to-date strategies.

‍

3. Open-Mindedness: Approach collaboration with an open mind, ready to embrace new ideas and perspectives. This willingness to adapt encourages creative problem-solving and innovative teaching methods.

‍

4. Flexibility and Adaptability: Recognize that each student's journey is unique, and adjustments may be needed. Collaborative partners should be flexible in adapting strategies to meet evolving learning needs.

‍

5. Reflect and Improve: Regularly assess the effectiveness of collaborative efforts. Reflect on successes and challenges, seeking ways to refine and enhance future collaboration.

‍

By adhering to these practical tips and embracing the key components of effective collaboration, special education and general education teachers can cultivate partnerships that enhance student learning experiences, promote professional growth, and create a cohesive educational community. In the subsequent sections, we will delve deeper into strategies that facilitate collaborative planning, inclusive classroom practices, and meaningful communication, further empowering educators on their collaborative journey.

‍

Strategies for Collaborative Planning

‍

Collaborative planning between special education and general education teachers is key to effective instruction, ensuring that diverse learners receive tailored support within an inclusive classroom setting. In this section, we explore a step-by-step approach to guide special education teams in establishing productive collaborative planning processes that lead to holistic student development.

‍

Step-by-Step Guidance

‍

1. Identify Common Goals: Begin by collectively defining shared goals that align with the curriculum, students' needs, and broader learning outcomes. Establish a clear purpose for collaboration to set the stage for focused planning.

‍

2. Assess Individual Needs: Collaboratively assess the diverse needs of students, considering both their strengths and areas requiring additional support. This comprehensive understanding forms the basis for personalized planning.

‍

3. Plan Inclusive Lessons: Collaborate to design lessons that integrate accommodations, modifications, and differentiated strategies. Ensure that the curriculum is accessible to all students, regardless of their learning profiles.

‍

4. Allocate Resources: Determine the resources required to meet students' needs effectively. Allocate materials, technology, and additional support personnel as necessary to foster an inclusive learning environment.

‍

5. Set Progress Measures: Establish benchmarks to monitor student progress and growth. Regularly assess outcomes to make informed adjustments and interventions.

‍

Importance of Clear Goals and Resource Sharing

‍

Clear goals help educators stay aligned, motivated, and focused on providing students with the best possible learning experience. By setting specific objectives, educators ensure that their efforts are purposeful and directly contribute to student growth.

‍

Additionally, sharing resources amplifies the impact of collaboration. Both special education and general education teachers bring unique tools to the table, be it curriculum materials, assessment techniques, or classroom management strategies. Resource sharing leverages the collective wisdom of educators, enriching lesson plans with a diverse array of approaches that cater to varied learning styles.

‍

Effective Communication

‍

Open and consistent communication is an essential part of successful collaboration between special education and general education teachers. This section underscores the importance of effective communication and offers actionable tips to facilitate seamless information exchange, ensuring that collaborative efforts are cohesive and impactful.

‍

The Significance of Open Communication

‍

Open communication is imperative to collaborative partnerships, fostering understanding, synergy, and shared goals. When special education and general education teachers communicate openly, they build trust, align expectations, and create an environment where insights and challenges can be freely shared. This transparency forms the basis for informed decision-making and collaborative problem-solving, ultimately benefiting students by ensuring their needs are met holistically.

‍

Tips for Effective Communication

‍

1. Establish Clear Channels: Determine clear communication channels for sharing updates, questions, and insights. Utilize platforms such as email, collaborative tools, and scheduled meetings to maintain a steady flow of information.

‍

2. Regular Check-Ins: Schedule regular check-in meetings between special education and general education teachers to discuss student progress, strategies, and any adjustments needed. These meetings provide a dedicated space for collaboration.

‍

3. Shared Documentation: Maintain shared documentation that outlines students' individualized needs, accommodations, and progress. Accessible records ensure that all educators are on the same page and can provide consistent support.

‍

4. Progress Updates:Regularly share updates on student achievements, challenges, and milestones. This not only informs collaboration but also celebrates successes and prompts collective problem-solving.

‍

5. Clear and Concise Communication: When communicating, be clear, concise, and specific. Clearly outline expectations, action items, and timelines to avoid misunderstandings.

‍

6. Active Listening:Practice active listening during discussions. Pay attention to colleagues' perspectives, questions, and insights to foster a collaborative and respectful environment.

