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The Collaborative for Academic, Social, and Emotional Learning (CASEL) was founded in 1994, and participants published Promoting Social and Emotional Learning: Guidelines for Educators in 1997. [8] In 2019, the concept of Transformative Social and Emotional Learning (Transformative SEL, TSEL or T-SEL) was developed. Transformative SEL aims to ...
The sorting that occurs in the educational system parallels the hierarchical social and economic structures in society. Thus, students are viewed and treated differently according to their individual track. Each track has a designed curriculum that is meant to fit the unique educational and social needs of each sorted group. [5]
Mental health in education is the impact that mental health (including emotional, psychological, and social well-being) has on educational performance.Mental health often viewed as an adult issue, but in fact, almost half of adolescents in the United States are affected by mental disorders, and about 20% of these are categorized as “severe.” [1] Mental health issues can pose a huge problem ...
Inclusion has different historical roots/background which may be integration of students with severe disabilities in the US (who may previously been excluded from schools or even lived in institutions) [7] [8] [9] or an inclusion model from Canada and the US (e.g., Syracuse University, New York) which is very popular with inclusion teachers who believe in participatory learning, cooperative ...
The late 19th century marked the era of social reforms directed at children. [3] It was due to these social reforms that the need for school psychologists emerged. These social reforms included compulsory schooling, juvenile courts, child labor laws as well as a growth of institutions serving children.
Student developmental theories are typically understood within theoretical categories of psychosocial, cognitive-structural, person-environment, typology, maturity, social identity, integrative theories, and critical theory frameworks. [5] [6] [2] Student development theories can be understood as evolving across 3 generational waves. [6]
The alternatives to mainstreaming for special needs students are separation, inclusion, and excluding the student from school. Normally, the student's individual needs are the driving force behind selecting mainstreaming or another style of education. Mainstreaming does not involve putting a child full-time in a special school.
This flexibility reduces the significance of social promotion. For instance, a student might study social studies with their age group while taking math with younger students, depending on their assessed math level. In some countries, grade retention is allowed for students who have not learned the required material or who have been frequently ...