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1.
Type 1 diabetes mellitus (T1DM) is a chronic illness that can impact learning and often requires medical management in the school setting. School psychologists must therefore be knowledgeable of special service eligibility criteria associated with T1DM, the health‐related services often required of such students, and what health‐related services schools are obliged to provide. Although federal regulations speak to special service eligibility criteria to consider for children with T1DM, such codes do not outline what health services schools are expected to provide. One way to glean this information is by examining published case decisions involving diabetes health‐related services in the schools. Themes and examples in five decision categories provide vital information for school psychologists regarding school service planning for T1DM. © 2010 Wiley Periodicals, Inc. 相似文献
2.
Terry A. Stinnett Kay S. Bull Danel A. Koonce Jennifer O. Aldridge 《Psychology in the schools》1999,36(1):51-59
Across the United States, children with behavioral and emotional problems receive one of a variety of labels if they are determined eligible for special education services. Labels like SED, EBD, and BD can result in lowered or negative expectations that others have for these children. This study investigated the effects of label, child's gender and race, child's educational placement, and availability of definitional information on prognostic judgments for children with behavior problems. Three‐hundred‐sixty‐three undergraduate students enrolled in teacher education courses read a vignette and completed a prognostic outlook questionnaire. The questionnaire items asked for judgments about the likelihood of further behavioral disruption, the likelihood of developing and maintaining adequate interpersonal relationships, and requested an estimate of overall adjustment of the child. The vignette described an elementary school child with behavior problems and its content was held constant. Gender (boy vs. girl), race (African American vs. Caucasian), educational placement (receiving special education services full‐time through inclusion vs. self‐contained), diagnostic label (BD vs. EBD vs. SED) and definition of the disorders (present vs. absent) were varied. There was a label × race × placement interaction and a label × definition interaction for the behavioral disruptiveness dependent measure. Under the inclusion condition White children who had the SED or EBD label were rated to be significantly more likely to be disruptive than children with the BD label. For the 2‐way interaction when no definitional information was given children who had the SED label were rated more likely to be disruptive than children who had either the EBD or BD labels. There was also a significant gender × race × definition interaction on the overall adjustment measure. However, post hoc contrasts were not significant and no conclusions were drawn other than that the effect was minimal. There was a significant main effect of gender on the interpersonal relationships variable. Girls were judged as significantly more likely to develop appropriate interpersonal relationships with others than were boys. No other significant effects were noted. © 1999 John Wiley & Sons, Inc. 相似文献
3.
Curriculum‐Based Measurement silent reading (CBM‐SR) items have been found to be reliable and valid for measuring reading comprehension skills This generalizability study reports the findings from administration of three CBM‐SR passages to fifth through eighth grade students in one school district. Using Repeated Measures Analyses of Variance (RMANOVA) procedures, the statistical probability of performance on the CBM‐SR task as a differential indicator of reading comprehension skill was found to be significant among students in different grade levels and between students who did and did not receive special education services. Follow‐up analyses were conducted using generalizability theory to estimate the amount of variance in CBM‐SR scores from individual score differences, grade levels, and special education status. The results indicated that on two of the passages, variability in CBM‐SR scores came primarily from grade level differences in scores on the tasks, while on the third passage, the differences were most attributable to individual differences in scores, regardless of grade level or special education services. Implications for the use of CBM‐SR items for routine assessment of students' reading skills are discussed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 363–377, 2003. 相似文献
4.
Okey Abosi 《Learning disabilities research & practice》2007,22(3):196-201
The increase in the number of slow learners and children with learning disabilities in schools in Africa has become a major issue and concern. The situation is reflected in various school‐leaving examinations, where an average of 30 percent of the results are below average or failures each year. Although there are no statistical records available in most African countries on the number of children and youth with learning disabilities, it is believed that about 8 percent of the students in school are experiencing learning difficulties in the classroom. Diverse factors contribute to the large number of school difficulties, including overcrowded classrooms, poverty, health issues, shortages of experienced teachers, traditional beliefs, lack of teaching materials, school expectations, and motivational issues. I examine the state of education for students with learning difficulties in Africa, focusing especially on Botswana but also including information from other countries, and consider the concept, prevalence, causes, provision of services, and difficulties in providing effective services for children with learning disabilities. 相似文献
5.
