(c) allyn & bacon 2004copyright © allyn and bacon 2004 chapter thirteen teaching students who...

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Chapter Thirteen

Teaching Students Who

Are At Risk

This multimedia product and its contents are protected under copyright law. The following are prohibited by law:

•any public performance or display, including transmission of any image over a network;

•preparation of any derivative work, including the extraction, in whole or in part, of any images;

•any rental, lease, or lending of the program.


“At-Risk” Defined

Students at risk are those students who are in situations that lead to academic, personal, and behavioral problems which could limit their success in school and later in life.


Facts About Students At Risk Students at risk generally have difficulty learning

basic skills, exhibit unacceptable social behaviors, and cannot keep up with their peers.

Students at risk are a very heterogeneous group of students.

Students at risk have been fully included in educational programs although they have historically been neglected in the classroom and consigned to failure at school.

Factors that place a student at risk are not always related to economic or social disadvantage.


Potential Outcomes for Students At Risk

Frequent Grade Retention High Rates of Dropping Out of School Increased Risk for Developing Behavior

Problems Increased Risk for Developing Drug and

Alcohol Problems Increased Risk for Failing as Adults Increased Risk for Committing Suicide


Factors The Contribute To School Drop-Out (McPartland & Slavin, 1990)

Using only a few factors, school personnel can predict with great accuracy students in the third grade who will later drop out of school. That is, third graders who… read one year below grade level, have been retained in one grade, come from low socioeconomic backgrounds, and attend school with many other poor children

… have almost no chance of graduating from high school.


Cautionary Comments About Risk Factors

School personnel must be cautious about predicting the actual abilities and potential for achievement for students at risk.

Before teachers refer students who appear to be at risk and who represent culturally different backgrounds, they should consider issues such as:

stage of language development language skills disability/at-risk status age of student needs of student amount of integration personal qualities


Groups Who Are At Risk Students Who Grow Up In Poverty Homeless Students Students in Single-Parent Homes Students Who Experience Significant Losses Students Who Are Abused Students Who are Gay, Lesbian, Bisexual, or

Transgendered Students Who Abuse Substances Students Who Become Pregnant Students Who Are Delinquent


Children Who Grow Up in Poverty

Poverty has been related to crime, physical abuse, learning problems, behavior problems, and emotional problems.

Poverty is the number one factor that places children at risk for academic failure.

In 1997, 19.9% of children 18 years old and younger lived in poverty in the United States.

The rate of poverty varies significantly from state-to-state and race-to-race.


Children Who Live in Poverty

Poverty is associated with the following disabilities: Mental retardation Learning

disabilities Various health

problems

Poverty is associated with:

Poor prenatal care Hunger Poor housing

conditions Homelessness


Impact of Poverty on Health Care

Children who grow up in poverty are unlikely to receive adequate health care.

Twenty-one developed countries have a lower infant mortality rate than the U.S.

In 1993, 20.1% of children had no health insurance.

Poverty appears to be directly associated with many of the health problems experienced by children today.


Things Teachers Can Do to Reduce the Impact of Poverty on Achievement and Behavior

Recognize the impact that poverty has on students.

Make all students in the classroom feel important.

Avoid placing students in situations in which limited family finances become obvious to other students.


Things Teachers Can Do to Reduce the Impact of Poverty on Achievement and Behavior

Initiate and coordinate with school social workers or other school personnel who can work with family members to secure social services.

Realize that students may not have supplies and other equipment required for certain class activities. Seek contingency funds or other means to help pay for these items.


Students Who Are Homeless

The number of individuals who do not have homes has risen to epidemic proportions.

As many as 25% of all homeless persons are children.

The impact of not having a home greatly compounds the problems of poverty.

Common Characteristics of Children Who are

Homeless

Health Problems Hunger Poor Nutrition Academic Achievement Deficits Behavior Problems


McKinney-Vento Act (2001)

This act requires each state to have a plan for the education of homeless students. Also, each school system must designate someone as a liaison for homeless students and provide access to appropriate education for these students.


Recommendations

Realize that a large percentage of students who are homeless will attend school on a regular basis.

