Leaning Further into the Education and Better Treatment of Children in Schools: An Editorial

Some 20 years ago, a friend and colleague, Dr. Richard E. Shores, began a presentation strand at the Annual Teacher - Educators of Children with Behavioral Disorders Conference that was dedicated to show-casing and promoting research on issues related to children and youth with emotional-behavioral disorders. Dick was an early and highly influential contributor to the field of Special Education, playing many important roles but none more so than that of researcher. Even in the role of teacher-trainer, Dick was a very strong proponent of empirically based practices. He was, one might say, data-driven and he expected the same of others. Indeed, not only was Dick a major contributor to understanding the behavior and learning issues of EBD students through his own research, his influence has been equally and lastingly felt through mentoring of his students and colleagues, and their research. The Shores Research Strand at TECBD is one of those enduring contributions. It is not easy to do research in EBD. There have been and continue to be issues around the definition and characteristics, identification, varying prevalence estimates, settings in which EBD students are best served, as well as how the behavior and learning of EBD students can or should be measured and analyzed. These issue can and do pose considerable challenges to the researcher. Yet, given that EBD students are often the least well understood and some of the most problematic students with whom teachers, therapists and parents interact, the need for scientific analyses and empirically informed practices is paramount. Thus, the purpose of the Shores Research Strand was and remains two-fold: to honor and, reinforce those who pursue applied research with EBD children and youth, and by doing so, hopefully encourage others to pursue such research. Following Dick's retirement, several of us who were influenced by him felt it was important to continue his efforts and for the last few years we have coordinated the strand. Following Dick's lead we have sought to have both prominent and developing researchers share their research along a variety of specific topics. Too, we have sought presenters that might either provide very systematic, clearly delineated analyses as well as those that might bring to light new and intriguing findings. A signal aspect of this strand is that the presentations occur successively throughout a day. The sessions are capped by a discussion session in which a panel of established researchers in EBD react to the papers and the issues they raise and the attendees at the day's sessions are highly encouraged to engage in the discussion. Though it occurs late in the day this discussion is always well attended and the participation by presenters, discussants and audience is vigorous and enlightening. The papers in this year's special Shores Strand section of Education and Treatment of Children are good examples of the diversity of topics, analyses, and perspectives on EBD as well as research approaches and stages of research. For example, the paper by Alter, Brown and Pyle reports on a much-needed area of educational research with EBD students, a strategy-based intervention to increase the math word problem solving. Academically-related behavioral problems are common among students with EBD. As Alter and colleagues note, there is a relative paucity of math teaching research for this population and their study provides an excellent example of the use of single-subject methodology to begin to address this need and the basis for systematic replication. Though addressing a different topic, Hawken's paper describes a point in EBD research in which an empirically validated and well-established intervention, the Behavior Education Program (or Check-in Check-out) is systematically analyzed in terms of how its effects may be altered by the function of students' challenging behaviors. Although the study's outcomes were somewhat mixed regarding how assessed behavior function operated, the study did replicate BEP's overall reductive on student office referrals and BEP received positive social validity ratings. …

The article explores the relationship between education and migration, statistics of children from migrant families in educational institutions in Russia, access to education for children from migrant families in Russia, and the integration of migrant children in schools in Russia. Recommendations on state interaction with the children of migrants are offered. Population movements and migration processes are an integral part of human history. Another modern phenomenon, globalisation, entails fundamental changes in the world and the world market. Migration is a constant concomitant phenomenon of these changes. Education plays a crucial role in supporting third-country migrants in adapting to a new country and culture as well as in building social relations in their host communities. Education is a key resource for participating in the economic, social, political and cultural life in today’s education and knowledge society.Experience has repeatedly shown that differences in occupational status and chances on the labour market and associated income, social welfare living standards and public reputation, as well as differences in political, social and cultural participation, are linked to differences in educational attainment.Social integration of migrants through participation in the institutions of the host society, such as the education system and the labor market, is undoubtedly one of the most significant social problems in Russian society. For migrant children, language and structural assimilation in the education system in the sense of formal equality of opportunity are key to social integration in the host country.The main donor countries, from which most people migrate to Russia, are primarily the CIS countries. About 30 % of the total flow of migrants in Russia, finding with family and children. The birth rate among migrants is higher than local ones. Accordingly, Russia faces a big challenge, led by migrant children, from whom it can get a big contribution in the future, if they get a good education.The main problems faced by migrant children in Russian schools are lack of knowledge of the Russian language, discrimination, refusals of enrolment, etc. The aim of the study is to examine the educational situation of migrant children in Russian schools, as well as their education as a contribution to the future of Russia.