In this investigation, fifth‐ and sixth‐grade children (N= 289) completed a measure to assess aspects of their relationships with teachers and bonds with schools. Children and teachers also completed measures related to children's social and emotional adjustment. Analyses of responses to these measures indicated that students with disabilities had greater dissatisfaction with their relationships with teachers, poorer bonds with school, and perceived higher school danger than did students without disabilities. Comparisons involving students who were receiving services for emotional disturbance (ED), learning disabilities (LD), mild mental retardation (MMR), other health impairments (OHI), and no disabilities indicated that students with ED and students with MMR had poorer affiliation with teachers and greater dissatisfaction with teachers than students without disabilities. Students with ED also had poorer bonds with school than did students without disabilities. Students with LD and students with MMR had significantly higher ratings of perceived school danger than did students without disabilities. Results of correlational analyses indicated that student‐teacher relationship and school bonding variables were associated with social and emotional adjustment variables for students with and without disabilities. © 2001 John Wiley & Sons, Inc. 相似文献
6.
Consistent with the priority goals of the 2002 Future of School Psychology Conference, the National Association of School Psychologists' Blueprint for Training and Practice III advocates for school psychologists becoming “leading mental health experts in schools.” In this regard, the present article reviews the prevalence and incidence of children's mental health problems in the schools, followed by a historical overview of the nature of school‐based mental health services. We discuss education and training issues and related ethical and professional practice issues that focus on the ethics codes of the National Association of School Psychologists and the American Psychological Association that are associated with the delivery of mental health services by school psychologists. Recommendations are offered for graduate‐level coursework and field experiences in the delivery of school‐based mental health services, as well as future directions for research in this area. © 2011 Wiley Periodicals, Inc. 相似文献
7.
We surveyed a national sample of 139 school psychology students to better understand their perceptions of their practicum experiences. Specifically, we examined the students' reports of the types of activities in which they engage during practicum experiences and their perceptions of their school‐based supervisors' activities. This information is potentially important as school psychology engages in a paradigm shift. Although most school psychology programs may teach students the proposed new and expanded roles, it is unclear whether field‐based experiences are congruent with such university‐based training. Results indicate that students spent the majority of their practicum time in assessment‐related activities. They were generally satisfied with their practicum experience and supervisor, although many knew little about the range of their supervisor's activities. Most field‐based practicum supervisors appeared to provide limited modeling of new and expanded roles. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 727–736, 2006. 相似文献
8.
Sexual health is a controversial science topic that has received little attention in the field of science education, despite its direct relevance to students' lives and communities. Moreover, research from other fields indicates that a great deal remains to be learned about how to make school learning about sexual health influence the real‐life choices of students. In order to provide a more nuanced understanding of young people's decision‐making, this study examines students' talk about sexual health decision‐making through the lens of identities. Qualitative, ethnographic research methods with twenty 12th grade students attending a New York City public school are used to illustrate how students take on multiple identities in relation to sexual health decision‐making. Further, the study illustrates how these identities are formed by various aspects of students' lives, such as school, family, relationships, and religion, and by societal discourses on topics such as gender, individual responsibility, and morality. The study argues that looking at sexual health decision‐making—and at decision‐making about other controversial science topics—as tied to students' identities provides a useful way for teachers and researchers to grasp the complexity of these decisions, as a step toward creating curriculum that influences them. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47:742–762, 2010 相似文献
9.
Parents currently have the unilateral ability to reject special education services. Yet, it is unclear how schools should support students with special education needs in this situation as schools may not challenge a parent's choice to revoke special education assessment consent or the provision of services. Guidelines for school professionals to address this quandary currently do not exist, thus this paper will draw on legal mandates, court precedents, and ethical analysis to provide recommendations for appropriate responses to these situations. In particular, what the related laws dictate, how to support students in the general education classroom, and how to deal with behavior and disciplinary infractions are discussed with attention to the National Association of School Psychologist's ethics for school psychologists. 相似文献
10.
