Pub Date : 2023-07-10DOI: 10.1080/10474412.2023.2232785
Wesley A. Sims, Kathleen R King, June L. Preast, M. Burns, Sarah Panameño
{"title":"Are School-Based Problem-Solving Teams Effective? A Meta-Analysis of Student- and Systems-Level Effects","authors":"Wesley A. Sims, Kathleen R King, June L. Preast, M. Burns, Sarah Panameño","doi":"10.1080/10474412.2023.2232785","DOIUrl":"https://doi.org/10.1080/10474412.2023.2232785","url":null,"abstract":"","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43480076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1080/10474412.2022.2086877
Colleen R. O’Neal, S. Tan, Jasmine E. Parrott, Shannon W. Martin
ABSTRACT The purpose of this study was to explore the impact of the removal of refugee protections on refugee education and mental health, in addition to the protective roles of advocacy, community, and religion. We conducted semi-structured interviews with seven Chin refugees from Myanmar who were refugee school leaders in Malaysia (mean age = 23; 57% female); we also interviewed four Malaysian citizens, with expertise in refugee education (mean age = 35; 100% female). We conducted follow-up interviews with five of the Chin participants. We found that (a) Chin refugees were deeply concerned about how removal of protections impacted refugee education, fears of refoulement, and the well-being of their refugee education community; (b) Logistical, community, and emotional support played a protective role; and (c) An unprecedented multi-step advocacy process by the Chin community contributed to successful reinstatement of their refugee protections, including protections for their refugee schools. Discussion addresses the importance of pre-consultation school research on policy impacts and advocacy with marginalized school communities prior to starting consultation, with a focus on how refugee community protective factors and advocacy can act as forms of resilience in the face of negative policy impacts on education and mental health.
{"title":"Removal of Refugee Protections: Impact on Refugee Education, Mental Health, Coping, and Advocacy","authors":"Colleen R. O’Neal, S. Tan, Jasmine E. Parrott, Shannon W. Martin","doi":"10.1080/10474412.2022.2086877","DOIUrl":"https://doi.org/10.1080/10474412.2022.2086877","url":null,"abstract":"ABSTRACT The purpose of this study was to explore the impact of the removal of refugee protections on refugee education and mental health, in addition to the protective roles of advocacy, community, and religion. We conducted semi-structured interviews with seven Chin refugees from Myanmar who were refugee school leaders in Malaysia (mean age = 23; 57% female); we also interviewed four Malaysian citizens, with expertise in refugee education (mean age = 35; 100% female). We conducted follow-up interviews with five of the Chin participants. We found that (a) Chin refugees were deeply concerned about how removal of protections impacted refugee education, fears of refoulement, and the well-being of their refugee education community; (b) Logistical, community, and emotional support played a protective role; and (c) An unprecedented multi-step advocacy process by the Chin community contributed to successful reinstatement of their refugee protections, including protections for their refugee schools. Discussion addresses the importance of pre-consultation school research on policy impacts and advocacy with marginalized school communities prior to starting consultation, with a focus on how refugee community protective factors and advocacy can act as forms of resilience in the face of negative policy impacts on education and mental health.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"33 1","pages":"280 - 313"},"PeriodicalIF":1.7,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42364769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-29DOI: 10.1080/10474412.2023.2229230
T. E. Heron, Michael B. Ruef
