Facilitators of and barriers to school psychologists' social–emotional/behavioral practices

Using data from a national survey of school psychologists we investigated (a) the extent to which school psychologists supported students' social–emotional and behavioral well-being using data and evidence-based practices programming, (b) how facilitators and barriers impacted school psychologists' service delivery in these areas, and (c) how participants' demographic characteristics predicted facilitators to these practices. The survey was administered to randomly selected National Association of School Psychologists' members. One hundred ninety-nine full-time, school-based school psychologists (24% response rate) completed the survey. Results indicated more practitioners reported using data to design, implement, and evaluate evidence-based strategies for social–emotional and behavioral supports (M = 3.32, SD = 0.90) than reported using evidence-based strategies themselves in these same areas (M = 3.10, SD = 1.05). School psychologists who reported more facilitators were more likely to use data and engage in evidence-based practices related to social–emotional and behavioral supports for students. Results also indicated certain barriers impeded school psychologists' practices in these areas. Few demographic characteristics predicted the presence of facilitators or barriers. Findings from the current study extend the extant literature by providing empirical data on facilitators of and barriers to services related to school psychologists' use of data and evidence-based practices in these areas.     

Pragmatism, Ideology and Educational Change: The Case of Special Educational Needs

A major theme of recent debate and policy development in the area of special education is that of inclusion: the placement of all pupils in mainstream schools and the development of curriculum and pedagogy to meet the needs of all. Analysis of national statistical data shows some movement in this direction, but of a slow and very uneven kind. An exploration of the concepts of pragmatism to describe an important aspect of LEA decision making and of ideology to describe an important aspect of pressures for inclusion helps to explain this pattern of development. The paper concludes that both approaches require further systematic empirical data on the outcomes of different patterns of educational provision.     

Communication and marital conflict

The researchers discuss the role in communication as it relates to marital conflict and adjustment. The Davis Marital Conflict Index is included as an appendix.     

Issues of Equity in Special Needs Education from a Gender Perspective

This article is concerned with gender issues in resource allocation for special needs in mainstream schools. The ways in which categories operate in academic life and professional practice in schools raise dilemmas for the development of the concept and practice of equality of opportunity. Data are drawn from a recent ESRC study (R000237346) and used to illustrate some of the ways in which significant problems for the management of special needs services are revealed from the perspective of gender.     

Civic learning outcomes: a step towards an inclusive higher education

An inclusive education goes beyond the acquisition of discipline knowledge or skills. Inclusion is concerned with the participation and integration of all students (regardless of their intrinsic characteristics), helping them to develop civic competences. Civic and democratic values, equality and social justice became critical dimensions in this broader concept of education. This paper argues that the incorporation of civic dimensions, such as civic knowledge, civic skills or civic values in academic curricula could be an effective step towards more inclusive education. Specifically, this work intends to explore what civic dimensions are emphasised as a learning outcome in Portuguese higher education programmes. Adopting a qualitative methodology, typologies and incidence of civic learning outcomes were analysed and compared across three academic levels (first, second and third study cycles). The results provide a better understanding of what civic dimensions are stressed by institutions. All types of civic learning outcomes have been reinforced, defining civic values, civic skills and civic knowledge as expectable learning results. Both civic values and skills are well represented while civic knowledge is the less mentioned category. The enforcement of such civic dimensions is a valuable approach to enhancing education as a collective societal endeavour and as a common good.