Introduction to a Component for Addressing Barriers to Student Learning. A Center Brief.Report as inadecuate




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This paper discusses current school reforms and their role in addressing barriers to student learning. Providing all students an equal opportunity to succeed requires more than higher standards and greater accountability for instruction, better teaching, increased discipline, reduced school violence, and an end to social promotion. It also requires a comprehensive, multifaceted approach to barriers to learning and teaching. Ultimately, addressing barriers to learning must be approached from a societal perspective and requires fundamental systemic reforms designed to improve efforts to support and enable learning. This calls for developing a continuum of community and school programs. This report focuses on how such a continuum must be comprehensive, multifaceted, and integrated and woven into three overlapping systems: systems of prevention, systems of early intervention to address problems as soon after onset as feasible, and systems of care for those with chronic and severe problems. (GCP)

Descriptors: Academic Achievement, Cooperation, Early Intervention, Educational Change, Integrated Services, Prevention, Program Development, School Community Relationship, School Effectiveness, Shared Resources and Services, Student Development

School Mental Health Project, Center for Mental Health in Schools, Box 951563, Los Angeles, CA 90095-1563. Tel: 310-825-3634; Fax: 310-206-8716; e-mail: smhp[at]ucla.edu. For full text: http://smhp.psych.ucla.edu/specpak.htm.









Author: California Univ., Los Angeles. Center for Mental Health in Schools.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=5800&id=ED464302







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