‍

7. Flexibility: Be open to adapting communication methods based on individual preferences and needs. Some educators might prefer written updates, while others may prefer face-to-face discussions.

‍

8. Solution-Oriented Conversations: Approach discussions with a solution-oriented mindset. Collaborate on finding effective strategies to address challenges and capitalize on opportunities.

‍

9. Address Concerns Promptly: If concerns arise, address them promptly and constructively. Openly discussing challenges prevents misunderstandings from escalating and showcases a commitment to shared student success.

‍

Effective communication not only bolsters collaborative efforts but also reinforces a culture of shared responsibility and growth. As we proceed through this guide, we delve into problem-solving techniques and sustaining collaborative efforts, building on the foundation of effective communication to create an educational ecosystem that empowers students of all abilities.

‍

Problem-Solving Together

‍

It's important to anticipate potential challenges that can arise when special education teams and general education teachers collaborate. Recognizing and addressing these challenges head-on ensures that our students receive the best possible support on their educational journey.

‍

Addressing Potential Challenges

‍

As we strive to create an inclusive and supportive learning environment, certain challenges might emerge when special education and general education professionals come together. One challenge could be differing perspectives or approaches to teaching and supporting students. This might stem from varying training backgrounds, experiences, or prior beliefs. Another challenge might be time constraints, given the demanding nature of both roles. Balancing the additional planning and communication needed for collaboration could pose difficulties.

‍

Unique Challenges Faced by General Education Teachers

‍

It's essential to acknowledge that general education teachers have a unique set of challenges as they strive to meet the diverse needs of all students and parents, not solely those on special education caseloads. They are responsible for designing lessons that cater to a wide range of learning styles, abilities, and interests, while also maintaining effective communication with parents who have various expectations. Juggling these responsibilities can be overwhelming, and it's crucial for special education teachers to recognize the demands on their general education counterparts.

‍

Overcoming Obstacles as a Team

‍

While challenges are a natural part of any collaboration, the special education and general education teams have incredible potential to work harmoniously and overcome these obstacles.

‍

Firstly, open and respectful communication is key. Regular meetings, where each team member's input is valued, can bridge gaps in understanding and encourage the sharing of effective strategies. Encouraging empathy and active listening helps build mutual trust and respect, allowing both teams to learn from each other's expertise.

‍

Secondly, establishing clear roles and responsibilities within the collaborative effort can streamline the process. When everyone knows their unique contributions, time can be used efficiently and effectively, alleviating some of the time-related challenges.

‍

Additionally, embracing flexibility and adaptability is crucial. Education is fluid, and what works for one student may not work for another. By remaining open to trying new approaches and adjusting strategies as needed, the combined efforts of special education and general education teams can truly cater to the diverse needs of every student.

‍

Lastly, recognizing achievements and celebrating successes - no matter how small - fosters a positive and motivating atmosphere. Acknowledging the progress made through collaborative problem-solving reinforces the value of working together for the benefit of the students.

‍

The collaboration between special education teams and general education teachers is a powerful force for creating an inclusive and supportive learning environment. By proactively addressing potential challenges, understanding the unique pressures on both sides, and uniting to overcome obstacles, these teams can create a synergy that ensures the success and well-being of every student in their care.

‍

Sustaining Collaborative Efforts

‍

Ensuring the longevity and effectiveness of collaborative efforts between special education teams and general education teachers is essential to creating a truly inclusive and supportive educational environment. As the initial excitement of collaboration settles into everyday routines, it's crucial to provide guidance on how to maintain and sustain these efforts over time, fostering continuous growth and improvement.

‍

Guidance for Long-Term Collaboration

‍

1. Reflection on Successes and Challenges: Regularly set aside time to reflect on both the successes and challenges of collaborative endeavors. Celebrate the milestones achieved and the positive impact on student learning. Simultaneously, openly discuss the obstacles faced to brainstorm effective solutions as a team.

‍

2. Open Communication Channels: Establish consistent communication channels between special education and general education teams. Regular check-ins, meetings, and even informal conversations can prevent misunderstandings and keep everyone on the same page.

‍

3. Adjust Strategies: Recognize that what works today might not work tomorrow. Be prepared to adjust strategies as the needs of students and the educational landscape evolve. Embrace flexibility and adaptability as integral components of sustained collaboration.

