Katharine G. Shepherd

Facilitating the Effective Implementation of Evidence-Based Practices through Teacher-Parent Collaboration:

become a popular term in education (Detrich, 2008; Kretlow & Blatz, 2011). Although most special education stakeholders share a general notion that evidence-based practice refers to instruction that is supported in some manner by research, (a) those promoting practices and products often use the term indiscriminately and inappropriately (e.g., as if the term provided an ironclad assurance of effectiveness), and (b) many educators and parents lack a clear understanding of what evidencebased practices are and how they are identified. It is important to recognize that EBP can be used in two related but distinct ways. It can refer to an approach for making educational decisions that considers findings from rigorous research (Eddy, 2005). Used this way, evidencebased practice might be considered a general orientation to instruction (e.g., “My son’s teacher is wonderful, she engages in evidence-based practices with all of the children in her class”). Eddy noted that EBP also refers to the specific instructional techniques supported by rigorous research (e.g., “My son’s teacher started using time delay, which she says is an evidence-based practice”). Used in this way, EBP can be defined as instructional approaches supported by trustworthy bodies of research that meet standards regarding quantity, quality, research design, and effect on student outcomes (see Cook, Tankersley, Cook, & Landrum, 2008). To avoid confusion, Cook and Cook (2011) recommended that special educators might use evidence-based special education to refer to the broad decision-making approach, and use EBP when referring to particular instructional practices that are supported by rigorous research. EBPs represent an important policy development with broad implications for students with disabilities. Both the No Child Left Behind Act of 2001 and the Individuals With Disabilities Education Act (IDEA, 2006) emphasize practices supported by scientifically based research (e.g., EBP). Moreover, response to intervention (RTI), articulated through IDEA 2004 as an authorized approach for identifying learning disabilities, is predicated on the use of EBPs in instruction and assessment at the classroom and individual levels (Batsche et al., 2006; Fuchs & Deshler, 2007). In an RTI model, EBPs are relevant for all students, but are especially important for students whose eligibility for special education may now be determined by their response to selected intervention approaches. Most generally, EBPs are important for students with disabilities because they represent a tool for identifying the instructional

The Search for Role Clarity Challenges and Implications for Special Education Teacher Preparation

Over the years, a variety of political, social, and other contextual factors have contributed to the expansion of roles for PK-12 special educators, leading to a complex set of challenges and opportunities that must be addressed as the field of special education looks to the future. Today’s special educators need to collaborate with general educators in tiered systems of support while providing specialized instruction for students with the most intensive needs, yet teacher education and professional development opportunities may not always adequately prepare them for these changing roles. The recent re-authorization of the Elementary and Secondary Education Act (ESEA) creates a new policy context with the potential to bring about additional changes in PK-12 settings and teacher preparation. In recognition of the need to more clearly articulate and align the demands of PK-12 schooling with the teacher education enterprise, the article concludes with a set of policy recommendations intended to promote clarification of special educators’ roles and inform the future of university-based teacher preparation programs (TPPs) engaged in fostering their development at the preservice and in-service levels.

Closing Reflections: Public Policy, Advocacy, and Special Educators.

When the Higher Education Consortium for Special Education (HECSE) convened in January 2016 in Washington, we celebrated both IDEA’s and HECSE’s 40th anniversaries. As we reflected on those two anniversaries, the convictions that generated this special issue became increasingly evident: the irrevocable significance of the impact of public policy on students with disabilities and special education and the critical importance of advocacy. This article provides closing remarks related to articles included in this special issue of Teacher Education and Special Education (TESE) written by HECSE members.

