Abstract:

There is an increase in identification with students in trauma in the United States (Lestrange & Howard, 2022; Spence, Kagon & Kijakov, 2021, Statford, Cook Hanneke, Katz, & Seok, 2020). Trauma refers to an event, series of events, or set of circumstances that is experienced by an individual as physically or emotionally harmful or life-threatening and that has lasting adverse effects. The controversy among special education teachers and administrators is what child should be identified as needing special education (therefore receiving school-paid services), and what child should be identified as a needing outside counseling which is family focused.

To dive into this issue further, a study was completed in collaboration with behavioral specialists, principals, social workers and university researchers to uncover the question of whether trauma students are identified as needing special education according to federal and state laws. Qualitative and quantitative data will be shared when the researchers asked 166 teachers, administrators, and special education teachers about how this issue impacts education. Research results will launch a dialogue with professionals on school systems and how to help all children.

Keywords:

Special education, identification, trauma.