‍

4. Professional Development: Invest in ongoing professional development opportunities for both special education and general education teachers. Training sessions, workshops, and collaborative learning experiences can enhance skills, foster a sense of camaraderie, and keep educators motivated.

‍

5. Celebrate Progress: Continuously acknowledge and celebrate progress. Whether it's a breakthrough with a specific student or the successful implementation of a new collaborative initiative, recognizing achievements nurtures a sense of accomplishment and camaraderie.

‍

6. Student-Centered Focus: Keep the well-being and success of students at the forefront of all collaborative efforts. Remind teams that their joint work directly impacts students' growth and development, motivating them to maintain their commitment.

‍

7. Leadership Support: Seek and maintain support from school leadership. When leaders prioritize collaboration and provide resources, it reinforces its importance and helps overcome potential barriers.

‍

Embracing the Cycle of Improvement

‍

Maintaining a high level of collaboration requires recognizing that it's an ongoing journey of improvement. By embracing a cycle of reflection, adjustment, and growth, special education teams and general education teachers can create a culture of continuous improvement. As they learn from experiences, adapt their approaches, and innovate new solutions, they contribute to a learning environment that is ever-evolving and responsive to the needs of all students.

‍

Conclusion

‍

In the journey towards inclusive and effective education, the collaboration between special education and general education teachers emerges as a cornerstone of success. Throughout this blog, we've explored the essential facets of this partnership and unveiled strategies to nurture its growth and impact.

‍

Collaboration hinges on open communication, empathy, and shared understanding. By acknowledging each team's unique challenges and strengths, we pave the way for a harmonious convergence of expertise. The alignment of goals, combined with regular meetings and check-ins, propels us toward a more unified approach to education that transcends boundaries and champions inclusivity.

‍

Want more? Subscribe for access to all free resources

79+ Districts thriving with Parallel

"The platform is seamless for both our older kids and younger kiddos, making it easy for them to understand and use independently... I would definitely recommend Parallel to other districts. Working with Parallel has been a good experience."

Kelsey Breen
Special Education Coordinator,
Illinois Valley Central School District

The professionals you need, the flexibility you want

With live-online services we are able to find related service professionals that will not compete against your ability to hire individuals in-district. We can reach IEP and 504 students from multiple sites, and offer flexible scheduling and pricing options.

# data[].attributes.attachment_link.title
Collaborating with General Education Teachers: A Guide for Special Education Teams

# data[].attributes.attachment_link.description
Discover effective strategies for collaboration between special education and general education teachers in our comprehensive guide. Learn how to combine expertise to create inclusive learning environments that promote growth and diversity for all students.

# data[].attributes.attachment_link.title
Collaborative Practices Between General Education and Special Education Teachers in Middle School Inclusion Classrooms

# data[].attributes.attachment_link.description
To improve the learning of students with disabilities, the collaboration between generaleducation and special education teachers in middle school inclusion classrooms needs to be increased. This basic qualitative study aimed to explore general education and special education teachers’ coteaching relationships in inclusion classrooms. Pratt’s achieving symbiosis theory was used to frame the study. The research question investigated the difficulties middle school general education and special education teachers encountered that prevented them from attaining a symbiotic relationship in the inclusion classroom. A basic qualitative study was used to gain insight from certified, middle school coteachers in inclusion classrooms who taught in an inclusion classroom for at least one period per day, and consented to participate in the study. Data were collected from semistructured interviews with five general education and five special education teachers. Thematic coding was used to identify categories and themes by revealing common threads of collaborative practices when serving students with disabilities. Four themes emerged: (a) lack of equality in the classroom for the special educator (viewed as an assistant), (b) coplanning time needed for effective coteaching, (c) importance of relationships in coteaching, and (d) not enough administrative involvement. The results may be used to inform leaders of the importance of collaborative relationships between coteachers, as well as the need to improve coteaching relationships. School and district leaders could use the results to inform changes that could improve coteaching. Creating highly effective cotaught classrooms can increase the learning of students with disabilities while they are benefiting from being served in an inclusion setting.

# data[].attributes.attachment_link.readable_text
Introduction and Rationale

The planning process described below is intended to support the creation and provision of a curricular and instructional program based on the acknowledgment that:

each child is a general education student.

the general education curriculum and routines and the Individual Education Program (IEP) comprise a student's full educational program.

the IEP for a student qualifying for special education services is not the student's curriculum.

