Kathleen M. Minke

Teachers' Experiences with Inclusive Classrooms: Implications for Special Education Reform:

Teachers completed a survey of attitudes toward several basic assumptions regarding inclusion of children with mild disabilities; perceptions of self-efficacy, competence, and teaching satisfaction; and judgments of the appropriateness of classroom adaptations. Respondents included 185 regular education teachers in traditional classrooms, and 71 regular education and 64 special education teachers who co-taught children in inclusive classrooms. Special education teachers held the most positive views of inclusion, as well as the highest perceptions of self-efficacy, competency, and satisfaction. Regular education teachers in the inclusive classrooms tended to report views similar to those of their special education counterparts. Regular classroom teachers in traditional classrooms held the least positive perceptions in these areas and viewed classroom adaptations as less feasible and less frequently used than did teachers in those classrooms in which the “protected resource” of two teachers was provided. Teachers in all three groups indicated a need for additional resources in order to appropriately serve children with disabilities.

An Investigation of the Factor Structure of the Teacher Efficacy Scale

The 2-factor structure of S. Gibson and M. H. Dembos (1984) Teacher Efficacy Scale (TES) was investigated. Although the researchers asserted that the factors corresponded to A. Banduras (1977) outcome and efficacy expectations, A. E. Woolfolk and W. R. Hoy (1990) observed that the factor structure is potentially confounded by item orientation; items on the 1st factor have a mostly positive orientation, whereas items on the 2nd factor are mostly negative. That possibility was tested by revising TES items so that both orientations were available for each item. Teachers (N = 196) completed 1 of 2 scales, each with revised and original items. Three potential factor structures were examined using principal axis factoring. Although the teacher efficacy construct may be multidimensional, when wording confounds are eliminated, the TES appears unidimensional.

Family—School Collaboration and Positive Behavior Support:

181 Positive behavior support (PBS) offers schools a structured approach to address children’s behavior from the individual level to the schoolwide level. Professionals are encouraged to include all relevant stakeholders, especially families, in actively planning, implementing, and evaluating the supports provided (Carr et al., 2002). However, successfully involving families in children’s education is a complex and often difficult task (e.g., Harry, Allen, & McLaughlin, 1995); PBS practitioners can expect family– school collaboration efforts to be similarly challenging. This article reviews some of those challenges briefly, then advocates for ways in which family–school collaboration efforts can complement PBS initiatives in schools.

Positive Bias in Maintenance of Self-Worth among Children with LD

Despite their significant academic deficits, children with learning disabilities (LD) often maintain favorable feelings of general self-worth. This study examined whether a positive bias in the evaluation of academic work is associated with such feelings. The Self-Perception Profile for Children (SPP-C; Harter, 1985b) was administered to a sample of 84 third graders (42 with LD, 42 normally achieving). During individual interviews a subset of these children explained why they felt they were doing well or poorly. Responses to the interview and to the individual items of the SPP-C showed that most children with LD and normally achieving (NA) children perceived themselves as doing well academically, based largely on feedback on their performance in the classroom. Results support Renick and Harters (1988) argument that children with LD recognize their specific skill deficits (e.g., forgetfulness and trouble figuring out problems), but do not perceive themselves as being any less smart than their NA peers. Overall, findings indicate the importance of perceived teacher feedback in maintaining positive feelings of self-worth among children with LD.

Achievement-Related Perceptions of Children with Learning Disabilities and Normal Achievement Group and Developmental Differences

Self-perceptions of teacher feedback, social comparison of reading competence, reading satisfaction, and general self-worth were assessed among third and sixth graders with learning disabilities and normal achievement (n = 247). Relations among these variables and mean differences were examined within and across grades. As predicted, in both grades teacher feedback was the most common criterion children used to judge their academic performance. In both achievement groups, perceived teacher feedback and reading satisfaction were less favorable among sixth than third graders. Hierarchical regression analyses showed that perceived teacher feedback was the best predictor of reading satisfaction; however, in sixth grade, social comparison also contributed significantly to the prediction. The importance of perceived feedback also was demonstrated in the relation to self-worth, which was generally positive among both achievement groups and within each grade. Through its relation to reading satisfaction, perceived teacher feedback contributed significantly to prediction of self-worth. Developmental differences and classroom factors that may explain these findings are discussed.

Opening the Floodgates? The Social Maladjustment Exclusion and State SED Prevalence Rates.