Salvatore Terrasi Kenneth H. Sennett Theodore O. Macklin 《Psychology in the schools》1999,36(2):159-166
In Phase 1 of the study (1991–1992 school year), 43 elementary school students in five special education classes for behaviorally disordered children were classified using the Differential Test of Conduct and Emotional Problems. Subjects were classified as primarily emotional (ED) or conduct problems (CP). Results were as follows: 11 ED (26%), 15 CP (35%), 13 both ED and CP (31%), and 4 (9%) falling into neither grouping. During Phase 2 (1996–1997 school year), a different cohort of students (n = 68), from the same five elementary special education classes plus one junior high school class, was also classified on the Learning Style Identification Scale. Phase 2 results were 12 students ED (18%), 16 CP (24%), 14 both ED and CP (21%), and 26 neither (38%). Eighty‐eight percent of conduct problem students were classified as Style 1 learners. Findings are examined in light of federal special education eligibility criteria, specifically the exclusion of “socially maladjusted” students. Implications for the multidisciplinary team placement process and educational programming are discussed. © 1999 John Wiley & Sons, Inc. 相似文献
11.
Professional school counselors, school psychologists, and other professionals working in K‐12 settings have a complex job of meeting the needs of all students. Often, referral to outside counseling is necessary; however, an effective and comprehensive counseling model advocates for school mental health professionals to employ a wide variety of techniques to ensure equitable distribution of services to all students and their families. This article explores using family assessment tools to support both students' academic achievement and their families within a school context. A case study illustrates how a professional school counselor could employ and collaborate with family assessment tools to support the student, family, and school systems. © 2009 Wiley Periodicals, Inc. 相似文献
12.
Ratib Lekhal 《欧洲特需教育杂志》2018,33(4):525-540
A large number of children are today receiving special education in Norway. The high cost to society and possible long-term consequences for the students make it important to understand the interrelationship of the causes and effects related to receiving special education services. Unfortunately, at present there are only few rigorous studies of the effects of receiving special education services. This study examined the interrelationship between receiving special education services and students’ math and language skills in upper secondary school in Norway. Data from 2756 students in the large population-based special education study (SPEED) was used that included information from questionnaires on students’ development, learning environment and family background. Results showed that students receiving special education services had slightly lower scores on their language test but similar scores on their math test compared to the group of students not receiving special education services, when conservative methodological approaches were used to control for possible covariate bias. 相似文献
13.
Developing special education programs that confer a free appropriate public education (FAPE) for students with disabilities has been a challenge for local education agencies since the Individuals with Disabilities Education Act (IDEA) was first passed in 1975. Developing a FAPE has been particularly challenging when students require assistive technology (AT) services or devices to meet their unique educational needs. In this article, we consider how students' individualized education program (IEP) planning teams have met this challenge by examining administrative and judicial rulings on the use of AT services and devices by students' with disabilities. Specifically, we first examine rulings from 2005 to the first half of 2013 regarding the IDEA, FAPE, and AT. Second, we explore how courts have interpreted the AT obligations of educational agencies with a focus on cases in which parents were the prevailing party. Primary reasons for school district losses in these cases include failing to: (a) provide AT assessments (b) address AT needs, (c) provide the AT devices or services specified in a student's IEP, (d) properly implement AT services. We end by discussing the implications of these court decisions for school districts use of AT services and devices with students in special education. 相似文献
14.
Panos Vostanis Wai‐Ling Bickerton Stuart Cumella Man Cheung Chung Caroline Winchester John Doran 《欧洲特需教育杂志》2013,28(1):117-124
ABSTRACT Parents and teachers of 109 children selected from the Special Needs Register and living in a multiethnic urban health district participated in the study. Their perceptions of children's behaviour at home and at school were measured by the Aberrant Behavior Checklist(ABC). About two‐thirds of the subjects presented with at least one type of maladaptive behaviour of at least moderate severity within their family, and 50 per cent had similar difficulties at school. The dimensions of hyperactivity and irritability were the main causes for concern by both sources. Contrary to previous studies, high rates of parent‐teacher agreement were found. This significant association was not affected by factors such as age, ethnicity or type of school. The implications for the provision of services for children in special education are discussed. 相似文献
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16.