Curriculum and instruction based upon these principles are often not in place for students with the most extensive needs, including those with significant cognitive disabilities (Wehmeyer, Shogren & Kurth, 2021). Therefore, this process focuses upon application for those students. Students who qualify to receive special education services, especially those with more intensive needs, have ended up with the IEP being their program and being seen not as a general education student but as a special education student only, when in fact, each and every child is a general education student. In addition, when a student qualifies for special education services, those services are to be provided in collaboration with general educators to support access and progress in the general education curriculum AND on their IEP goals. The IEP is intended to support a student's progress in general education curriculum and routines, as well as other essential skills that support a student's independence or interdependence across school, home, and other community environments. A comprehensive inclusive education program based upon these principles is important because without that focus, a student's learning opportunities and school and post-school outcomes are diminished. In order to create an effective comprehensive inclusive education program, collaboration between general educators, special educators, and families is needed.

This planning process is based on a vision and expectation that each student can actively participate, belong, contribute, and learn in the school and larger community. These expectations benefit each individual student as well as the larger community, resulting in more diverse, vibrant, and caring environments that embrace and celebrate the contributions of each to the whole.

IEP Planning Process

The planning process consists of four parts:

1. An initial collaborative conversation between general and special educators and the family to address the context and content of general education curriculum and instruction, as well as support for students with extensive needs as a member of the general education classroom.

2. A discussion of specific considerations for creating an inclusive IEP. This discussion will include the student's IEP team, including special education, general education, family, specialized instructional support personnel, student, and peers.

3. Based upon the outcomes of the inclusive IEP discussion, an "Education Day-at-a-Glance" is created and shared with all members of the team.

4. The team, including teachers, family members, and specialized instructional support personnel, will agree upon a process for ongoing collaboration during the year and support of one another and the student.

Inclusive IEP Planning Worksheet

See the planning worksheet to guide you and your team through this process.

Part 1: Initial Collaborative Conversation

1. At any time during the year before the team engages in the IEP development process, ensure that there have been initial collaborative conversations between:

general and special educators and the family to ensure understanding of the assumptions underlying the comprehensive inclusive education program and why they are important. Those assumptions are:

Each child is a general education student.

The general education curriculum and routines and the IEP comprise a student's full educational program.

The IEP for a student qualifying for special education services is not the student's curriculum.

general education and special education teachers about the expectations and routines in the general education classroom and the general education standards, units, and objectives that will be addressed across the school year. (It is recommended that this discussion happens prior to the beginning of the school year and is summarized at the IEP meeting).

general education and special education teachers and the family of the student with extensive support needs focused on how the student communicates, their strengths, interests, present levels of performance across general education content areas and other essential skills, and effective instructional strategies including peer support.

the family and teachers to provide an opportunity for the family/student to share their vision related to the student working, living, playing, and contributing to the community now, and in the future.

Part 2: Discussion of Considerations to Create the Inclusive IEP

2a. Identifying Goals based on the Three Major Learning Components

All students, regardless of whether they have a disability or not, have learning opportunities throughout the day related to three major learning components:

Participating in Routines and Transitions

Engaging in Grade-Level Academics and Other Essential Skills

Interacting with Others

These components are important in the education of all students and contribute to supporting the realization of belonging, active participation, contributing, and learning in the short and long term. In order for the student's IEP to be viewed as part of (rather than the whole of) their educational program, use the three major learning components to frame and develop no more than six-to-eight IEP goals that address priorities for the student as a member of general education.

The question prompts for each of the three major learning components in the next table can be useful for developing inclusive IEP goals as well as special education supports, service delivery, and specially designed instruction (SDI). There are also questions to ask the student for their input. The student may also wish to invite some classmates to participate in the discussion. Often friends have perspectives that enhance learning and connection to others.

Participating in Routines and Transitions(1-2 goals)

What are the key routines and transitions in the general education classroom and across the school day?

What skills/goals could the student be supported to achieve that would enable them to independently/ interdependently engage in general education classroom and school routines and transitions? For example:

materials management

transitions between activities

general classroom operation (for example, lunch count, attendance)

being prepared, starting, and ending tasks

going from large group to small group activities

transitions within the building, as well as coming to and leaving school

Student Questions (possibly with help from family or peers)

What does a day look like for you? What is your schedule and routines?

What helps you best be a part of your school community? Home? Larger community?

Are there other activities you would like to join?

Are there other routines you'd like to take on? Why would you prioritize those activities?

