Exceptionality Education International最新文献

{"title":"Exploring Mental Health Literacy Among Pre-Service Teachers","authors":"J. Whitley, Suzanne Gooderham","doi":"10.5206/EEI.V26I2.7741","DOIUrl":"https://doi.org/10.5206/EEI.V26I2.7741","url":null,"abstract":"Worldwide, prevalence rates of students experiencing mental health difficulties are growing, with only one in five receiving treatment. The role of teachers in collaborative efforts both to identify and to provide effective services for these students is an essential one. However, scant research has explored the mental health literacy of pre-service teachers. In the present study, 186 preservice teachers completed a vignette-based measure (Child or Adolescent version based on each teacher’s experience) in order to assess their mental health literacy, comprised of beliefs and knowledge. Results indicate that participants expressed lower efficacy when teaching children or adolescents with externalizing as compared to internalizing behaviours but believed that a child or adolescent experiencing behaviours indicative of depression was of the greatest concern and in need of intervention. Pre-service teachers were able to correctly identify cases of anxiety and ADHD, but many attributed behaviours typical of depression to home life difficulties (Child version) or substance use/abuse (Adolescent version). Results are discussed in light of previous research in the field; recommendations for future research and practice are provided. ISSN 1918-5227 Pages 6292 Follow this and additional works at: https://ir.lib.uwo.ca/eei Recommended Citation Whitley, J., & Gooderham, S. (2016) Exploring Mental Health Literacy Among Pre-Service Teachers. Exceptionality Education International, 26, 62-92. Retrieved from https://ir.lib.uwo.ca/eei/vol26/iss2/5 This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Exceptionality Education International 2016, Vol. 26, No. 2, pp. 62–92 ISSN 1918-5227 62 Exploring Mental Health Literacy Among Pre-Service Teachers Jessica Whitley, Suzanne Gooderham University of Ottawa","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":"26 1","pages":"62-92"},"PeriodicalIF":0.0,"publicationDate":"2016-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70663865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pre-Service Teacher Education for Mental Health and Inclusion in Schools.","authors":"Melanie-Anne P Atkins, S. Rodger","doi":"10.5206/EEI.V26I2.7742","DOIUrl":"https://doi.org/10.5206/EEI.V26I2.7742","url":null,"abstract":"Pre-service teacher education in mental health and mental health literacy is essential to creating the conditions necessary to support the mental health and wellness of children and youth in schools. Many teachers report never having received any education about mental health, but recognize the importance of this knowledge in meeting the needs of their students in regular classrooms. This article describes the development of a completely online mental health course organized around five learning objectives and delivered in a large pre-service teacher education program in Canada. Next, this article presents the results of research to evaluate impact on the pre-service teacher education students. Results are organized into expected and unexpected learning outcomes. Implications for further research and practice are shared. ISSN 1918-5227 Pages 93118 Follow this and additional works at: https://ir.lib.uwo.ca/eei Recommended Citation Atkins, M., & Rodger, S. (2016) Pre-service Teacher Education for Mental Health and Inclusion in Schools. Exceptionality Education International, 26, 93-118. Retrieved from https://ir.lib.uwo.ca/eei/vol26/iss2/6 This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Exceptionality Education International 2016, Vol. 26, No. 2, pp. 93–118 ISSN 1918-5227 93 Pre-service Teacher Education for Mental Health and Inclusion in Schools Melanie-Anne Atkins, Susan Rodger University of Western Ontario","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":"26 1","pages":"93-118"},"PeriodicalIF":0.0,"publicationDate":"2016-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70663910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teacher Candidate Mental Health and Mental Health Literacy.","authors":"Jennifer Dods","doi":"10.5206/eei.v26i2.7740","DOIUrl":"https://doi.org/10.5206/eei.v26i2.7740","url":null,"abstract":"Providing teacher candidates with a strong foundation in mental health literacy during their teacher education program is crucial in ensuring novice teachers are prepared to support the mental health needs of their students. In addition to responding to students, teacher candidates are typically at an age when mental health disorders are common and their personal mental health during the program also needs to be considered. In the current study, a survey was conducted with 375 teacher candidates in order to extend our understanding of the personal mental health and mental health literacy of pre-service teachers. Results showed that teacher candidate mental health was similar to the general population, with 77% reporting positive personal mental health. Teacher candidates did report high levels of stress. Teacher candidates had considerable personal and professional experience with mental health prior to starting the program and reported positive attitudes and moderate levels of knowledge about mental health disorders. Despite considerable experience and a positive perspective, teacher candidates did not feel ready or competent to support the mental health of students. Current teacher education programs should consider building on the knowledge and experience the teacher candidates bring, and enhancing their capacity to translate that knowledge into the classroom setting.