| Title: |
Considerations for Incorporating Trauma-Informed Care Content within Special Education Teacher Preparation and Professional Development Programs |
| Language: |
English |
| Authors: |
William Hunter; Jonté C. Taylor; Monica Bester; Sandra Nichols; Carlomagno Panlilio |
| Source: |
Journal of Special Education Preparation. 2021 1(2):48-55. |
| Availability: |
Ball State University Libraries. 2000 West University Avenue. Muncie, IN 47306. Tel: 765-285-8032; e-mail: odslibs@bsu.edu; Web site: bsu.edu/library |
| Peer Reviewed: |
Y |
| Page Count: |
8 |
| Publication Date: |
2021 |
| Document Type: |
Journal Articles; Reports - Descriptive |
| Descriptors: |
Trauma Informed Approach; Special Education; Special Education Teachers; Teacher Education Programs; Faculty Development; Multi Tiered Systems of Support; Students with Disabilities; Positive Behavior Supports; Social Emotional Learning |
| ISSN: |
2768-1432 |
| Abstract: |
Trauma-informed care (TIC) is the practice of consciousness and awareness of trauma that guides educators in developing academic and behavioral support for students with exceptionalities who have experienced trauma. TIC can support students from the lens of Positive Behavioral Intervention Supports (PBIS) and Social Emotional Learning (SEL) within Multi-Tiered Systems of Support (MTSS). The purpose of this article is to explore the integration of TIC practices within classrooms that utilize the MTSS framework and to assist pre-service and in-service teachers with implementing TIC practices within inclusive and restrictive K-12 learning environments. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1471670 |
| Database: |
ERIC |