Jacqueline Specht

Turning Points and Protective Processes in the Lives of People With Chronic Disabilities

In this qualitative study, the authors examined the nature of resilience in people with chronic disabilities. Fifteen people with disabilities identified the factors that helped or hindered them at major turning points, and the triggers and resolutions to these turning points. Turning points were emotionally compelling experiences and realizations that involved meaning acquired through the routes of belonging, doing, or understanding the self or the world. The major protective factors were social support, traits such as perseverance and determination, and spiritual beliefs. Three new protective processes were identified: replacing a loss with a gain (transcending), recognizing new things about oneself (self-understanding), and making decisions about relinquishing something in life (accommodating). These protective factors, processes, and ways in which people with disabilities draw sense and meaning in life have important implications for service delivery.

Teachers’ Perceptions: barriers and supports to using technology in the classroom

Abstract Fifty‐four elementary and secondary school teachers participated in focus‐group discussions and completed a survey to examine barriers and supports to computer integration. Although teachers used computers at home and school, they were not wholly comfortable with the technology. Familiarity with computers predicted greater comfort with technology and greater comfort was related to greater integration in the classroom. Thematic analysis of the focus groups yielded six major themes, including issues related to: support, teachers, context and access, students, computer hardware and software problems, and external or other priorities. The discussion of computer integration also inspired substantial emotional responses on the part of teachers. Together, the survey and focus‐group findings yielded a framework for identifying individual and environmental issues which impact on computer integration.

Social Support Processes and the Adaptation of Individuals With Chronic Disabilities

In a qualitative study examining turning points in life, 15 adults with chronic disabilities (cerebral palsy, spina bifida, or attention deficit disorder) provided information about the nature and meaning of their social support experiences. The study revealed three types of psychological support linked to self-perceptions and enabling beliefs: (a) emotional support (valuing and acceptance leading to perceptions of “being believed in” and a sense of self-esteem), (b) instrumental support (guidance and provision of strategies leading to self-efficacy), and (c) cognitive support (affirmation, confirmation, and new perspectives leading to coherence in self-concept and worldview). The findings have important implications for service delivery with respect to understanding client needs for different kinds of support, especially at periods of transition, and for providing optimal experiences and creating supportive environments. In particular, the role of cognitive support deserves more attention in understanding the adaptation of individuals with chronic disabilities.

Mental Health in Schools Lessons Learned From Exclusion

Students who are excluded from the daily life of schools are at risk for mental illness. This is especially true for children with disabilities as they are marginalized by assumptions and beliefs about what they cannot do at school as opposed to what they can do. This article presents research literature on belonging, inclusion, and social and emotional learning as a backdrop to the call to school psychologists to reinvent their roles. Although this call has been issued, the practice of assessment for special education placement remains one of the top job demands. Rather than categorizing and labelling, psychologists can be a key supporter of classroom teachers in promoting successful academic, social, and emotional strategies to assist teachers in inclusive classrooms.

What's Happening with Computer Technology in Early Childhood Education Settings?

The present study examined the current status of computer use in early childhood education (ECE) by surveying active members of three mid-sized cities. An in-depth survey of seventy-five early childhood education directors provided demographic information about centers that have or have not incorporated computer technology into the programs as well as specific information about computer use. Less than half of the centers reported having a computer on the premises with users generally having only one available machine. Only half of the users had the accessories (e.g., sound cards, CD-ROM, etc.) necessary to run much of the present educational software appropriate for young learners. Among the respondents, there was overwhelming concern that the ECE staff lacked sufficient expertise or experience with computers to use them effectively. In contrast to the concerns and limitations, however, interest in introducing computer technology was high. Our results suggest that training may be necessary to facilitate the introduction of computers in ECE environments.

Teaching in Inclusive Classrooms: Efficacy and Beliefs of Canadian Preservice Teachers.