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":"26 1","pages":"42-61"},"PeriodicalIF":0.0,"publicationDate":"2016-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70663852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Children's Voices: Perspectives on Using Assistive Technology.","authors":"R. Schock, Elizabeth A. Lee","doi":"10.5206/EEI.V26I1.7736","DOIUrl":"https://doi.org/10.5206/EEI.V26I1.7736","url":null,"abstract":"Rarely are the views of children with learning disabilities elicited. In this study, we used focus groups involving eight students with learning disabilities to explore their self-perceptions as learners and writers using assistive technology (AT). Three groups of two to three Grade 4–8 students and their parents participated in the qualitative study. Both student and parent responses provided data for thematic analysis that resulted in three themes: (a) changes in students’ self-perceptions as learners; (b) student and parental self-reported benefits of using assistive technology; and (c) inconsistencies in approaches to using assistive technology in schools. The implications for education are greater attention to the views of elementary school children; greater focus on the use of AT in the classroom; and greater AT training for teachers in order to better support the use of AT by students with LD. ISSN 1918-5227 Pages 7694 We wish to thank the children and parents who participated in the study. Follow this and additional works at: https://ir.lib.uwo.ca/eei Recommended Citation Schock, R. E., & Lee, E. A. (2016) Children's Voices: Perspectives on Using Assistive Technology. Exceptionality Education International, 26, 76-94. Retrieved from https://ir.lib.uwo.ca/eei/vol26/iss1/5 This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Children's Voices: Perspectives on Using Assistive Technology Cover Page Footnote We wish to thank the children and parents who participated in the study. This article open access after 1 year is available in Exceptionality Education International: https://ir.lib.uwo.ca/eei/ vol26/iss1/5 Exceptionality Education International 2016, Vol. 26, No. 1, pp. 76–94 ISSN 1918-5227 76 Children’s Voices: Perspectives on Using Assistive Technology Robin E. Schock St. Lawrence College Elizabeth A. Lee Queen’s University","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":"26 1","pages":"76-94"},"PeriodicalIF":0.0,"publicationDate":"2016-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70664074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Facilitating Academic and Mental Health Resilience in Students with a Learning Disability.","authors":"Lisa Piers, C. Duquette","doi":"10.5206/eei.v26i2.7739","DOIUrl":"https://doi.org/10.5206/eei.v26i2.7739","url":null,"abstract":"This qualitative study explored the educational journeys of five postsecondary students with learning disabilities (LD) from the perspective of the students and their families. Using a resilience lens, it examined the challenges that they faced and the capacities and resources that facilitated their resilience and helped them achieve their current level of academic achievement and mental health. A retrospective, multiple case study design was used, and a series of three interviews was conducted with each university student with an LD and their families. The participants identified a number of interactions among the students and their parents, teachers, and peers that helped shape and develop the capacities they needed in order to negotiate for the supports and resources that sustained their well-being. These capacities included an awareness and acceptance of their LD and themselves as learners, the self-advocacy skills they needed in order to seek out and negotiate for the supports and accommodations that would help them succeed, the ability to set lofty yet attainable goals, the perseverance to work toward these goals in spite of setbacks and challenges, and the willingness to use the supports and resources that were available to them.