Share Paper: Poster: Perceptions of Trauma and Instructional Design in Asynchronous Online Teacher Professional Development

  1. Erin Silcox, University of Wyoming, United States
  2. Leigh Hall, University of Wyoming, United States

Abstract: Although many students in our schools have experienced trauma, efforts to make educators trauma-informed are not well established or thoroughly researched. Whereas educators are becoming more informed about trauma, little to no professional development is directed at implications for instructional design, especially for literacy instruction. Trauma can impact brain development and may negatively impact literacy achievement. Knowing this often leads to teachers developing deficit lenses. More research on trauma-informed literacy instruction is needed. We address the following research questions: What does teachers' language reveal about their perceptions of working with trauma-affected youth? How do perceptions about trauma-affected youth impact literacy ...