Poster

Results Recommendations to Support Student Transitions Graduate Transition Outcomes Critical Resilience Project: A Two Year Follow Up Sarah Smart – Special Education Teacher, Toronto District School Board Project Framework 2008 Project Follow Up 2010 Behavioural Context Experienced Trauma Program Description Research Methods Implications for Urban Educators Project Findings ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Due to its theoretical roots in Institutional Ethnography, the methodology proceeded by inquiry, discovery and insight, rather than in response to a standardized sociological theory. This study hypothesizes that teachers, administrators and school board support staff were inadvertently transitioning students from junior to middle schools in an ad hoc or haphazard manner. The purpose of this study is to understand the experiences of behavioural students as they proceed through this institutionalized transition. Through the use of semi-structured interviews conducted with these students and their mothers, I hope to uncover the “local actualities of people’s embodied beings” as they move from one institution to another. The students and their mothers participated in a semi-structured interview as experts in their everyday lives. Classroom Context Research was conducted in a Behavioural ISP with seven students with disruptive behaviour. All from working-class families and are racial or ethnic minorities (primarily West Indian). The program is located in a middle class suburban school. All students are bussed to the school from urban, socio-economically disadvantaged neighbourhoods. Their psycho-educational identification, race and socio-economic status are the initial, visible signs of their marginalization within this suburban school setting. The CRP is guided by the central philosophy that this “discourse is not destiny. That they can redefine themselves and remake society, if they choose, through alternative rhetoric and dissident projects. It is based on a collaborative theory of resilience that focused on the cumulative experiences of trauma and disadvantage . It was an experiential process that was negotiated orally through a dialogical construction of meaning through responding to media messages orally and in writing. The goal was to document their oral life histories in contrast to mainstream media. Through the critical analysis of a wide variety of media texts, the students elicited the following themes. Amazing Grace Picture Book - Racial minorities are being sold a bill of goods by well intentioned authors hoping to inspire ‘at risk’ youth. NAS “I Can” Hip Hop music video – One should ignore the role that race and poverty play in life’s chances. Rising above these challenges only requires effort. Hana’s Suitcase Play – Intolerance and poverty happen in other places and during other historical times. The Story of Jumping Mouse Native Parable – Transitions can be dangerous and the best that one can hope for is to avoid further victimization. All students were moving on to a new placement in middle schools. This CRP enabled students to challenge the status quo and allowed them to envision the possibility of hope. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Peer Social Network Primary Contact For Student Primary Contact For Mother Mental Health Support Support for Instrumental Issues Targeted Transition Visit In-school Transition Support Teacher Behavioural Student Physical Abuse Sexual Abuse Witness to Violence Removal From Home

Poster

Recommended

Recommended

More Related Content

What's hot

What's hot (19)

Similar to Poster

Similar to Poster (20)

Recently uploaded

Recently uploaded (20)

Poster