Investigating School Psychologists' Role in Informing Students about Their Learning Disabilities PDF Download
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Author:
Publisher:
ISBN:
Category : Autonomy (Psychology)
Languages : en
Pages : 58
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Book Description
Despite the lack of research on developmentally appropriate practices for school psychologists to use when informing students with specific learning disabilities, a literature review revealed possible barriers to school psychologists directly informing these students, such as IDEA regulations, parental objection, developmental concerns, and limited training. To better understand the current practices of school psychologists when informing younger students of their learning disability, training needs, and perceived barriers, the researcher surveyed 166 Virginia school psychologists. Results from the online survey indicated that if a student is informed, their special education teacher or parents are more likely to than the school psychologist. However, when in the role, school psychologists primarily rely on training from their job experience to provide developmentally appropriate informing services. Ultimately, a variety of recommendations for and barriers to informing younger students of their learning disability and helping them develop self-advocacy skills earlier in their academic careers were identified.
Author:
Publisher:
ISBN:
Category : Autonomy (Psychology)
Languages : en
Pages : 58
Get Book Here
Book Description
Despite the lack of research on developmentally appropriate practices for school psychologists to use when informing students with specific learning disabilities, a literature review revealed possible barriers to school psychologists directly informing these students, such as IDEA regulations, parental objection, developmental concerns, and limited training. To better understand the current practices of school psychologists when informing younger students of their learning disability, training needs, and perceived barriers, the researcher surveyed 166 Virginia school psychologists. Results from the online survey indicated that if a student is informed, their special education teacher or parents are more likely to than the school psychologist. However, when in the role, school psychologists primarily rely on training from their job experience to provide developmentally appropriate informing services. Ultimately, a variety of recommendations for and barriers to informing younger students of their learning disability and helping them develop self-advocacy skills earlier in their academic careers were identified.
Author: Jesika Lee Forbush
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 92
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Book Description
The landscape of education and the students served in schools has changed over the last few decades and is becoming more diverse (National Center for Education Statistics, 2017). Methods of special education evaluation in schools are also changing to meet the needs of a dynamic population. Best practices for specific learning disability (SLD) identification recommend the use of effective evaluation methods that inform educational decisions. Many models of SLD identification have been proposed throughout the history of SLD classification. Though many school psychologists have relied on the discrepancy model of learning disability identification, many alternative evaluation methods are coming into popularity.
Author: Michael I. Axelrod
Publisher: Taylor & Francis
ISBN: 1040029566
Category : Psychology
Languages : en
Pages : 161
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Book Description
Investigating School Psychology provides a fascinating exploration of the field of school psychology through the lens of pseudoscience and fringe science. Contributions from leaders in the fields of school psychology, clinical psychology, and education honor the role of science in the field while also exploring and guarding against the harms that pseudoscience can cause. School psychology and, more broadly, the field of education are particularly susceptible to pseudoscience, fads, and maintaining the status quo by resisting the adoption of new ideas. Using an exhaustive review of the current literature, this book discusses various concepts in school psychology that have been largely discredited and many practices that continue to exist with little to no scientific support. Each chapter helps differentiate between dubious and evidence-based approaches while providing a useful resource for practicing school psychologists and educators to distinguish between science and pseudoscience in their everyday work with children. The book’s discussion of the harmful nature of pseudoscience in school psychology is inclusive of all students, such as students with disabilities, those diagnosed with neurodevelopmental disorders, those with academic problems, and all other children in schools. Investigating School Psychology is valuable supplemental reading in undergraduate and graduate courses in education and school psychology and is also a beneficial reference for practicing school psychologists to distinguish between science and pseudoscience in their practice.
Author: Pamela Troutman
Publisher:
ISBN:
Category : Decision making
Languages : en
Pages : 157
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Book Description
This study explored the experiences of twelve licensed school psychologists responsible for the assessment of children in grades kindergarten through grades five in a public school setting. A qualitative research methodology was employed using interpretative phenomenological analysis given that this approach is recommended for studies involving individual's experiencing a phenomenological change. The decision-making theory guided the research question: How do school psychologists make sense of and explain their experience in selecting the appropriate assessment for reading problems of K-5 students? The study revealed that school psychologists relied on the team process and collaboration with reading specialists and special education teachers when deciding how to assess students for reading failure. This study confirmed that school psychologists feel highly qualified and trained to administer and interpret cognitive assessments and are less confident regarding reading assessments and interventions. Furthermore, this study revealed that school psychologists do not value traditional aptitude-achievement assessments to determine reading disabilities and supplement these assessments to ensure accurate data; findings which may warrant further investigation. This study confirmed that school psychologists have confidence in the cognitive assessment and rely on this data to inform their recommendations for students with suspected reading disabilities. Moreover, this study confirmed that school psychologists value RTI efforts and use the data to assist students. Results of this study found that school psychologists continue to struggle with their role in the development and implementation of response-to-intervention efforts and often feel underutilized in those efforts.