Engaging in Grade-level Academics & Other Essential Skills (2-3 goals)

What are the big ideas, essential vocabulary, and skills taught in reading, math, writing, social studies, and science this school year? (Refer to your state standards or corestandards.org )

What big ideas, essential vocabulary, and skills could be prioritized that would enable the student to make the most progress in the curriculum in each content area? See sample goals/ objectives below.

What are essential skills that the student needs that will enable better access to the curriculum and support independence/ interdependence across environments? (For example, foundational academics, technology, self-advocacy, self-agency in terms of behavioral supports needed.)
Student Questions (possibly with help from family or peers)

What are some classes, subjects, or activities you enjoy and feel successful being a part of?

What are some classes, subjects, or activities you think you would enjoy, but maybe have not yet tried?

What are some classes or subjects that feel more challenging?

What makes those classes more successful or challenging?

What helps you best learn and participate at school? At home and in the community?

Interacting with Others (1-2 goals)

What skills/goals could the student be supported to achieve that would enable them to independently/ interdependently interact and communicate with others to:

self-advocate, have their needs met?

engage in learning tasks?

socialize and build friendships?

Student Questions (possibly with help from family or peers)

What do you enjoy most about school?

What activities do you enjoy outside of school?

Share about your friendships and relationships.

Do you feel like you would like more/different friends and relationships in addition to those you already have? If so, why?

What are your interests?

How do you prefer to communicate with others?

If you had a choice, would you prefer doing activities with large groups or small groups of people?

Example of a goal and short-term objective: (goal may be adapted based on individual's strengths/needs and baseline present levels of performance):

Goal: When given a general education class setting, "student" will master a minimum of 2 essential understandings/big ideas, 2 vocabulary words/terms, and 2 facts/concepts/skills within each unit of study in English Language Arts (ELA), across a quarter as measured by classroom assignments/activities and teacher made assessments.
Short Term Objectives

"Student" will demonstrate understanding of a minimum of 1 big idea, vocabulary word, or a fact/concept/skill via probe questions/activities conducted twice per week in the context of daily assignments/activities during ELA, as noted by staff records by ________.

"Student" will demonstrate understanding of a minimum of 2 big ideas, 2 vocabulary words, and 2 facts/concepts/skills via probe questions/activities conducted twice per week in the context of daily assignments/activities during ELA, as noted by staff records by _______.

2b. Do the family, student, or peers see opportunities for addressing any of these priorities outside of the school day?

Overarching Priority Areas:

Participating in routines and transitions

Engaging in grade-level academics and other essential skills

Interacting with others

If so, how, where, and when?
2c. Inclusive Service delivery/LRE Considerations

Are any special education services provided outside of the general education class? If so, why?

The team will want to consider how to creatively offer most special education services within the general education classroom, delivered in a flexible way. (For example, using general education teachers, intervention teachers, peers, paraprofessionals, and special education teachers.)

If special education services are not provided in the context of the general education classroom, are flexible learning environments that benefit all students provided? (For example, general pod areas outside the classroom, small group breakout spaces, individual instruction areas for all students.)

2d. Inclusive Specially Designed Instruction (SDI) /Supplementary Aids and Services

How is data being used to inform instruction?

What are the least intrusive supports that can be provided to allow the student to experience success in the general education classroom?

Things to consider include:

physical accessibility of school/classroom

instructional accommodations (engaging in instruction and activities)

social/behavioral/communication supports

collaborative support (specifically identify any capacity-building support that will be provided to school staff, families, or peers; Kurth et al., 2019)

If personnel supports are identified as necessary (for example, 1:1 paraprofessional support), consider how supports might be systematically faded in favor of more natural supports such as classroom paraprofessional support, assistive technology or natural peer supports.

2e. In summary, as the team considers the whole educational program that has been created, ask these three questions

1. Will the student experience membership?

2. Will the student be actively participating at school?

3. Will the student be learning the grade-level general education curriculum?

Part 3: Develop the Education Day-at-a-Glance

3a. The Education Day-at-a-Glance provides a format for the team to:

connect the IEP goals and data collection opportunities to the daily schedule, with IEP goals prioritized across the whole day, and

assess which supports/accommodations are most likely to be used across the schedule to support access and learning.

The Education Day-at-a Glance supports effective collaboration among all general and special educators, including specialized instructional support personnel. Everyone can work from the same information which is provided in a concise, targeted way, making it easily communicated when schedules/plans change.

