Bridging emotional and academic gaps: The role of trauma-informed pedagogy in the integration of immigrant and minority students with special education needs
This literature review highlights trauma-informed strategies for integrating immigrant and minority students, suggesting significant implications for educational equity.
Key Points
Trauma-informed pedagogy enhances the emotional and academic success of immigrant and minority students with special education needs.
Evidence shows that culturally responsive instruction and social-emotional learning frameworks improve engagement for these students.
Recommendations include adopting Universal Design for Learning and increasing community involvement to support these learners.
Intersectional policy reforms are essential to address the challenges posed by trauma, migration, and disability in education.