Enhancing Collaborative Leadership Among Parents of Children With Disabilities New Directions for Policy and Practice

Parent involvement and leadership have evolved over time and carry different meanings within various educational contexts in the United States. In special education, parent involvement includes the roles that parents of children with disabilities play in the development of their children’s Individualized Education Programs (IEPs), as well as in leadership and policy development and evaluation. In spite of the purported benefits of parent leadership in educational planning and policy, little research has been conducted on models that intentionally build critical skills and leadership opportunities among parents of children with disabilities. This article describes results associated with a leadership development project known as “Parents as Collaborative Leaders” (PACL) in which parents from across the United States participated in a leadership curriculum and individualized internship experiences at the local, state, and national levels. Participants reported a number of positive outcomes, including skills and experiences gained through curriculum and internship experiences, increased participation in leadership and policy activities, increased networking and relationships, and a sense of leading for a larger purpose. The article describes the development and implementation of the PACL model, outcomes associated with a subset of participants, and implications for policy and practice.

Partnership Bound: Using MAPS with Transitioning Students and Families from All Backgrounds.

The McGill Action Planning System (also referred to as Making Action Plans or MAPS) is a supportive, strengths-based process that enables teams to understand each other and work together to support students in achieving their dreams. This process can work very well with all transitioning students with disabilities and their families, including those who are culturally and linguistically diverse (including refugees and immigrants), as it brings together school personnel, community members, and family members who support the student, and each participant can learn from the others. This article explains nine steps required to implement MAPS with families whose children have disabilities.

Reconceptualizing Family-Professional Partnership for Inclusive Schools: A Call to Action

Abstract Despite the documented link between the presence of family-professional partnership and successful inclusion in schools, these trusting relationships are more of an exception than a reality. We demonstrate the need for a framework to organize research, policy, and practice on family-professional partnership; describe a contemporary framework, the Sunshine Model, that relies on a tiered and multidimensional approach to ensure family-professional partnership with all families; and illustrate how this framework can guide research, policy, and practice in family-professional partnership in inclusive schools.

Activating Policy and Advocacy Skills: A Strategy for Tomorrow’s Special Education Leaders

Special education scholars have traditionally experienced a significant disconnect between their experience as researchers and the fast-paced realities of policy and politics. We propose that higher education leaders should be drivers of change, not recipients of outcomes, and by extension, that there is a need to ensure that the preparation of future special education faculty and leaders includes multiple opportunities for them to engage in development of competencies related to policy-making, implementation, and evaluation. This article uses an exploratory qualitative approach to describe an experiential learning model referred to as the “Short Course,” established to provide opportunities for doctoral students to experience the policy process and to develop an advocacy disposition and skills for future roles in the broad field of special education. Questionnaire data gathered over 4 years suggest the potential for this model to increase advocacy and policy engagement among future special education researchers, faculty, and leaders.

Attitudes of Primary School Teachers in Three Western Countries Toward Learning Disabilities

In recent years, teachers in Western countries have developed beliefs and attitudes related to working with students with specific learning disabilities (LD) that may be critical in shaping their educational practices with them; however, their beliefs and attitudes differ across political and geographical contexts and may be influenced by specific contextual circumstances and national legislation. This study examines these issues by comparing beliefs and attitudes among 557 primary school teachers from specific areas of three countries (Italy, Spain, and the United States). Results from this study support the hypothesis that, in general, teachers in these areas are sufficiently well informed about students with LD and are in favor of policies supporting these students’ needs. However, substantial differences emerge among countries about the etiology of LD; teachers’ and specialists’ roles in managing LD students; intervention planning, inclusion, and compensatory provisions; and the range of emotional attitudes that teachers exhibit. These differences have implications for intervention and suggest that efforts should be made to increase collaboration and promotion of common policies across countries.

Identifying a Disability

The ways in which families learn that their child has a disability are incredibly varied, and for many families, the process by which disabilities are identified or diagnosed has a significant bearing on their understanding of and early experiences regarding collaboration with professionals. Each family has a unique journey. For some the process begins immediately at birth and for others it unfolds over time.

Exploring the Research

The general idea that parents and school professionals should work together to improve the education of children has a great deal of history and can be thought of as a broad topic that applies to both general and special education. In special education, however, this important concept can be traced to a distinct set of events and legal precedents.