Author: Jill Porter
Publisher: Paul Chapman Educational Publishing
ISBN: 9780761948513
Category : Education
Languages : en
Pages : 212
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Book Description
`The authors provide a guide which points the reader to sources that can engage more deeply with the issues raised and, as such, is a useful resource for anyone wanting to know more about researching learning difficulties' - British Journal of Special Education 'This book is highly recommended and endorsed. It celebrates the diversity of work that is currently undertaken in the field of learning difficulties with a concern to enable people working within different spheres of activity to share something of their work to contribute to the bigger picture. 'As part of an academic, school or staff development resource library this book will aid, stimulate and focus researchers at all levels to hone their selected methods, evaluate results and critically judge qualitative and quantitative data' - Special Children `This timely book, written in a highly accessible way... provides a coherent basis for users as well as practitioners, of research involving children and young people with learning difficulties' - Ann Lewis, Professor of Special Education and Educational Psychology, University of Birmingham. This book is for researchers, teachers and other professionals working with children and people with learning difficulties. It will enable them to: - access research in learning difficulties, drawing on other disciplines - understand different types of research methodology and their strengths and limitations - examine how researchers must consider the constraints on methodology because of the characteristics of the field - and understand the particular issues of small-scale research and participatory research - explore new methodologies that are developing in the field The authors recognize that there are tensions, especially the difficulty of validating research on small varied populations in a wide range of schools, community and other settings. The book will help readers to critically evaluate the implications of research reports for their own practice. This book is for researchers, teachers and professionals: - in specialist and inclusive community and educational settings - following courses of continuing professional development - doing research (Masters and Doctorate, Education, Social Sciences, Psychology, Public Policy). It is relevant to practitioners working with people with learning difficulties across a range of settings.
Author: Peter W. D. Wright
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 416
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Book Description
Aimed at parents of and advocates for special needs children, explains how to develop a relationship with a school, monitor a child's progress, understand relevant legislation, and document correspondence and conversations.
Author: Bryan G. Cook
Publisher: Pro-Ed
ISBN:
Category : Education
Languages : en
Pages : 202
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Book Description
Author: Terese C. Jimenez
Publisher: John Wiley & Sons
ISBN: 0787995223
Category : Education
Languages : en
Pages : 404
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Book Description
Education for All provides readers with a historical perspective regarding the education of students with disabilities in the U.S. over the past 30 years while critically examining current practices and making recommendations for the future. Chapter topics address important overarching issues in the field that cut across individual disabilities. These include issues related to establishing early intervention in K-12 settings; including students with disabilities in general education settings; working collaboratively with families as partners; providing appropriate instructional practices; reducing the over-identification of minorities in special education programs; and implementing special education law for the benefit of all children and families. The book helps readers gain a better understanding of the most pressing issues in the world of special education, so they can improve their own educational, clinical, and research practices.
Author: Melissa A. Bray Ph.D.
Publisher: Oxford University Press
ISBN: 0199708673
Category : Psychology
Languages : en
Pages : 915
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Book Description
With its roots in clinical and educational psychology, school psychology is an ever-changing field that encompasses a diversity of topics. The Oxford Handbook of School Psychology synthesizes the most vital and relevant literature in all of these areas, producing a state-of-the-art, authoritative resource for practitioners, researchers, and parents. Comprising chapters authored by the leading figures in school psychology, The Oxford Handbook of School Psychology focuses on the significant issues, new developments, and scientific findings that continue to change the practical landscape. The handbook's focuses include: - allegiance to the reciprocal relationship between science and practice to promote problem-solving and enrichment models - service delivery designed to improve competencies of all students - the relationship between general cognitive ability and important life outcomes - the development of viable and enduring educational, family, and community systems to support students - increasing student diversity and the necessity of increased sensitivity to the influences of social, cultural, political, and legislative variables of schooling - outlining tenable reasons why, since the end of World War II, children from kindergarten through the secondary grades have generally not been the recipients of a superior or efficient educational system - all relevant legislation, including the No Child Left Behind Act, and the ongoing question of who or what is responsible for the inadequate academic preparation of inner-city children - building a cumulative knowledge base to better facilitate students' academic, social, and personal competencies including the promotion of positive mental health and subjective well-being The scholarship compiled here is a must-read for practitioners, students, and faculty, and an ideal resource for parents seeking a scientific approach to the efficacy of school psychology practices. In both breadth and depth, this handbook promises to serve as the benchmark reference work for years to come.
Author: Anne M. Hayes
Publisher: RTI Press
ISBN:
Category : Education
Languages : en
Pages : 50
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Book Description
Learning disabilities are among the most common disabilities experienced in childhood and adulthood. Although identifying learning disabilities in a school setting is a complex process, it is particularly challenging in low- and middle-income countries that lack the appropriate resources, tools, and supports. This guide provides an introduction to learning disabilities and describes the processes and practices that are necessary for the identification process. It also describes a phased approach that countries can use to assess their current screening and evaluation services, as well as determine the steps needed to develop, strengthen, and build systems that support students with learning disabilities. This guide also provides intervention recommendations that teachers and school administrators can implement at each phase of system development. Although this guide primarily addresses learning disabilities, the practices, processes, and systems described may be also used to improve the identification of other disabilities commonly encountered in schools.
