Parent–teacher problem solving about concerns in children with autism spectrum disorder: The role of income and race

Problem solving between parents and teachers is critical to maximizing student outcomes. The current study examined the associations among the different components of problem solving, as well as the relationship between various characteristics and problem solving in parents and teachers of children with autism spectrum disorder (ASD). Participants were 18 teachers and 39 parents of children with ASD. Parents and teachers completed a demographic survey, phone interview, and dyad observation. Results indicated that parent and teacher problem solving strategies were correlated with each other. Lower‐income parents and parents interacting with White teachers displayed less problem solving. Findings suggest that school‐based service delivery models to improve problem solving should consider both skill development, as well as the sociodemographic characteristics that parents and teachers bring to their interactions.     

How teachers' perceptions of the parent–teacher relationship affect children's risk for early childhood expulsion

Rates of expulsion from early care and education settings (e.g., childcare and preschool programs) exceed those in K‐12, and relatively little is known of how to prevent such disciplinary decisions. In addition, expulsion disproportionately affects children of color, especially boys. The present study explores a potential protective strategy existent in all early care and education settings, the parent–teacher relationship. Surveys with early childhood teachers (N = 295) outline the association between teachers' perceptions of the parent–teacher relationship and a child's risk for expulsion. Findings indicate that teachers' perceptions of high‐quality parent–teacher relationships are related to a lower risk for expulsion for children who have not been expelled, with the strongest association found for Black children. In contrast, for children identified as previously expelled, we found no association between teachers' perceptions of the parent–teacher relationship and future expulsion risk. Each finding will be described in detail with an eye towards implications and intervention.     

The role that schools hold in supporting young people with selective mutism: a systematic literature review

Schools are expected to hold an increasingly central role in co-ordinating support for children with mental health needs. However, the role that schools hold in supporting pupils with selective mutism (SM) is complex. Through a Critical Interpretive Synthesis (CIS), this review explores the multidimensional role which educational settings hold in supporting children with SM. Key databases were searched (PsycInfo, British Education Index, Education Resources Information Center, British Library EThOS and Google Scholar) and a conceptual map, informed by experienced practitioners, guided additional purposive searching with a focus on conceptual saturation. A total of twenty-four papers were identified following a further process of appraisal. Reciprocal Translational Analysis (RTA) found that schools hold a tripartite role in supporting children with SM: this incorporated developing a shared understanding of the disorder, engaging in effective (and often multi-professional) planning, and offering direct support through adapting provision and facilitating individual intervention. Through realising this role, schools and educational settings might transform the support currently available for children and young people with SM. Implications for practice, policy and future research also emerged. This included a clear need for enhanced teacher understanding of SM, arguably at the level of initial teacher training (ITT).     

ADHD,parent perspectives and parent–teacher relationships: grounds for conflict

Educational policy and the school effectiveness movement often involve rhetoric about the benefit of parent involvement in schools, but high‐quality relationships between parents and teachers are not always straightforwardly achieved, and this may be particularly true in the case of parents of children presenting with academic problems and/or social, emotional and behavioural difficulties. A systematic review of qualitative research was conducted to explore the school‐related experiences of parents of pupils diagnosed with attention deficit hyperactivity disorder (ADHD). Six studies reported in seven papers met the inclusion criteria. High‐quality parent–teacher relationships were found to be the exception, with mothers feeling silenced and criticised. Findings show commonalities with wider research about parents, but identify additional grounds for conflict resulting from parental blame for pupils' disruptive behaviour, and the ambivalent nature of the concept of ADHD.     

Evidence‐Based Teaching in Higher Education: Application to Counselor Education

The authors examined best practices in university‐level teaching, as premised on the evidence‐based teaching (EBT) literature found in fields external to counselor education. Findings were reported in relation to 3 areas: developing an effective learning environment, structuring intentional learning experiences, and assessing teaching effectiveness. Implications regarding the training of doctoral‐level counselor educators using EBT practices are discussed.     

