Trauma history is an important consideration for adult educators. The majority of adults in the United States will experience trauma in their lifetime and many will suffer both short and long-term physical and/or emotional health impacts as a result. Previous research (Nikischer, 2018; Huang & Mossige, 2012; Horsman, 2002 & 2006) indicates trauma history can negatively influence educational outcomes, with implications for adult education program design and delivery. Building on the concept of “universal design” (Mace, 1998), I will outline five required components for a new universal design for trauma created specifically to address trauma history. (This PowerPoint presentation was created for the Buffalo State Faculty and Staff Research and Creativity Forum, Spring 2021. A full paper on this topic will be presented at the AEGT Conference, June 2021.)
Keywords: universal design, trauma, trigger warnings, compassion fatigue
Shannon E. Budin, Andrew I. Hashey, Angela L. Patti, and Lisa A. Rafferty
Given the global pandemic, educators at all levels have had to transition their teaching practices to remote environments. Teacher education faculty have had to consider not only how to shift their own teaching, but also how to prepare teacher candidates for their future teaching roles which may include instruction in a range of modalities (face-to-face, remote-synchronous, remote-asynchronous, hybrid). In this research overview, we propose that high-leverage practices (HLPs) can serve as a solid foundation for teacher preparation regardless of modality and offer five tips for how teacher educators can prepare candidates to use HLPs across modalities.
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