Consumer Reports

Habel, John; Bloom, Lisa; Ray, Marissa; Bacon, Ellen H.

doi:10.1177/074193259902000206

Cited by 14 publications

(1 citation statement)

References 21 publications

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“…This sensitivity and awareness includes an understanding of how these students might form relationships at home and how their cultural backgrounds might affect their daily lives at school. As Habel, Bloom, Ray and Bacon [6] argued, "classrooms and schools are social places situated within particular cultures and contexts" (p. 93), and social contexts shape and create how students perceive, interact, and learn [6].…”

Section: Introductionmentioning

confidence: 99%

Explorations of Family-school Relationships Regarding Children with RAD and/or EBD: A Review of Relevant Literature from 1995-2016

Wenger¹,

Crump²,

LaFollette³

et al. 2017

TOFAMSJ

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Background: School and family interactions that include a focus on students from all backgrounds and ability levels are crucial for promoting students’ social, academic, and behavioral success. Specifically, it is important that educators and other stakeholders focus on developing effective interactions with the families of students who have Emotional and Behavioral Disorders (EBD) or Reactive Attachment Disorder (RAD). Objective: The aim of this study is to gain an understanding of the relationships between schools and the families of students with EBD or RAD as represented in published research. Another goal of this study is to understand whether these relationships have changed over time (1995-present). Method: This investigation sought to find empirical studies concerning relationships between schools and the families of students with EBD or RAD. The researchers divided the 1995-2016 time period into five- to-six-year increments and then searched for qualitative articles using agreed upon search terms. The authors used mainly the ERIC database from which to conduct their initial search. Results: There were 11 qualitative studies reviewed for this article. The articles were summarized and discussed according to two categories: “Families of Children with RAD” and “Families of Children with EBD.” Among these studies, three themes emerged in response to the research question: “The Importance of Caregivers,” “Family and School Communication,” and “Support Systems and Interventions.” These themes revealed critical ideologies regarding persons diagnosed with RAD or EBD and their family-school partnerships. Further, this review of literature indicates qualitative studies involving students with RAD or EBD in connection with family-school ties are limited, although a significant amount of literature exists regarding school-family ties. Conclusion: More qualitative studies are needed involving students with RAD and/or EBD and the connection to family-school relationships. The reviewed articles indicated that family-school partnerships depend on the landscape of the school system. Communication from the families to the schools and vice versa is important for persons with RAD or EBD diagnoses, as well as interventions and support systems. While this review does help to better understand these family–school partnerships, educators would benefit from additional studies during this time of the Common Core State Standards, increased accountability, inclusion, and high–stakes testing.

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Section: Introductionmentioning

confidence: 99%

Explorations of Family-school Relationships Regarding Children with RAD and/or EBD: A Review of Relevant Literature from 1995-2016

Wenger¹,

Crump²,

LaFollette³

et al. 2017

TOFAMSJ

View full text Add to dashboard Cite

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Two models for preventing students with special needs from dropping out of education in Finland

Jahnukainen¹

2001

European Journal of Special Needs Education

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Numerous studies have shown that pupils with special needs are at high risk of dropping out and leaving school without nishing their studies, in particular, in postcompulsory schooling. While the great majority of the age group will obtain at least secondary education, the lack of education may serve as a step towards deepening social exclusion. This study presents follow-up results from two programmes working to prevent educational exclusion in Finland. These programmes were selected because they work in association with the comprehensive school system. The results show that the participants' own experiences of the bene ts of the models are extremely positive. However, there are statistically signi cant differences between the post-intervention status of young people from the Creating Your Own Career project and the 10th-form students, and between males and females, when transition to further education and working life is used as the criterion.

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Alternative vocational schooling for the dropped‐out: students' perceptions of the Activity School of East Finland

Jahnukainen

Helander

2007

European Journal of Special Needs Education

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Consumer Reports

Cited by 14 publications

References 21 publications

Explorations of Family-school Relationships Regarding Children with RAD and/or EBD: A Review of Relevant Literature from 1995-2016

Explorations of Family-school Relationships Regarding Children with RAD and/or EBD: A Review of Relevant Literature from 1995-2016

Two models for preventing students with special needs from dropping out of education in Finland

Alternative vocational schooling for the dropped‐out: students' perceptions of the Activity School of East Finland

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