Profesor Zygmunt Ruta urodził się 10 lipca 1932 roku we wsi Borusowa (woj. małopolskie), gdzie zapisano go do szkoły powszechnej. Po zakończeniu II wojny wyjechał na krótko do Łodzi, ale szybko powrócił i podjął naukę w I Liceum Ogólnokształcącym im. Kazimierza Brodzińskiego w Tarnowie. W roku 1951 złożył w nim egzamin maturalny. Niemal równocześnie zdał egzaminy uzupełniające (z przedmiotów pedagogicznych), które dały mu uprawnienia do nauczania w szkołach podstawowych. Jak większości osób w tamtych czasach, wręczono mu nakaz pracy. Został nauczycielem w szkole ćwiczeń TPD w Liceum Pedagogicznym w Tarnowie. Po roku powołano go do odbycia 2-letniej zasadniczej służby wojskowej, po której powrócił do przerwanej wcześniej pracy w szkole ćwiczeń. W tym czasie związany był jeszcze z Młodzieżowym Domem Kultury w Tarnowie1 . W 1955 roku rozpoczął studia zaoczne w Wyższej Szkole Pedagogicznej w Warszawie na kierunku historia, a następnie dzięki wsparciu prof. Tadeusza Słowikowskiego, uzyskał zgodę na przeniesienie do Wyższej Szkole Pedagogicznej w Krakowie. W roku 1959 uzyskał tytuł magistra historii, broniąc pracy dyplomowej pt. „Z problemów oświaty i szkolnictwa w Tarnowie do końca XVII wieku”, którą przygotował pod kierunkiem prof. Ignacego Zarębskiego. Po ukończeniu studiów Z. Ruta zatrudniony
{"title":"In Memoriam","authors":"T. E. Heron, Michael B. Ruef","doi":"10.1080/10474412.2023.2229230","DOIUrl":"https://doi.org/10.1080/10474412.2023.2229230","url":null,"abstract":"Profesor Zygmunt Ruta urodził się 10 lipca 1932 roku we wsi Borusowa (woj. małopolskie), gdzie zapisano go do szkoły powszechnej. Po zakończeniu II wojny wyjechał na krótko do Łodzi, ale szybko powrócił i podjął naukę w I Liceum Ogólnokształcącym im. Kazimierza Brodzińskiego w Tarnowie. W roku 1951 złożył w nim egzamin maturalny. Niemal równocześnie zdał egzaminy uzupełniające (z przedmiotów pedagogicznych), które dały mu uprawnienia do nauczania w szkołach podstawowych. Jak większości osób w tamtych czasach, wręczono mu nakaz pracy. Został nauczycielem w szkole ćwiczeń TPD w Liceum Pedagogicznym w Tarnowie. Po roku powołano go do odbycia 2-letniej zasadniczej służby wojskowej, po której powrócił do przerwanej wcześniej pracy w szkole ćwiczeń. W tym czasie związany był jeszcze z Młodzieżowym Domem Kultury w Tarnowie1 . W 1955 roku rozpoczął studia zaoczne w Wyższej Szkole Pedagogicznej w Warszawie na kierunku historia, a następnie dzięki wsparciu prof. Tadeusza Słowikowskiego, uzyskał zgodę na przeniesienie do Wyższej Szkole Pedagogicznej w Krakowie. W roku 1959 uzyskał tytuł magistra historii, broniąc pracy dyplomowej pt. „Z problemów oświaty i szkolnictwa w Tarnowie do końca XVII wieku”, którą przygotował pod kierunkiem prof. Ignacego Zarębskiego. Po ukończeniu studiów Z. Ruta zatrudniony","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43848485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-24DOI: 10.1080/10474412.2023.2227166
Ann C. Jolly, Kristen D. Beach, Heather H. Aiken, Steven J. Amendum
{"title":"The Development and Pilot of an Observation Tool to Examine Behaviors of Instructional Coaches","authors":"Ann C. Jolly, Kristen D. Beach, Heather H. Aiken, Steven J. Amendum","doi":"10.1080/10474412.2023.2227166","DOIUrl":"https://doi.org/10.1080/10474412.2023.2227166","url":null,"abstract":"","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48653389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-07DOI: 10.1080/10474412.2023.2221671
Evan H. Dart, Keith C. Radley, Kate A. Helbig, Chelsea R. Salvatore
{"title":"Reframing Social Skills Practices for Autistic Students: A Responsive Framework for Assessment and Intervention","authors":"Evan H. Dart, Keith C. Radley, Kate A. Helbig, Chelsea R. Salvatore","doi":"10.1080/10474412.2023.2221671","DOIUrl":"https://doi.org/10.1080/10474412.2023.2221671","url":null,"abstract":"","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47405568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-20DOI: 10.1080/10474412.2023.2192205
Annmary S. Abdou, J. Brady, A. Griffiths, Alec Burrola, julie vue
ABSTRACT The current case study examines the process and components of a multi-site school-wide restorative justice (SWRJ) implementation program. Using Participatory Action Research (PAR) methodology and the Outcome Logic Model (OLM), the authors describe results from a collaborative program evaluation conducted by university researchers and external specialists implementing SWRJ in five middle schools. OLM results include operational definitions and analyses of the program’s implementation resources, activities, outputs, and outcomes, as well as findings surrounding gaps in practice and outcome monitoring. Key learnings from this case study included the importance of administrator buy-in, focused implementation teams, strong professional development systems, and the utility of systematic program mapping frameworks like OLMs. Identified challenges included leadership turnover in schools, overreliance on individual RJ specialists for implementation, and an imbalance of activities across the tiers. Implications and recommendations for organizational consultants, educational leaders, and school-based restorative justice scholars are discussed.