Peer relationships of students with intellectual disabilities in special needs classrooms – a systematic review

Students with intellectual disabilities (ID) often experience difficulties in their peer relationships at school. Although a broad knowledge base on peer relationships in inclusive classrooms exists, much less is known about peer relationships in special needs classrooms. We conducted a systematic review of the literature on peer relationships in special needs classrooms for students with ID. Studies that provided information on social status, social interactions, friendships, or the classroom networks of students with ID in special needs classrooms were included. Findings from 36 studies suggest that students with ID in special needs classrooms develop and maintain differentiated peer relationships. The characteristics of these peer relationships vary depending on student (e.g., cognitive skills) and classroom factors (e.g., type of special needs classroom). Results are discussed in terms of their relevance for supporting peer relationships between students with ID. Future directions for studying peer relationships in special needs classrooms are proposed.     

The relations between the student–teacher trust relationship and school success in the case of Korean middle schools

This study examined relations between the student–teacher trust relationship and school success, including school adjustment, academic motivation and performance. Data were collected from 318 7th‐grade Korean middle school students (170 males, 148 females). All intercorrelations were positively correlated and correlation coefficients were statistically significant (p < 0.01). Structural Equation Modeling (SEM) analysis revealed that the student–teacher trust relationship uniquely contributed to students’ performance through school adjustment and academic motivation. This discussion examines theoretical, empirical and practical implications of the trust relationship as a key predictor of adolescents’ school adjustment, academic motivation and performance.     

The Teacher's Role in Creating a Positive Verbal and Nonverbal Environment in the Early Childhood Classroom

Teachers play a critical role in establishing the verbal and nonverbal environment in the early childhood classroom. Within this article, children's literature is used as a vehicle for enhancing understanding of (a) how teachers talk to children, (b) how teachers allow children to talk to each other in positive and reinforcing or negative ways, and (c) how teachers help children talk to themselves about their learning and participation in class. The role of the teacher as a positive, conscious, and deliberate model of self-regulated learning is promoted.     

The influence of computer games on visual–motor integration in profoundly deaf children

The purpose of this research was to examine the influence of specialised software on the visual–motor integration of profoundly deaf children. The research sample was made up of 70 students aged from seven to 10, 43 of whom formed the experimental group and 27 the control group. The students in the experimental group used computers once a week during a period of five months. Levelling of the groups was conducted on the basis of gender, IQ and academic achievements. Examination of visual–motor integration was produced through a subtest of the Acadia test: ‘Visual–Motor Co‐ordination and Possibility of Sequence’. Students in the experimental group achieved higher scores than those in the control group but, of the experimental groups, only the results of the seven‐year‐olds were statistically significantly higher.     

Some statistical characteristics of special education for children with disabilities in North‐East India

It is estimated that of approximately 150–250 million children with disabilities across the world, a large number have difficulties related to problems in the central nervous system (CNS). This paper considers school dropout rates of children with special educational needs associated with CNS problems from a study of educational institutions in North‐East India. Statistical methods, namely the Kaplan–Meier estimator (Product–Limit estimator) for survival probability and the Nelson–Aalen estimator for cumulative hazard rates, were used to identify potential school continuation or dropout probabilities (survival probabilities), along with cumulative hazard rates (dropout rates) for children with a range of disabilities from different training institutions within the sample area. The research found an increasing likelihood of increased dropout rates in relation to the age of the children within the study sample. This indicates that special education is yet to produce satisfactory results for these children.     

教育期望中的社会阶层差:父母的社会地位和子女教育期望的关系

To achieve the overall goals and purposes of education is closely related to the living environments of students. Different family backgrounds will put children into a situation where they face unfair competition. According to a survey conducted in China’s Urumqi and Changchun about parents’ awareness of educating their children, this paper will suggest that families with different backgrounds have different expectations for their children’s education. Moreover, it suggests that parents’ social status is related to their children’s education expectations. Therefore, we can find that parents’ social status influences their children’s education, and their positions in social class are related to education. __________ Translated from Qinghua Daxue Jiaoyu Yanjiu 清华大学教育研究 (Tsinghua Journal of Education), 2006, (4): 71–76     

The role of elementary teachers’ conceptions of closeness to students on their differential behaviour in the classroom