According to data from 2018, Poland is a relatively homogeneous country in the European Union in terms of nationality. Around 345 000 representatives of other nations live in our country, of which about 46% are immigrants from Ukraine. Despite the fact that these people, in comparison with other countries in the European Union, face more difficulties both in terms of formal requirements related to permanent residence, access to medical care, institutions dealing with education, and opportunities to find their place in the labour market, this trend is growing and their children constitute about 0,7% of the Polish children’s population (Portal: prawy.pl). In Poland, the system of free, obligatory education covers children and youth up to 18 years in primary, and since 2010 also secondary, schools. In this situation, one can expect that a significant problem that will appear before the Polish education system in the near future will be the education of refugee children in Polish schools. The subject of the article is the attitudes of teachers towards the education of immigrant children in Poland and problems related to the education of these children. The article aims to answer the following questions: 1. What are the attitudes towards the education of immigrant children presented by Polish teachers? 2. What kind of didactic and educational problems can occur in connection with the appearance of immigrant children in Polish schools? 3. What actions should teachers take to improve the teaching process to integrate the school environment? In order to get an answer to a research problem formulated thusly, surveys using a specially prepared questionnaire were planned and carried out in a group of 42 primary and middle school teachers in two Polish cities (with over 600 000 inhabitants) and subsequently interviews with them were conducted. The data obtained generally showed an understanding of the problems of education of immigrant children and the teachers’ professional approach to their education.

South Africa: A Science Lesson

This special issue of Education and Treatment of Children represents a peer-reviewed sample of the best research presented at the 31st Annual Teacher Educators for Children with Behavioral Disorders. The seven articles presented in this special issue were reviewed and selected for publication by consulting editors from Education and Treatment of Children and other researchers from the field with specific expertise in the topic of the article. The articles address a broad range of topics in the field of emotional and behavioral disorders. This issue is also notable in that it is dedicated to the memory of Robert B. Rutherford. Dr. Rutherford established the TECBD Conference in 1976 with the mission of disseminating quality research in the field of emotional and behavioral disorders. For 30 years, Dr. Rutherford furthered this work by annually editing a compilation of the original research presented at the TECBD conference. The yearly conference and subsequent publications have helped to increase our knowledge of children with emotional and behavioral disorders and improve the services and supports available to them. The co-editors of this special issue therefore dedicate this issue to the memory of Robert B. Rutherford. Researchers in fields of EBD and juvenile justice have long understood the importance of identifying the needs of detained and committed youth. In their study of 555 incarcerated boys, Krezmien, Mulcahy, and Leone provide updated data and new insight into the characteristics of these young people. Their review of academic and mental health data finds high rates of youth with disabilities and high rates of prior therapy. The authors also perform further analyses of the data to determine whether intake data are predictive of special education status or placement in detention. The current focus on prevention of problem behavior through positive behavioral interventions and supports (PBIS) provides the backdrop for two articles in this issue of Education and Treatment of Children. The effective implementation of school-wide PBIS requires the use of research practices that have not been broadly implemented or measured in general education settings. Lane, Kalberg, Bruhn, Mahoney, and Driscoll explore several of these practices in their review data gathered during first-year implementation of a PBIS project in two rural schools. Specifically, the authors examine variables associated with (1) variations in the treatment fidelity, (2) systematic screenings to identify at-risk students for targeted interventions, and (3) student access to reinforcement. The goal of implementing individualized PBIS interventions in schools is also leading researchers to explore whether services previously reserved for special education can be effectively applied in general education settings. Renshaw, Christensen, Marchant, and Anderson add to this literature base through an investigation of the effectiveness of training general education teachers in the use of function-based intervention planning. In the four cases describing the practice of individualized function-based planning, the authors found that general education teachers were able to develop and implement moderately effective intervention plans. The next article in this issue of ETC reminds us of the wide ranging effect that federal policy can have on research and practice. The Education Sciences Reform Act of 2002 established the Institute for Education Sciences (IES) and brought significant changes to the conduct of research in the field of emotional and behavioral disorders. …