Be vigilant and sensitive to students who may be homeless--their families may be fearful that discovery will result in a break-up of the family.

Monitor behavior and progress in the classroom -- pay attention to physical, health, emotional, and social manifestations.


Recommendations Do not expect homework of the same quality as that of

children who have homes.

Become a safe resource for students and their parents.

Arrange to meet parents at their place of work or school.

Offer to assist family members in securing services from available social service agencies.

Do not require extensive school supplies that families cannot afford.


Program Models for Students Who Are Homeless

Outreach Programs District Schools Transition Programs in

Neighborhood Schools Transition and Shelter

Schools After-School Programs


Changes in American Families

The percentage of children living in a home with only one parent changed from 11.9% in 1970 to 31.7% in 1998.

About 62% of African American children live in a home with only one parent.

More than 35% of Hispanic children live in a home with only one parent.

Nearly 70% of all children have working mothers.


Common Reactions of Children to Parental Divorce

Guilt Anxiety Social Problems Grief Anger Hostility


Research on Single-Parent Homes

Children in Homes Headed by Mothers Academic achievement of both boys and

girls has been shown to be affected. Children in Homes Headed by Fathers

Fathers are more likely to use other adults in their support networks than single-parent mothers.

Children seem to fare better with a large adult support network than a limited one.


Suggestions for Involving Non-Custodial Parents

Conduct surveys to determine the level of involvement desired by non-custodial parents.

Distribute information about school activities to non-custodial parents.

Insist that non-custodial parents be involved in teacher conferences.

Maintain records of information about the non-custodial parent.

Structure parent conferences to facilitate the development of a shared relationship between the custodial and the non-custodial parent.

Establish policies that encourage the involvement of non-custodial parents.


Students Who Experience Significant Losses CHILDREN’S

REACTIONS TO THE DEATH OF A PARENT MAY INCLUDE:

Guilt Denial Regression Bodily distress Eating disorders Sleep disturbances Anxiety/withdrawal Learning difficulties Aggression

Issues With Which a Child Must Deal When a Parent Dies:

The reality of the death Resulting changes in the

family Perpetual absence of the

lost parent


Students Who Experience Significant Losses

The death of a sibling can be a psychological crisis for a child.

Sometimes the grief of the parents renders them unable to maintain a healthy relationship with the surviving child(ren).

Children may react with extreme fear, anxiety, and/or depression.


Advice for Teachers

Be aware of how the student who experiences loss is doing when in school.

Be ready to contact the school counselor, if needed.

Know about other school-based and outside school resources that are available.


Students Who Are Abused and Neglected

Growing up in an abusive family places children at significant risk.

Child abuse and neglect occurs in families from every socioeconomic level, race, religion, and ethnic background.

There are many factors that add to the likelihood of abuse. These include: Poverty Family size Low father involvement Stepfather in the household


Types of Abuse Emotional Abuse - involves unreasonable

demands placed on children by parents, siblings, peers, or teachers, and the failure of parents to provide the emotional support necessary for children to grown and develop

Physical Abuse (includes sexual abuse) - includes beatings, strangulation, burns to the body, and other forms of physical brutalization


Characteristics of Children Who Are Emotionally Abused

Rigidly Compulsive Behaviors

Extreme Fear, Vigilance

Attempted Suicide

Self-Destructive Tendencies

Enuresis Psychosomatic Complaints

Inhibited Intellectual or Emotional Development

Inappropriate Habits and Tics

Depression

Sleep and Eating Disorders

Age-Inappropriate Behaviors

Behavioral Extremes

Difficulty in Interpersonal Relationships

Impulsive, Defiant, and Antisocial Behavior

Absence of Positive Self-Image


Child Physical Abuse Statistics In 1997, more than 1 million of these

children were confirmed as victims of abuse.

The number of child abuse cases increased 41% between 1988 and 1997.

Children who are physically abused are two to three times more likely than nonabused children to experience failing grades and to become discipline problems.


Child Sexual Abuse

The rate for sexual abuse of female children in the United States is 15% to 32% depending on the method of calculation used.

Children may be sexually abused by their families as well as by strangers.

Child sexual abuse includes many forms of sexual activities.


