Teachers as child advocates: A continuum of involvement |
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| Authors: | Judy B Lindamood |
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| Institution: | (1) Bunker Hill Community College, Boston, Massachusetts;(2) Department of Community and Public Service, Bunker Hill Community College, 250 Rutherford Avenue, 02129-2991 Boston, MA |
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| Abstract: | Conclusion First steps into advocacy must encourage involvement, not intimidate. Instead of struggling with the complexities of advocacy,
a simple continuum of advocacy involvement helps ground teachers into roles which are more comfortable and encourages active
participation, even by novices. Reinforcing advocacy activity, even at the simplest levels, aids teachers in gaining skill
and experience as they move toward advocating for solutions to the more complex problems facing children and families. |
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