Information about parents in education of children is very important because parents are the primary and first educators, so they must complete themselves. Parent class is a means to build awareness of parents / guardians to be involved in education of children, including the development of a safe,

Family engagement is an essential component to the success of all children in schools. Specifically, engaging and being at the center of the decision-making process is critical for their child's education and academic success. Schools are mandated by law to include parents in all special education processes and ensure that they are key members of their child's individual education program. However, Black children with and without disabilities have disparate negative experiences (i.e., communication barriers, unequal partnerships, lack of cultural awareness) in the education system when compared to their peers. Thus, it is critical that educators and other interested parties are intentional about addressing the inequities that create these negative experiences. The following approach of reimagining family engagement will move the field of education toward empowerment and the creation of equitable engagement practices for Black families of children with and without disabilities.

It seems fitting that this tribute to Rob Rutherford appear in this special issue of Education and Treatment of Children. This issue, and the 30 journal issues, monographs, and edited texts that preceded it, is based on the annual proceedings of the Teacher Educators for Children with Behavioral Disorders (TECBD) conference, which Rob organized and hosted for 31 years. In preparing to write this piece, I re-read the special issue of the Council for Children with Behavior Disorders Newsletter (Vol. 20, No. 6) to which a number of his friends and colleagues. Of the more than a dozen colleagues, current and former students, and friends of Rob who wrote, virtually all mentioned the seminal role that the TECBD conference has played in their careers, as well as the contributions this venue has made to advancing the professional fields of special education, juvenile justice, school-based mental health, school and clinical psychology. What also struck me is that each person wrote about how special Rob was on many levels--as a teacher and mentor, a researcher and scholar, an organizational leader, family member, and a friend. The sadness of his loss remains painful, yet there is solace in knowing that Rob's impact on all of us, and on the field, will go on and on. Those of us in higher education are (somewhat unfortunately) in the habit of measuring a person's impact in terms of numbers: publications and presentations, matriculating doctoral students, committees chaired, grants received, extramural funds garnered, international professional trips, awards and recognitions received, offices held in professional organizations, and so on. By any such numerical standard, Rob clearly had risen to the top: over 150 journal articles, book chapters, edited texts and monographs; at least that many conference presentations; scores of successful doctoral students, dozens of state and federal grants totaling millions of dollars; a dozen or more invited trips abroad; recipient of national awards, including the CCBD 2006 Leadership Award and two Fulbright-Hayes Scholarships; 18 years of service to CCBD, including 6 as editor of Behavioral Disorders and as CCBD secretary, president, and governor. Each contributor to the special issue made note of these accomplishments, but each person also lauded Rob's great humanity. For all his stature, he remained a warm and caring person, who gave freely of his time, energy, and expertise--even his financial resources--to his students, colleagues, and friends. He had a unique gift for seeing the potential in others for making contributions to the science he believed in and the children and youth who benefit from it, and for helping them to realize that potential. I hope that these broad brush strokes convey how much Rob was valued as a person and as a professional. Regarding TECBD, and the conferences on which the articles appearing in this special issue of Education and Treatment of Children are based, there's a more specific story to tell. In 1970, a group of higher education professionals who identified themselves with the fledgling area of special education for students with emotional disturbance, got together to talk about this new field and what we might do with it. As I recall, that first meeting was in Gainesville, Florida, and hosted by Lyndal Bullock, who was, like most of us, a brand new assistant professor at the University of Florida. We spent a day or two getting acquainted with one another, asking ourselves what we thought we could accomplish, and complaining to the unlucky federal official in the Department of Education who was designated to coordinate personal preparation grants to support our field. Oh yes, and we created a name for our group: Teacher Educators for Children with Behavioral Disorders, and we decided it would be cool to meet annually to share our research, kick around ideas, and, of course, abuse our federal coordinator. I've sort of lost track of the sequence of events for the next several years, but I do recall that we had an annual meeting in Las Vegas in 1973, and in Albuquerque in 1976, but that was about it. …