The current study examined special education teachers' ratings of the usefulness of strategy microanalytic assessment (SMA) (i.e., self‐regulation, strategy use) and standardized norm‐referenced assessment information (SNRA) (i.e., cognitive and academic skills). Ninety‐six participants separately rated the frequency with which SMA and SNRA are used in schools and the usefulness of each report [i.e., Teacher Rating Questionnaire (TRQ)] for intervention planning about a case study. A mixed model experimental design revealed that even though SNRA information is more typical of the data provided in evaluation reports/Individualized Educational Programs, the SMA data were rated significantly more helpful than the SNRA for enhancing important school‐related outcomes (e.g., test performance) as well as teacher‐related roles (e.g., developing instructional plans). Despite the participants' consistent preference for SMA information, their overall TRQ ratings of the SNRA were positive. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 149–155, 2006. 相似文献
17.
Although school psychologists have been called on in recent literature to assume a leadership role in a collective and comprehensive effort to address students’ mental health needs, many practitioners find that their professional roles continue to be narrowly focused on special education‐related activities, such as individualized assessment and eligibility determination. Meanwhile, students’ mental health needs have never been greater. The current study focused specifically on school psychologists’ provision of school‐based counseling, an activity that has been shown to be effective in addressing students’ mental health needs, as well as a professional role that many practitioners have expressed a desire to expand. A national sample of school psychologists responded to an Internet survey related to various aspects of counseling service delivery, including their training to provide services, current practices, and perceptions of the importance for school psychologists to assume the responsibility of providing school‐based counseling services. 相似文献
18.
Epilepsy is one of the most frequently diagnosed neurological disorders among children. Epilepsy is continuously linked with academic underachievement and social challenges. Despite the implications that these difficulties have for a child's educational success, little is known of how children with epilepsy experience school. Understanding how to best support and accommodate these children can contribute to their positive adaptation and quality of life. The purpose of this phenomenological study by Jillian Roberts and Cheryl Whiting of the University of Victoria, British Columbia, Canada, is to understand the school experiences of children with epilepsy. Data was gathered through open‐ended, semi‐structured interviews. The caregivers' narratives were transcribed and analysed to elicit the essential experiences of school children with epilepsy. Five categories were elicited from the families' narratives: (1) health‐related issues, (2) family coping, (3) academic experience, (4) social belonging, and (5) awareness. This information will be particularly useful for teachers and allied professionals serving the needs of children with epilepsy – as well as those with other chronic health conditions. 相似文献
19.
Quietly, at least beyond the awareness of many psychologists, a relatively new technology based on school‐wide behavior management strategies has emerged in special education to answer the call to build healthy communities. The success of these strategies in changing the practices of school systems and creating positive school climates may offer insights for school psychologists interested in preventing mental disorders and promoting health on a broader scale. Spreading the influence of school‐wide behavior supports to ensure that all schools provide the nurturing environment needed to promote academic and life success for all children is an important and immediate goal. Beyond the school, the challenge will be to implement and evaluate the impact of positive behavior supports in other connected communities. The present article reviews the history and present state of school‐wide behavior supports and prevention research, limitations of current practice, and opportunities for integrating school‐wide programs with psychological science and practice. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 313–329, 2006. 相似文献
20.
Janet Murray 《International Journal of Disability, Development & Education》2002,49(3):301-322
School library provision for students with disabilities was evaluated in a four year study completed in 1999. The study focussed on the relationship between library and special education staff, and the effect this had on access to library services and the acquisition of information literacy by students with disabilities. Empirical data reflecting the current level of service provision in two Australian states was collected in a survey. This data was complemented by observations and interviews with special education and library staff and students in 15 case study schools. The research showed that as the number of students with disabilities enrolled in mainstream schools was increasing, school librarians had to be aware of the needs of these students, in order to provide them with adequate library services. Although examples of good practice were found, there is need for improvement in service delivery for these students. Much of this could be achieved by enhanced communication and cooperation between school librarians and special education teachers. 相似文献