3b. Develop a data collection plan

Goals are embedded into the daily schedule on the Education Day-at-a-Glance so that all team members know when and where data collection opportunities exist. The team will want to determine how frequently data will be collected in order to monitor student learning and achievement and to determine the effectiveness of the instruction and support that are provided. See sample data collection sheets.
Sample data collection sheets
Sample Education Day at a Glance

Blank Education Day at a Glance

Sample Data Collection Sheets

Part 4: Ongoing Education and Support
In order to ensure that the work completed in Parts 1-3 of this process is continually reviewed and revised as needed, the following ongoing collaborative conversations and support tools would be beneficial:

Over the course of the school year, the team will also benefit from the participation of the special educator during grade-level planning meetings in order to understand the grade-level content focus, unit expectations, activities, and evaluation strategies that will be used. The special educator will be able to identify IEP goals that connect to each general education unit. The general education team and the special educator will be better able to revise, identify and put into place adaptations and/or accommodations in the Education Day-at-a-Glance, as neede, that will support the student's access and progress in the general education curriculum and the IEP goals.

Use of the 5-15-45 Tool as a template to support co-planning to create accessible lessons for all, whether teachers have 5, 15, or 45 minutes. The classroom environment (curriculum design, instructional strategies) may create barriers that include: (a) reduced student interest or engagement; (b) lack of adequate opportunities for students to gain background knowledge about the topic, or; (c) inflexible options for students to show what they know. As the team reviews student data, and identifies any barriers to learning and strategies for reducing the barriers and teaching the content, other students or the whole class may also benefit from use of those strategies.

Conclusion

School communities that support the belonging, active participation, contribution, and learning of each and every student enhance a sense of community. The collaborative conversations and action planning described above are well worth that outcome.

How These Parts Fit Together

Here are some tips for understanding the flowchart shown below:

The olive green, double-lined boxes are related to the General Education curriculum.

The purple, dashed boxes are related to the individual student strengths, needs, and present levels.

The solid green boxes are the integration of knowledge about the grade-level, general education curriculum and a student's individual learning needs.

The blue boxes are collaborative processes. Here are the links for each process:

Authors

Terri Vandercook TIES Center, University of Minnesota

Jessica Bowman TIES Center, University of Minnesota

Gail Ghere TIES Center, University of Minnesota

Cassie Martin University of Washington Haring Center for Inclusive Education

RinaMarie Leon-Guerrero University of Washington Haring Center for Inclusive Education

Jennifer Sommerness TIES Center, University of Minnesota

All rights reserved. Any or all portions of this document may be reproduced without prior permission, provided the source is cited as:

Vandercook, T., Bowman, J., Ghere, G., Martin, C., Leon-Guerrero, R., & Sommerness, J. (2021). Comprehensive Inclusive Education: General Education & the Inclusive IEP. Minneapolis, MN: University of Minnesota, TIES Center.

TIES Center is supported through a Cooperative Agreement (#H326Y170004) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. The Center is affiliated with the National Center on Educational Outcomes (NCEO) at the Institute on Community Integration (ICI), College of Education and Human Development, University of Minnesota. The contents of this report were developed under the Cooperative Agreement from the U.S. Department of Education, but do not necessarily represent the policy or opinions of the U.S. Department of Education or Offices within it. Readers should not assume endorsement by the federal government. Project Officer: Susan Weigert

The National Center on Educational Outcomes leads the TIES Center partnership. There are six additional collaborating partners: Arizona Department of Education, CAST, University of Cincinnati, University of Kentucky, University of North Carolina - Charlotte, and University of North Carolina - Greensboro.

TIES Center

University of Minnesota

Institute on Community Integration

2025 East River Parkway

Minneapolis, MN 55414

Phone: 612-626-1530
www.tiescenter.org
This document is available in alternate formats upon request.

The University of Minnesota is an equal opportunity employer and educator.

# data[].attributes.attachment_link.title
Comprehensive Inclusive Education: General Education & the Inclusive IEP | Comprehensive Inclusive Education: General Education & the Inclusive IEP

# data[].attributes.attachment_link.description
The planning process described below is intended to support the creation and provision of a curricular and instructional program based on the acknowledgment that: each child is a general education student. the general education curriculum and routines and the Individual Education Program (IEP) comprise a student's full educational program.