<h3>Introduction</h3> In Croatia, any child having developmental disabilities with an essential need of school educational support is entitled to accessibility and inclusion in order to be provided with free primary and high school education. A psychosomatic disorder in child is determined by the specialist of school and adolescent medicine who along with the team of school expert associates (psychologist, pedagogue, defectologist) is responsible for ensuring an adequate form of school education and support for the eligible child. Within his activities at the primary level of healthcare in the public health system, the school doctor continuously monitors health condition and abilities in children and adolescents, the implementation of therapeutic, rehabilitation and other professional practices as well as the school education adjustment meeting the needs of persons with health disabilities. <h3>The Aim</h3> To present the results of the psychosomatic assessment in children as well as to determine the adequate programme of the elementary and high school education for school children with developmental disabilities. To report on most common disabilities affecting the educational attainment and functioning in school children. The subjects and methods: By using retrospective data analysis of the annual reports comprising 172 school medicine teams in the Republic of Croatia from the elementary and high school children, the proportion of children who due to developmental disabilities were provided with an adequate school education programme, was determined. In children with disabilities an adequate form of school education was determined by gender and school, as well as most common disabilities affecting educational attainments. The results: When establishing psychosomatic condition in children due to developmental disabilities for 5.2% of elementary school children and 1% of high school children, one of the school education forms was determined. In relation to school children provided with the adequate form of school education in elementary school 37% girls followed regular programme with an individual approach, 49% girls were provided with an individual approach and adjusted programme, 6% girls with a special programme, whereas 8% girls were in the programme for acquiring competences. Within regular programme an individual approach in school education was provided for 45% elementary school boys, an individual approach and adjusted programme for 41% boys, a special programme for 5% boys, and in the programme for acquiring competences there were 9% boys. In high school within the regular programme, an individual approach was provided for 41% females and 39% males, an individual approach and adjusted programme were followed by 21% females and 20% males, special programme was provided for 11% females and 13% males, whereas in the programme for acquiring competences and individual approach were 27% females and 28% males. In children provided with an adequate form of school education most common diagnoses according to DSM-10 classification affecting school attainments and functioning of children related to voice and speech disorder as well as specific learning difficulties in 37.9%, central nervous system impairment in 20.7%, mental disorder and behaviour disorder in 19.5%, and intellectual disabilities in 14.2% children. The conclusion: The school child with developmental disabilities requires educational support and education mandatory for all children having developmental disabilities in order to enable positive health-related and educational outcomes along with maintaining and promoting physical and mental health. In order to facilitate school education of children with developmental disabilities and to promote developmental potentials in children, a multidisciplinary approach is essential to make disability assessment in children, to estimate their abilities and capacities as well as to determine developmentally appropriate education and support.

This article discusses the importance of developmental psychology in the education of junior high school children, who are in the age range of 10 to 14 years old. Psychology, derived from the words "psyche" (soul) and "logos" (science), is a field that investigates the mental processes, actions and behaviors of humans in relation to their environment. Developmental psychology specifically studies mental and behavioral changes throughout an individual's life. A deep understanding of developmental psychology is essential for educators and parents of middle school children, in order to understand and respond to their physical, cognitive, social, and emotional developmental needs. The methodology used in this study is the desk research method, which involves collecting and analyzing data from various literature sources such as reference books, articles, and journals. Through this method, the researcher identified important ideas, principles, and perspectives relevant to the topic. The research findings show that developmental psychology plays a vital role in the education of middle school children. Educators need to understand children's developmental phases in order to design appropriate learning programs, as well as identify and address developmental issues that may arise. The main challenges in the developmental process of middle school children include the development of technology and social media, academic pressure, media influence, and mental health issues. The proposed solutions include digital education, study time management, emotional support, monitoring social media use, anti-cyberbullying programs, and access to mental health services. Thus, applying the principles of developmental psychology in the education of junior high school children can create a learning environment that supports physical, emotional, and social development, and produce a quality generation. Collaboration between educators, psychologists and parents is essential to achieve this goal.