{"title":"Restorative Schools: A Consultation Case Study for Moving from Theory to Practice","authors":"Annmary S. Abdou, J. Brady, A. Griffiths, Alec Burrola, julie vue","doi":"10.1080/10474412.2023.2192205","DOIUrl":"https://doi.org/10.1080/10474412.2023.2192205","url":null,"abstract":"ABSTRACT The current case study examines the process and components of a multi-site school-wide restorative justice (SWRJ) implementation program. Using Participatory Action Research (PAR) methodology and the Outcome Logic Model (OLM), the authors describe results from a collaborative program evaluation conducted by university researchers and external specialists implementing SWRJ in five middle schools. OLM results include operational definitions and analyses of the program’s implementation resources, activities, outputs, and outcomes, as well as findings surrounding gaps in practice and outcome monitoring. Key learnings from this case study included the importance of administrator buy-in, focused implementation teams, strong professional development systems, and the utility of systematic program mapping frameworks like OLMs. Identified challenges included leadership turnover in schools, overreliance on individual RJ specialists for implementation, and an imbalance of activities across the tiers. Implications and recommendations for organizational consultants, educational leaders, and school-based restorative justice scholars are discussed.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"33 1","pages":"421 - 448"},"PeriodicalIF":1.7,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44564425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-15DOI: 10.1080/10474412.2022.2155173
Adena B. Meyers, Mark E. Swerdlik, Megan Donnelly, Kela LeShoure
ABSTRACT This paper describes consultation training experiences offered through a decades-long partnership between a university school psychology graduate program and a local Head Start center. The collaboration provides a field placement setting where beginning students engage in activities tied to first-year coursework, and an advanced practicum site for doctoral students who oversee first-year students’ classroom-based activities and in turn are jointly supervised by program faculty and the center’s Special Services Manager. Through these experiences, graduate students develop competencies in client-centered, consultee-centered, and systems-level consultation, with opportunities to engage in an array of activities aligned with key updates to the 2020 NASP Professional Standards particularly in Domains Six (Services to Support Safe and Supportive Schools), Seven (Family, School, and Community Collaboration), and Eight (Equitable Practices for Diverse Student Populations). By focusing on the school environment, community collaboration, social justice, and equitable practices, these updated domains highlight the role of ecological and systemic factors in school psychology practice and training. Trainees support the center’s efforts to function as a trauma-informed organization whose members recognize and respond to trauma in a manner that promotes safety, collaboration, empowerment, and other trauma-informed practice principles. They do this by consulting with parents and teachers, contributing to staff professional development on such topics as adverse childhood experiences and caregiver stress management, and facilitating meetings with parents and teachers around issues such as trauma-informed discipline. We discuss how these activities align with the 2020 NASP domains, with particular attention to ecological and systemic perspectives.