The School’s Response to Child Abuse

School personnel are required by law to report any incident to the appropriate agencies.

Teacher have a moral and legal obligation to report suspected child abuse.

The Suspected Child Abuse Network (SCAN) provides a network for reporting child abuse cases.


Symptoms of Child Sexual Abuse

Using the School as a Sanctuary

Aggressive Behavior Towards Adults

Running Away, Stealing, and Abusing Substances

Pregnancy

Inability to Establish Appropriate Peer Relationships

Difficulty in Urinating

Sexual Promiscuity and Acting Out

Sexually Transmitted Diseases

Sexual Self-Consciousness

Physical Injuries to the Genital Area


Child Neglect

Child neglect refers to situations where a child is exposed to substantial risk of harm.

Neglect is much more difficult to recognize than abuse.


Children Who Abuse Substances

Recent data indicate that substance abuse is on the rise again.

In 1997, one research report indicated that 74.8% of high school seniors reported using alcohol during the previous school year.

The level of substance abuse among young students has increased significantly in recent years.

The use of inhalants is on the rise at every grade level.


Some Signs of Substance Abuse

Inability to Concentrate Chronic Absenteeism Poor Grades or Neglect of Homework Poor Scores on Standardized Tests not

Related to IQ or Learning Disabilities Uncooperative and Quarrelsome Behavior Sudden Behavior Changes Shy and Withdrawn Behavior Compulsive Behaviors


Students Who Become Pregnant

Teenage pregnancy rates in the United States are the highest of any Western nation.

One issue of great concern is the fact that many teenage mothers drop out of high school.

Schools should get involved in teenage pregnancy issues before pregnancy occurs.


Implications for School Personnel

Provide counseling and parent skills training. Develop programs that encourage girls who

are pregnant to remain in school. Do not discriminate against girls who

become pregnant, have children, or are married.

Work with the families of girls who are pregnant to ensure family support.

Provide family counseling support and parent skills for boys who are fathers.


This group of students are those whose sexual identity differs from those around them.

Studies indicate that these students are more likely to be: Verbally harassed Sexually harassed Physically harassed Physically assaulted

Students Who Are Gay, Lesbian, Bisexual, or Transgendered (GLBT)


Suggestions for School Personnel

Develop and disseminate positive images and resources.

Commit resources to this issue.

Establish a clear anti-slur policy.

Educate all school-based personnel regarding GLBT issues.

Have diversity days that include GLBT youth.

Include sexual orientation in all anti-harassments and anti-discrimination policies.


Suggestions for Teachers

Include GLBT topics in the curriculum, if possible.

Create and maintain a safe classroom environment.

Use language that is neutral regarding sexual orientation.

Recognize your obligations to GLBT youth.

Create an environment in which diversity is respected.

Refer GLBT youth who are experiencing personal problems.

Let student know you are a “safe” person with whom they can talk.

Recognize your own attitudes.


Students Who Are Delinquents

Students who get into trouble with legal authorities are frequently labeled socially maladjusted or juvenile delinquents.

Juvenile delinquency is highly associated with: School failure Substance abuse Poverty Living in single-parent homes Gang activity


Approaches to Helping Children Who Are At Risk Compensatory Education

Example: Reading Recovery Prevention Programs

Example: Drug Abuse Programs Intervention Programs

Example: Teaching Teens How to Be Good Parents

Transition Programs Example: School-to-Work Programs


Some Characteristics of Effective Programs for Students At Risk(Barr & Parrett, 1995)

In Effective Low Socioeconomic Schools: Teachers held firm to academic expectations

for students Teachers spent more time on reading and

math and assigning homework. Students perceived teachers as pushing them

academically. Students perceived their teachers as having

high expectations for them. Teachers reported that principals visited their

rooms more frequently.


Some Strategies for Teaching Students Who Are At Risk

Accelerated Schools

Alternative Schools

Magnet Schools One-on-One

Tutoring Extended Day

Programs

Cooperative Learning Activities

Teen Parent Programs

Vocational-Technical Programs

Mentoring School-to-Work

Programs

(c) allyn & bacon 2004copyright © allyn and bacon 2004 chapter thirteen teaching students who...

Documents