Implementing a culturally attuned functional behavioural assessment to understand and address challenging behaviours demonstrated by students from diverse backgrounds

As the US student population continues to become increasingly diverse, educators have encountered difficulties in distinguishing between cultural differences and genuine disability indicators. This concern is clearly evident in assisting students from diverse backgrounds who demonstrate chronic challenging behaviours. Past practices (e.g. disciplinary office referrals, out-of-school suspensions, expulsion) have contributed to the likelihood of students from diverse backgrounds being misidentified as having an emotional or behavioural disorder. However, by tailoring the functional behavioural assessment (FBA), educators better differentiate cultural factors from disability characteristics and better understand the students’ needs. This paper will discuss the significance in meeting the needs of an increasingly diverse student population, provide an overview of the FBA process and present considerations in creating a culturally attuned FBA.     

A beautiful house built on sand. what makes e-communication Projects Succeed – and why are they still so rare?

Abstract

Case studies of email and video conferencing projects between partners in educational institutions in England and France are presented as a means of identifying the key issues that lead to the success of such activities. The writers, all of whom have a long history of being involved in such projects with schoolchildren and teachers, then consider the continuing failure of most educational institutions to make appropriate use of such technologies and practices despite the growing evidence for their efficacy. They suggest that key issues to be addressed include access to technology, support for teachers, understanding of pedagogical potential and the structuring of projects.