Developing a Multi-Tiered System of Support-Based Plan for Bullying Prevention among Students with Disabilities: Perspectives from General and Special Education Teachers during Professional Development

Autor/inn/en	Robinson, Luz E.; Clements, Graceson; Drescher, Anne; El Sheikh, America; Milarsky, Tracey Kenyon; Hanebutt, Rachel; Graves, Katherine; Delgado, Alberto Valido; Espelage, Dorothy L.; Rose, Chad A.
Titel	Developing a Multi-Tiered System of Support-Based Plan for Bullying Prevention among Students with Disabilities: Perspectives from General and Special Education Teachers during Professional Development
Quelle	In: School Mental Health, 15 (2023) 3, S.826-838 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Robinson, Luz E.) ORCID (Clements, Graceson) ORCID (Drescher, Anne) ORCID (El Sheikh, America) ORCID (Milarsky, Tracey Kenyon) ORCID (Hanebutt, Rachel) ORCID (Graves, Katherine) ORCID (Delgado, Alberto Valido) ORCID (Espelage, Dorothy L.) ORCID (Rose, Chad A.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1866-2625
DOI	10.1007/s12310-023-09589-8
Schlagwörter	Students with Disabilities; Bullying; At Risk Students; Prevention; Faculty Development; Special Education Teachers; Teacher Education; General Education; Online Courses; Multi Tiered Systems of Support; Teacher Attitudes; Stakeholders; Barriers + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Mobbing; Prävention; Vorbeugung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Allgemein bildendes Schulwesen; Allgemeinbildung; Online course; Online-Kurs; Lehrerverhalten
Abstract	Students with disabilities or at risk for disability identification (SWD) are disproportionately affected by the bullying dynamic; however, professional development and educator-focused training on preventing bullying for this population is lacking. To address this gap, this study presents an analysis of qualitative data collected from general and special education teachers (n = 33) participating in an online professional development training using Multi-Tiered System of Supports (MTSS) to prevent bullying among students with disabilities. Braun and Clarke's six-step process was used to identify key themes and exemplar quotes from qualitative reflections collected as knowledge check responses embedded within two training modules. Three themes were identified and examined based on MTSS tiers: (1) teacher perceptions of SWD and their inclusion in a MTSS-based bullying prevention plan; (2) identifying key stakeholders for preventing bullying within a MTSS-based bullying prevention plan; and (3) potential challenges and solutions of implementing a MTSS-based bullying prevention plan within the individual, classroom, and school contexts. Findings highlight the need to educate teachers on how to use MTSS, especially for bullying prevention and interventions that are inclusive of SWD. Implications from this work extend to all students including those with mental health considerations, regardless of disability status. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01