This study provides a Canada-wide snapshot of the self-efficacy and beliefs of 1490 preservice teachers in relation to inclusive teaching using the Teacher Efficacy for Inclusive Practice and the Beliefs about Learning and Teaching Questionnaire. At the time of data collection, these preservice teachers were in the final stages of their teacher education programmes. Based on the results of surveys in 11 Faculties of Education, men have higher self-efficacy than women for managing behaviour in the classroom, elementary preservice teachers have higher self-efficacy in collaboration than those teaching in secondary schools, those enrolled in the 1-year post-degree programme show lower self-efficacy than those enrolled in programmes of other durations, and those who have experience with people with special education needs show higher self-efficacy than those who do not. Differences illustrated that women were more inclusive than men, 1-year post-degree preservice teachers were less inclusive than others, and those who have experience with people with special education needs are more inclusive than those who do not. Recommendations for teacher education and limitations surrounding the practical significance of the findings are discussed.

Students with Special Education Needs in Canada and Their Use of Assistive Technology during the Transition to Secondary School.

V ery little research exists surrounding the systematic investigation of what steps are being taken to assist students-with special educationneeds as they move from elementary to secondary school. These students often have greater difficulty with the transition, and this challenge is heightened even more for those using such specialized accommodations as assistive technology (AT) to support their learning. Four such students, their parents, and their elementary and secondary school teachers in Ontario, Canada, were interviewed to determine current school practices that either, in their experiences, helped or hindered students using AT as they transition from elementary to secondary school. The participants’ responses to interview questions were categorized into four themes: environment, assessment, training, and advocacy practices. The authors make recommendations for a smoother transition.

Measuring Effective Teacher Preparation for Inclusion

Abstract This chapter will provide an overview of the types of concerns that are evident in the research literature regarding how well teachers are prepared to teach in inclusive classrooms citing both preservice education and in-service professional development/learning. It will present an overview of the measurements that have been used to measure teachers’ perceptions of preparedness for inclusive environments and the use of surveys to assess attitudes, beliefs, and values. The chapter will conclude with a discussion regarding measuring teachers’ perceptions to inform/improve teacher preparation efforts/policies/practices and what needs to be done to improve teacher preparation for inclusive education.

The development of expertise in children’s mental health therapists and teachers: changes in perspective and approach

Background: There is growing interest in identifying changes in ways of practice associated with the growth of professional expertise. Research on highly experienced or expert teachers and therapists (i.e. occupational, physical and behavioural therapists) can provide insights into how they approach practice, providing guidance for new practitioners. Purpose: The objective was to compare and contrast children’s mental health therapists’ and elementary/secondary schoolteachers’ perceptions of changes in perspectives and approaches related to the development of expertise. Sample: Nine children’s mental health therapists and five teachers/principals took part. Design and methods: Using a nested sampling design, therapists and teachers/principals were selected based on years of experience and peer reputation, and participated in two separate focus groups. Similarities and differences between the practice groups were examined qualitatively, using cross-group analysis. Results: Common reported changes in perspective included the development of open, broad, flexible and relational perspectives. Changes in approach included a focus on children’s needs/desires, psychosocial issues/outcomes and realistic goals. Conclusions: The findings indicated how expert practitioners viewed their practice as changing over time, contributing to a better understanding of the nature and development of expertise in children’s service practitioners. The findings suggest the importance of paying attention to children’s needs/desires, cultivating awareness of their motivation and psychosocial issues, and setting realistic goals. Practitioners linked these changes in perspective and approach to more positive life and learning outcomes for children, which may have implications for guiding the practice of more novice teachers and therapists.

Implementing and Integrating Parenting Education into Early Childhood Education Environments

This chapter examines the transition of strategies in supporting children’s mental health in family environments for use in educational settings. Insight on the significance of mental health prevention and intervention in early learning contexts and the rationale for integrating strategies from evidence-based parenting intervention programs into early learning and care systems are provided. Findings from a randomized controlled trial indicated the value to this approach. This study also highlighted implementation challenges in adopting early childhood mental health interventions within educational settings.