{"title":"Advancing Preservice Consultation Training Through University-Community Partnership","authors":"Adena B. Meyers, Mark E. Swerdlik, Megan Donnelly, Kela LeShoure","doi":"10.1080/10474412.2022.2155173","DOIUrl":"https://doi.org/10.1080/10474412.2022.2155173","url":null,"abstract":"ABSTRACT This paper describes consultation training experiences offered through a decades-long partnership between a university school psychology graduate program and a local Head Start center. The collaboration provides a field placement setting where beginning students engage in activities tied to first-year coursework, and an advanced practicum site for doctoral students who oversee first-year students’ classroom-based activities and in turn are jointly supervised by program faculty and the center’s Special Services Manager. Through these experiences, graduate students develop competencies in client-centered, consultee-centered, and systems-level consultation, with opportunities to engage in an array of activities aligned with key updates to the 2020 NASP Professional Standards particularly in Domains Six (Services to Support Safe and Supportive Schools), Seven (Family, School, and Community Collaboration), and Eight (Equitable Practices for Diverse Student Populations). By focusing on the school environment, community collaboration, social justice, and equitable practices, these updated domains highlight the role of ecological and systemic factors in school psychology practice and training. Trainees support the center’s efforts to function as a trauma-informed organization whose members recognize and respond to trauma in a manner that promotes safety, collaboration, empowerment, and other trauma-informed practice principles. They do this by consulting with parents and teachers, contributing to staff professional development on such topics as adverse childhood experiences and caregiver stress management, and facilitating meetings with parents and teachers around issues such as trauma-informed discipline. We discuss how these activities align with the 2020 NASP domains, with particular attention to ecological and systemic perspectives.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"33 1","pages":"45 - 67"},"PeriodicalIF":1.7,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49379358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-11DOI: 10.1080/10474412.2022.2154675
P. Fenning, Melissa M. Pearrow, N. Politikos
ABSTRACT In this introduction to the special issue, we outline primary NASP Standards revisions which afford an opportunity for school psychologists (SP) to take on a more prominent role in school-based consultation grounded in social justice and equity. We point to advocacy in the NASP (2020) Standards for a lower 1:500 SP to student ratio, changes made to the description of particular NASP domains related to equity and schoolwide safety and practices (Domains 8 and 6) and more specific graduate education requirements for consultation training in practica as key changes that could facilitate a broader role of school psychologists in school-based consultation. The five articles in the special series are summarized with a focus on how the authors leverage the new NASP standards to advance training and the delivery of consultation practice to enhance equity and social justice in their respective settings.
{"title":"NASP 2020 Professional Practice Standards: Applications and Opportunities for School-Based Consultation","authors":"P. Fenning, Melissa M. Pearrow, N. Politikos","doi":"10.1080/10474412.2022.2154675","DOIUrl":"https://doi.org/10.1080/10474412.2022.2154675","url":null,"abstract":"ABSTRACT In this introduction to the special issue, we outline primary NASP Standards revisions which afford an opportunity for school psychologists (SP) to take on a more prominent role in school-based consultation grounded in social justice and equity. We point to advocacy in the NASP (2020) Standards for a lower 1:500 SP to student ratio, changes made to the description of particular NASP domains related to equity and schoolwide safety and practices (Domains 8 and 6) and more specific graduate education requirements for consultation training in practica as key changes that could facilitate a broader role of school psychologists in school-based consultation. The five articles in the special series are summarized with a focus on how the authors leverage the new NASP standards to advance training and the delivery of consultation practice to enhance equity and social justice in their respective settings.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"33 1","pages":"1 - 9"},"PeriodicalIF":1.7,"publicationDate":"2022-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45040973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-05DOI: 10.1080/10474412.2022.2151013
Garrett Cardon, Ethan Dahl, D. M. Diaków, Alyssa A Neumann, Kalley Mallone, Haley Permar, Kandice J. Benallie, Taylor Clark, Cassity Haverkamp, Rebecca Lindsey, Sebastian Romero, W. Sherman, Canyon Hardesty, Paul Carbone, T. Gabrielsen
ABSTRACT Rural healthcare providers face numerous challenges in caring for autistic individuals. Some of the most common obstacles to optimal services include lack of specialized training and expertise, resources, and collaborators, as well as large physical distances between providers and those they serve, region-specific cultural factors, and others. Recent methodologies, such as Extensions for Community Healthcare Outcomes (ECHO), use videoconferencing technology to connect subject-matter experts with community providers to remediate disparities in 1) provider access to knowledge and consultation relevant to evidence-based practices (EBP) and, thereby, 2) patient access to quality care. Despite such advances, few projects have targeted rural communities in the same geographic area as network personnel. Additionally, to date, ECHO networks have been staffed with senior personnel, who have provided their experience and expertise to attendees. We, a multidisciplinary group of trainees and faculty, developed and piloted an ECHO Autism network for healthcare providers across the rural Western United States. In preparation for the launch of this network, trainees polled prospective participants regarding their disciplines and interests. Then, ECHO sessions were developed and implemented over several months. Finally, attendees provided feedback about their experiences. We report information regarding each of these phases and initial results of the post-session feedback to assist those who desire to develop a similar network in their area, and to provide preliminary examination (i.e., formative evaluation) of its benefit in view of the needs of rural providers caring for autistic individuals. We posit that our trainee-led model has unique value for cost-effectiveness and sustainability of implementation.