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":"26 1","pages":"21-41"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70664259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Resilience in the Face of Adversity: Stories from Adults with Fetal Alcohol Spectrum Disorders.","authors":"Lyndsay Knorr, Laureen McIntyre","doi":"10.5206/eei.v26i1.7735","DOIUrl":"https://doi.org/10.5206/eei.v26i1.7735","url":null,"abstract":"This study explored the school and life experiences of four adults diagnosed with a fetal alcohol spectrum disorder (FASD) from an urban area in western Canada. Semi-structured interviews provided insight into the lives of these adults, including their experiences with this disorder as it related to their social interactions and peer relationships in elementary school, high school, and the community. Their educational and life experiences were examined with the goal of understanding how success is achieved among these individuals. Three major themes emerged from participant interviews: (a) “I don’t fit in”: negative school experiences leading to anger and frustration toward diagnosis; (b) intergenerational alcoholism, child abuse, and drug addiction; and (c) healing the wounds: sources of strength, success, and helping others. Despite the hardships these participants faced, they each found sources of strength and success that have allowed them to be resilient in the face of adversity. ISSN 1918-5227 Pages 5375 Follow this and additional works at: https://ir.lib.uwo.ca/eei This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Recommended Citation Knorr, L., & McIntyre, L. J. (2016) Resilience in the Face of Adversity: Stories from Adults with Fetal Alcohol Spectrum Disorders. Exceptionality Education International, 26, 53-75. Retrieved from https://ir.lib.uwo.ca/eei/vol26/iss1/4 Exceptionality Education International 2016, Vol. 26, No. 1, pp. 53–75 ISSN 1918-5227 53 Resilience in the Face of Adversity: Stories from Adults with Fetal Alcohol Spectrum Disorders Lyndsay Knorr, Laureen J. McIntyre University of Saskatchewan","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":"26 1","pages":"53-75"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70664006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring and Promoting Mental Health Literacy and Outcomes: Introduction to the Special Issue","authors":"J. Whitley, Suzanne Gooderham","doi":"10.5206/eei.v26i2.7737","DOIUrl":"https://doi.org/10.5206/eei.v26i2.7737","url":null,"abstract":"Guest editor introduction to the special issue","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":"26 1","pages":"1-4"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70664150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Emerging Mental Health Diagnoses and School Disruption: An Examination among Clinically Referred Children and Youth.","authors":"S. Stewart, J. Klassen, Chloe A. Hamza","doi":"10.5206/eei.v26i2.7738","DOIUrl":"https://doi.org/10.5206/eei.v26i2.7738","url":null,"abstract":"Previous research linking school disruption with mental health problems has largely relied on assessments of academic achievement to measure school disruption. Early disruptive classroom behaviour (e.g., conflict with school staff, negative attitudes toward school), however, may precipitate poor academic performance and may stem from emerging mental health concerns, particularly among young children. To address this gap in the literature, 912 clinically referred children and youth (ages 4–18 years old) were assessed using the interRAI Child and Youth Mental Health (ChYMH) assessment utilizing a cross-sectional study design. The ChYMH assessment evaluates school disruption independently of academic achievement, and includes a comprehensive assessment of the child’s mental health functioning, needs, and preferences. A logistic regression analysis revealed that various provisional mental health diagnoses (i.e., attention-deficit/hyperactivity disorder, disruptive behaviour, mood disorders, and, to a lesser extent, anxiety) were associated with disruption in the classroom. Implications for school-based care planning are discussed. ISSN 1918-5227 Pages 520 Dr. Shannon L. Stewart would like to acknowledge the funding of the London Community Foundation (LCF) as well as the Volunteer Organization of the Child and Parent Resource Institute (VOCPRI). We would also like to thank the agencies involved in this project for all the “in kind” support. Dr. Chloe Hamza would also like to acknowledge funding to conduct this research from the Canadian Institutes of Health Research (frn: 1400862). Special thanks to all of the children, youth, and families for their dedication and time commitment to this study. Follow this and additional works at: https://ir.lib.uwo.ca/eei Recommended Citation Stewart, S. L., Klassen, J., & Hamza, C. (2016) Emerging Mental Health Diagnoses and School Disruption: An Examination Among Clinically Referred Children and youth. Exceptionality Education International, 26, 5-20. Retrieved from https://ir.lib.uwo.ca/eei/vol26/iss2/2 This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Emerging Mental Health Diagnoses and School Disruption: An Examination Among Clinically Referred Children and youth Cover Page Footnote Dr. Shannon L. Stewart would like to acknowledge the funding of the London Community Foundation (LCF) as well as the Volunteer Organization of the Child and Parent Resource Institute (VOCPRI). We would also like to thank the agencies involved in this project for all the “in kind” support. Dr. Chloe