This chapter will review the productive phases of the progressive education movement. It will detail several practices for educational democracy rooted from adult continuing education theory and practice. Educational historians know that education was broader than only education for children in formal public schools. In the past, many progressive educators have discounted adult continuing education, but in this new phase and age, the education and environment for children and adults are one-and-the-same. Some educators and historians may view the progressive movement as dead or out-of-date, but they miscalculate its continuing broader connection to society for addressing cultural, political, civic, academic, and economic matters. This new phase and age of progressivism makes it reasonable to bring the progressive education movement back-to-life and keep it in-style. The need for a new progressive movement to address current concerns about threats to democracy is paramount.

The passage of Public Law 94–142, mandating public education for all handicapped children in the least restrictive environment, has brought about many changes in education for these children (Aloia, Beaver, & Pettus, 1978). No longer automatically isolated in schools for the handicapped, they are more frequently in regular school settings with nonhandicapped peers (Egel, Richman, & Koegel, 1981; Halpern, 1970). The amount of contact between handicapped and nonhandicapped children differs markedly from school to school but in general has increased significantly over the past decade. Although the placement of handicapped children in normal schools increases the potential for them to learn appropriate social skills and adaptive behaviors, this is not always realized in practice. The problem is that handicapped children, and especially those with autism, often require specialized training programs in order to develop social skills. Such training programs are not always provided.

This chapter will review the productive phases of the progressive education movement. It will detail several practices for educational democracy rooted from adult continuing education theory and practice. Educational historians know that education was broader than only education for children in formal public schools. In the past, many progressive educators have discounted adult continuing education, but in this new phase and age, the education and environment for children and adults are one-and-the-same. Some educators and historians may view the progressive movement as dead or out-of-date, but they miscalculate its continuing broader connection to society for addressing cultural, political, civic, academic, and economic matters. This new phase and age of progressivism makes it reasonable to bring the progressive education movement back-to-life and keep it in-style. The need for a new progressive movement to address current concerns about threats to democracy is paramount.

2020 marks the beginning of a new era as the pandemic catapulted us into new digital and virtual ways of everyday life. As the world changes, we reimagine empowering, equitable, accessible, diverse, and inclusive digital futures, through a series of projects and workshops with a diverse set of participants - children in schools and Child Computer Interaction researchers. We conducted one long-term project with two schools in Finland and two one-day workshops with an international set of participants. Through an analysis of participants’ experiences and outcomes in the project and workshops, we build a case for diversity and inclusionthrough design fiction in the context of children’s education. In addition, through an analysis of the process we as researchers took for developing the project and workshops, we showcase the support of diversity and inclusion in design fiction.

&lt;pre&gt;&lt;span&gt;Pedagogic is a science that discusses education, namely the science of children's education. So pedagogic tries to explain the intricacies of children's education, pedagogic is a theory of children's education. Pedagogic as a science is really needed by teachers, especially kindergarten teachers and elementary school teachers because they will be dealing with minors. The task of the teacher is not just teaching to convey, or transform knowledge to children in school, but the teacher carries the task of developing the personality of his students in an integrated manner. The teacher develops the child's mental attitude, develops the child's conscience or child's conscience, so that the child will be sensitive to human problems, human dignity, so does the teacher only develop the child's life skills in the community so that he is able to face all the problems of his life. it discusses the notion of teacher competency, pedagogic understanding, pedagogical competence. &lt;/span&gt;&lt;/pre&gt;