{"title":"Development and Examination of a Trainee-Led ECHO Autism Network for Rural Healthcare Providers","authors":"Garrett Cardon, Ethan Dahl, D. M. Diaków, Alyssa A Neumann, Kalley Mallone, Haley Permar, Kandice J. Benallie, Taylor Clark, Cassity Haverkamp, Rebecca Lindsey, Sebastian Romero, W. Sherman, Canyon Hardesty, Paul Carbone, T. Gabrielsen","doi":"10.1080/10474412.2022.2151013","DOIUrl":"https://doi.org/10.1080/10474412.2022.2151013","url":null,"abstract":"ABSTRACT Rural healthcare providers face numerous challenges in caring for autistic individuals. Some of the most common obstacles to optimal services include lack of specialized training and expertise, resources, and collaborators, as well as large physical distances between providers and those they serve, region-specific cultural factors, and others. Recent methodologies, such as Extensions for Community Healthcare Outcomes (ECHO), use videoconferencing technology to connect subject-matter experts with community providers to remediate disparities in 1) provider access to knowledge and consultation relevant to evidence-based practices (EBP) and, thereby, 2) patient access to quality care. Despite such advances, few projects have targeted rural communities in the same geographic area as network personnel. Additionally, to date, ECHO networks have been staffed with senior personnel, who have provided their experience and expertise to attendees. We, a multidisciplinary group of trainees and faculty, developed and piloted an ECHO Autism network for healthcare providers across the rural Western United States. In preparation for the launch of this network, trainees polled prospective participants regarding their disciplines and interests. Then, ECHO sessions were developed and implemented over several months. Finally, attendees provided feedback about their experiences. We report information regarding each of these phases and initial results of the post-session feedback to assist those who desire to develop a similar network in their area, and to provide preliminary examination (i.e., formative evaluation) of its benefit in view of the needs of rural providers caring for autistic individuals. We posit that our trainee-led model has unique value for cost-effectiveness and sustainability of implementation.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"33 1","pages":"393 - 420"},"PeriodicalIF":1.7,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46040646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-17DOI: 10.1080/10474412.2022.2145290
Tracy Gershwin, L. McKittrick, A. Kilpatrick
ABSTRACT The individualized education program (IEP) is often referred to as the most important plan designed to provide students with disabilities a free and appropriate public education that requires families and professionals to collaborate for student success. Using qualitative methodology, we examined four focus groups of 43 parents of students with disabilities about their experiences with the IEP meeting process, including suggestions for improvement. Findings revealed parental satisfaction was mostly associated with practices that fell within the legal requirements of the Individuals with Disabilities Education Act (IDEA). Key practices that lead to parent satisfaction included: (a) conveying a strengths-based perspective about the student, (b) utilizing meeting strategies, (c) working together as a team, (d) bringing outside support to the meeting, (e) learning about the IEP process ahead of time, and (f) having a supportive educator available to advocate for the student. Implications for future research and practice are discussed.
{"title":"The Importance of following Legal Requirements: Factors that Lead to Parent Satisfaction with the Individualized Education Program Meeting Process","authors":"Tracy Gershwin, L. McKittrick, A. Kilpatrick","doi":"10.1080/10474412.2022.2145290","DOIUrl":"https://doi.org/10.1080/10474412.2022.2145290","url":null,"abstract":"ABSTRACT The individualized education program (IEP) is often referred to as the most important plan designed to provide students with disabilities a free and appropriate public education that requires families and professionals to collaborate for student success. Using qualitative methodology, we examined four focus groups of 43 parents of students with disabilities about their experiences with the IEP meeting process, including suggestions for improvement. Findings revealed parental satisfaction was mostly associated with practices that fell within the legal requirements of the Individuals with Disabilities Education Act (IDEA). Key practices that lead to parent satisfaction included: (a) conveying a strengths-based perspective about the student, (b) utilizing meeting strategies, (c) working together as a team, (d) bringing outside support to the meeting, (e) learning about the IEP process ahead of time, and (f) having a supportive educator available to advocate for the student. Implications for future research and practice are discussed.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"33 1","pages":"369 - 392"},"PeriodicalIF":1.7,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45210779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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