Hamza would also like to acknowledge funding to conduct this research from the Canadian Institutes of Health Research (frn: 1400862). Special thanks to all of the children, youth, and families for their dedication and time comm","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":"26 1","pages":"5-20"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70664185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Traumatic Brain Injury: Persistent Misconceptions and Knowledge Gaps among Educators.","authors":"Deborah Ettel, A. Glang, Bonnie Todis, S. Davies","doi":"10.5206/eei.v26i1.7732","DOIUrl":"https://doi.org/10.5206/eei.v26i1.7732","url":null,"abstract":"Each year approximately 700,000 U.S. children aged 0–19 years sustain a traumatic brain injury (TBI) placing them at risk for academic, cognitive, and behavioural challenges. Although TBI has been a special education disability category for 25 years, prevalence studies show that of the 145,000 students each year who sustain long-term injury from TBI, less than 18% are identified for special education services. With few students with TBI identified for special education, TBI is mistakenly viewed as a low-incidence disability, and is covered minimally in educator preparation. We surveyed educators and found that they lacked knowledge, applied skills, and self-efficacy in working with students with TBI. While those with special education credentials and/or additional training scored significantly higher than general educators, all demonstrated inadequate skills in working with students with TBI. This finding suggests that teachers, especially those in general education, have misconceptions and knowledge gaps about TBI and its effects on students. Misconceptions have led to the misidentification and underidentification of students with TBI, leaving this group of students with disabilities potentially underserved. To meet the academic and behavioural needs of students with TBI, all educators need effective training in working with students with TBI. ISSN 1918-5227 Pages 118 This project was supported by the U.S. Department of Education, National Institute on Disability and Rehabilitation Research, Grant Number H133B090010-13. Follow this and additional works at: https://ir.lib.uwo.ca/eei Part of the Other Teacher Education and Professional Development Commons Recommended Citation Ettel, PhD, NCSP, D., Glang, A. E., Todis, B., & Davies, S. C. (2016) Traumatic Brain Injury: Persistent Misconceptions and Knowledge Gaps Among Educators. Exceptionality Education International, 26, 1-18. Retrieved from https://ir.lib.uwo.ca/eei/vol26/iss1/1 This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Traumatic Brain Injury: Persistent Misconceptions and Knowledge Gaps Among Educators Cover Page Footnote This project was supported by the U.S. Department of Education, National Institute on Disability and Rehabilitation Research, Grant Number H133B090010-13. This article open access after 1 year is available in Exceptionality Education International: https://ir.lib.uwo.ca/eei/ vol26/iss1/1 Exceptionality Education International 2016, Vol. 26, No. 1, pp. 1–18 ISSN 1918-5227 1 Traumatic Brain Injury: Persistent Misconceptions and Knowledge Gaps Among Educators Deborah Ettel Eugene School District 4J Ann E. Glang, Bonnie Todis University of Oregon Susan C. Davies University of Dayton","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":"26 1","pages":"1-18"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70663376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Structured Intervention as a Tool to Shift Views of Parent-Professional Partnerships: Impact on Attitudes toward the IEP.","authors":"Mariana Mereoiu, Sara Abercrombie, Mary M. Murray","doi":"10.5206/eei.v26i1.7734","DOIUrl":"https://doi.org/10.5206/eei.v26i1.7734","url":null,"abstract":"The Individualized Education Program (IEP) is the roadmap that helps educators and families drive the education of students with disabilities, improve outcomes, and fulfill each child’s potential. However, the IEP can be challenging due to the large number and diversity of stakeholders, dynamics and culture of collaboration, and the complex procedures guiding the referral, evaluation, and placement. This study describes changes in attitudes toward the IEP reported by special educators and parents participating in a statewide six-month collaborative training model. Preand post-test data analysis indicates an interaction effect on overall attitude toward the IEP, with parents’ ratings of the value of the IEP decreasing at the end of the training and teachers’ ratings increasing. Moreover, special educators’ significantly higher ratings of the value of team planning for the IEP indicate enduring preand post-intervention differences. These findings have implications for school districts and agencies providing professional development to improve collaboration in IEPs.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":"26 1","pages":"36-52"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70663993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}