Abstract The social maladjustment exclusionary clause contained in the federal definition of serious emotional disturbance (SED) has caused confusion and controversy since the passage of PL 94-142. In order to address concerns that removal of the exclusionary clause from the definition of serious emotional disturbance would result in an influx of students identified as SED, state special education directors in the 50 states and the District of Columbia were surveyed regarding their practice in this area. The results indicate that approximately two thirds of the states include the social maladjustment clause or some form of exclusion in their SED definition. On the 34 states with an exclusionary clause, less than one third define the term, and only three specify methods for the differential diagnosis of social maladjustment. There was no significant relationship between the presence of the exclusionary clause in the state SED definition and the proportion of school-age children served as SED. These findings suggest that, rather than serving any useful function regarding prevalence, the exclusionary clause may simply create confusion and inconsistency at state and local levels.

Congruence in parent-teacher relationships: The role of shared perceptions.

Parental engagement is an important avenue for supporting student achievement. Positive relationships between parents and teachers are increasingly recognized as vital in this process. Most studies consider parents’ and teachers’ perceptions separately, and it is unknown whether shared perceptions of relationship quality matter with respect to child outcomes. This study investigated the role of relationship congruence in predicting child academic, social, and behavioral outcomes in 175 elementary students referred for behavioral consultation. Results indicated that teacher, but not parent, ratings of child social skills and externalizing behaviors were more favorable in the presence of a shared, positive view of the relationship. Furthermore, parents who reported higher levels of home-school conferencing and greater self-efficacy were more likely to be in congruent, positive relationships. Though preliminary, these results suggest that shared perceptions of relationship quality may be important in understanding reports of child behavior and finding ways to support positive student outcomes.

Restructuring Routine Parent-Teacher Conferences: The Family-School Conference Model

In this study we compared traditional parent-teacher conferences with an alternative collaborative model that included students as participants (family-school conferences). Data were drawn from a 3-year project conducted with 15 teachers and 346 parents from a suburban elementary school (K-4). We collected surveys from parents regarding traditional (N = 199) and family-school (N = 84) conferences and conducted intensive training with 10 teachers and 16 target families. Interview and videotape data were collected from these teachers and target families, who were chosen in part because their children had mild learning or behavior problems. Data were analyzed using quantitative and qualitative methods. Results indicated that teachers and parents valued traditional conferences as opportunities for information exchange; however, both groups reported experiencing anxiety in ways that may interfere with communication. Although the family-school conference model was not fully implemented by teachers as anticipated, these conferences appeared to be characterized by increased communication among adults, increased learning about children, and a positive, conversational style. Implications of the model for developing positive family-school relations are discussed.

Get Families on Board to Navigate Mental Health Issues.

Effective family-school collaboration is essential for promoting students’ success at school, but collaborative relationships must be proactively developed and intentionally nurtured. These relationships are particularly critical when children are struggling behaviorally or emotionally. Strategies for building effective relationships are reviewed.

Expanding School Psychology Service Delivery Within the Context of National Health and Mental Health Reform

As a result of comprehensive health care reform, most recently the Patient Protection and Affordable Care Act (ACA; 2010), there has been an increase in health and mental health services available to children and youth. Specifically, children and youth who were previously uninsured now have funding to help them access services through school-based health centers; prevention and public health initiatives are funded to coordinate services through the school–community health partnerships; and transition services aimed at helping youth complete high school or postsecondary degrees are funded through support for expectant and parenting teens. Relevant to school districts, and school psychologists, is that each are directly implemented through elementary and secondary schools (Hunter, Vaughn, & Princiotta, 2013). However, the flexibility offered to states in how programs are implemented has resulted in uneven opportunities for expansion, and ultimately, incomplete service delivery (Vaughn, 2013). As such, how schools are managing, or not yet managing, these additional support services is not clear. Further, there is no policy that governs the coordination of school personnel–delivered services, such as those provided by school psychologists, with these new initiatives. Finally, it is likely that any changes enacted through national initiatives will need to be implemented in coordination with established local providers, which may, in turn, increase the need for local leadership in coordinating services. To meet changes in the demand for health and mental health care, we assert that the nature and provision of school psychology services should accommodate the need to coordinate care for improving the educational, behavioral, and social-emotional outcomes of all students. This means providing services to children regardless of special education eligibility (i.e., traditional school funded services) or insurance status (i.e., traditional community health center funded services). The purpose of this special issue is to provide a context for understanding the need for the field to embrace the concept of health service provision as part of health care reform and to emphasize the role that school psychologists play within this change paradigm. Specifically,