empowerment, collaboration, trust, and choice (Fallot & Harris, 2001).

Whether
educators are working with full classrooms of diverse students (Tier 1 supports
and interventions), small groups of students who require more directed learning
(Tier 2 supports and interventions), or individual students who require unique
supports specific to their learning needs (Tier 3 supports and interventions), the
foundation is the same (see figure 2). Regardless of the cognitive abilities of
students, a sense of safety and trust are essential to learning. If these two
fundamental human needs are not addressed, students will remain in the
fight/freeze/flight stage and little substantive learning can take place. Only once
students feel a sense of safety and trust can they entertain the notion of
“belonging,” and with belonging comes collaboration, empowerment, and choice.
Particularly for vulnerable students, students with interrupted education, and
students who are newcomers or from war affected areas, it is these five “care
values” that form the foundation for all potential learning and growing.
Figure 2. Three tiers of positive behaviour interventions and supports (PBIS)

(Adapted from http://www.pbis.org )

PROVIDING SUPPORT
Educators are typically well-versed in supporting students in the area of
academics. It is, after all, the focus of most of their training. They also have
education and training in behavioural supports and cognitive skills, though
teacher education, whether pre-service or in-service, tends to address
behavioural supports and cognitive skills in generic areas related to discipline,
differentiated instruction, and inclusive education. It is rare for educators to learn
specific information or strategies related to the unique needs of vulnerable
Copyright © 2018. CERIC. All rights reserved.

populations such as refugee and newcomer students. For this reason, ongoing
professional development is often required to address the teaching and learning
needs of students who have difficulties with emotional and psychological
regulation, or who have difficulties transitioning to a new environment, culture, or
climate. Fair assessment practices and screening for such students requires a
collaborative–consultative approach with community partners, and
parent/caregiver involvement. Increasing educators’ capacity to anticipate and

Stewart, J. (2018). Bridging two worlds : Supporting newcomer and refugee youth. CERIC.
Created from pusan on 2022-10-10 06:35:50.