While many studies have documented the importance of supportive student–teacher relationships, particularly during students’ formative education experiences, few studies have systematically examined teachers’ conceptions of their relationships. The purpose of this project was to examine elementary school teachers’ conceptions of closeness using a structured interview protocol. Participants included three Caucasian teachers from the United States. Specifically, as part of the protocol, teachers were asked to (1) rate their feelings of closeness for each of the students in their class, (2) describe each relationship, (3) identify patterns of interpersonal closeness and distance across their class, and (4) talk about their understanding of what it means to be close to students. Findings were organised into a grounded model of teacher closeness in which teachers described how their feelings of closeness to students were related to five different teacher's approach orientations. Teachers’ approach orientations may have important implications for the way in which children in the class are privileged or marginalised by their teacher relationship.     

The Revised SEND Code of Practice 0–25: effective practice in engaging children and young people in decision‐making about interventions for social,emotional and mental health needs

A key principle upon which the Revised Special Educational Needs and Disability (SEND) Code of Practice 0–25 (2015) is based is children's involvement in decision‐making that affects them, and a significant change is the removal of the term ‘behaviour’ and an emphasis on social, emotional and mental health (SEMH) needs. To ensure that child involvement is a practical reality for children with SEMH needs, staff in schools benefit from a range of evidence‐informed strategies for engagement and participation. This article describes an approach to the provision of learning mentor services for children with SEMH in a primary school based on partnerships between the children and staff in establishing and measuring change. Limitations are noted and suggestions for future developments are also made.     

The effect of teacher‐led interventions on social and emotional behaviour in primary school children: a systematic review

The purpose of this article is to clarify the role of teacher training initiatives aimed at improving social, emotional and behavioural outcomes of primary school aged children through improved classroom management. Systematic searches were conducted using a range of electronic databases from inception up to September 2011. Included studies were controlled trials that described training provided to teachers in classroom management techniques designed to improve primary school children's behavioural and social outcomes. Study selection and appraisal of quality were carried out by two researchers and a narrative synthesis was carried out. A total of 14 studies were included involving 8 interventions. Results show that statistically significant effects are limited, with only 20 outcomes showing significant effects in the desired direction. Effect sizes ranged from g = ?0.17 (95%CI: ?0.32, ?0.02) to g = 1.88 (95%CI: 0.55, 3.21). Overall, the programmes indicate an improvement in some outcomes of interest. However, further research into the implementation and comparative effectiveness of such programmes is needed before implications for educational policy and practice can be established.     

‘A clash of two worlds’; disjuncture between the norms and values held by educational practitioners and parents of children with behavioural,emotional and social difficulties

This article, by Karen Broomhead of Liverpool John Moores University, discusses an exploration of the clashing norms, values and expectations of parenting behaviours between parents of children with behavioural, emotional and social difficulties (BESD) and practitioners. Semi‐structured interviews with 15 education professionals, employed in both mainstream and BESD schools, highlighted how parents of children with BESD were deemed to experience chaotic, dysfunctional home circumstances, with no boundaries in place for their children. This contrasted with the structure, routine and stability that educational practitioners perceived themselves to provide for pupils with BESD. Practitioners employed in BESD schools elaborated on the perceived norms of chaos and dysfunction held by these parents, and suggested that these were evident due to an intergenerational continuity of ineffective parenting. Problematically, educational practitioners displayed a tacit acceptance of parental norms. This questioned whether advocating for pupils with BESD was at the top of the agenda for professionals, or whether a conflict‐avoidance strategy was adopted instead.     

The Artist‐Teacher in the Classroom and Changes in the Teacher–Student Relationship,with Reference to the Issue of Censorship

This article examines a case study of an A‐Level student's work and how the inclusion and integration of my own practice as artist‐teacher into the classroom has changed the teacher‐student relationship, resulting in a more collaborative environment. It investigates how the mutual sharing of practice supports opportunities for pupils to discuss and investigate socially provocative issues and raises the issues of censorship. Through the case study the following questions will be addressed: how a collaborative classroom environment impacts on process and outcomes; the effect of discussing social/ political/ cultural issues within the art and design classroom; and the issues of censorship and ownership within the environment of a comprehensive secondary school context.