Rethinking the Paradigm

Gothberg, June; Stegenga, Sondra M.; Cate, Debbie

doi:10.1007/978-94-6351-134-6_9

Cited by 5 publications

(9 citation statements)

References 30 publications

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“…An alcove can also be a freestanding bedside cabinet that is a piece of furniture. It comes from Sweden [18].…”

Section: Energy Efficiency Upon Specific Habitat Functionsmentioning

confidence: 99%

“…It is in the traditional farm surrounded by wings that can vary in number from one or two to four, depending on local traditions and the size of the farm. The closed 4-wing farmhouse is the archetype of a Danish "bondegaard" [18]. The courtyard provides protection against wind from different directions and improves the climate comfort.…”

Section: Energy Efficiency Upon Specific Habitat Functionsmentioning

confidence: 99%

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Environmental reply to vernacular habitat conformation from a vast areas of Scandinavia

Almssad

Almusaed²

2015

Renewable and Sustainable Energy Reviews

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“…An alcove can also be a freestanding bedside cabinet that is a piece of furniture. It comes from Sweden [18].…”

Section: Energy Efficiency Upon Specific Habitat Functionsmentioning

confidence: 99%

Section: Energy Efficiency Upon Specific Habitat Functionsmentioning

confidence: 99%

Environmental reply to vernacular habitat conformation from a vast areas of Scandinavia

Almssad

Almusaed²

2015

Renewable and Sustainable Energy Reviews

View full text Add to dashboard Cite

“…Given the frequency with which families of children with additional support needs undergo transitions in their children’s earliest years, and the stress that often accompanies these transitions, it is important to consider what types of practices best support families and children. Transitions can be a nerve-wracking experience for families, so including families in the planning and execution process is important in addressing their needs and/or concerns (Doudna et al, 2015; Douglas et al, 2022; Gothberg et al, 2017; Pang, 2010). Parents who feel supported during transitions by their providers are more likely to be involved and engage in better decision-making, resulting in better overall positive outcomes for their child and family (Doudna et al, 2015; Gothberg et al, 2017; Pang, 2010).…”

Section: Transitions During the Early Yearsmentioning

confidence: 99%

“…Transitions can be a nerve-wracking experience for families, so including families in the planning and execution process is important in addressing their needs and/or concerns (Doudna et al, 2015; Douglas et al, 2022; Gothberg et al, 2017; Pang, 2010). Parents who feel supported during transitions by their providers are more likely to be involved and engage in better decision-making, resulting in better overall positive outcomes for their child and family (Doudna et al, 2015; Gothberg et al, 2017; Pang, 2010).…”

Section: Transitions During the Early Yearsmentioning

confidence: 99%

“…After the age of 3, some children with exceptionalities will transition out of Part C services and into Part B services of IDEA, commonly known as special education. Other meaningful transitions may also take place for these families and their children during this time period, such as changes in providers, beginning or ending additional services based on the needs of the child or family, and changes in day-to-day needs (Gothberg et al, 2017; Hebbeler & Spiker, 2016; Pang, 2010; Rous & Hallam, 2012).…”

mentioning

confidence: 99%

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“Press On, Continue On”: Rural Parents’ Experiences of Transitions Within Early Intervention

Decker

Feigel

Foster

et al. 2022

Rural Special Education Quarterly

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Although all families experience a variety of transitions over time, families of children with exceptionalities tend to encounter more transitions during their children’s earliest years. Transitions can be stressful and often include changes as part of early intervention or special education services. It is important to understand these transitions because the support families receive can influence child and family well-being. Therefore, we interviewed parents ( N = 28) across a rural state about their experiences of transition over time. Using thematic analysis, three common themes emerged: (a) change is constant, (b) positive relationships support changing needs and priorities, and (c) parents need more support, information, or access to services or providers. Parents reported relationships and collaboration with providers to be important, yet insufficient, in supporting transitions. Rurality added some challenges to parents’ experiences with transition. Recommendations include empowering families, providing more access and/or removing barriers to services, and building family efficacy through family-focused services.

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Common misconceptions of suspension: Ideas and alternatives for school leaders

Green

Maynard

Stegenga³

2018

Psychology in the Schools

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The use of exclusionary discipline practices in schools has been well documented since the 1970s with the passing of the Safe Schools Act and implementation of zero-tolerance policies. Despite research indicating the ineffectiveness of exclusionary practices, students continue to receive suspensions and expulsions at alarming rates.Additional research highlights that there may be misconceptions regarding the application of suspensions and their perceived functions and effectiveness on students and their families. The purpose of this article is to discuss common misconceptions regarding the effects of suspension and provide teachers, school psychologists, and administrators with proactive strategies for implementation in local systems to create positive school climates and optimize successful outcomes for all students and staff.Traditional approaches to school discipline such as applying exclusionary discipline practices (i.e., in-school suspension, out-of-school suspension [OSS], expulsion), are reactive and have a long history of exclusion and discrimination.

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Rethinking the Paradigm

Cited by 5 publications

References 30 publications

Environmental reply to vernacular habitat conformation from a vast areas of Scandinavia

Environmental reply to vernacular habitat conformation from a vast areas of Scandinavia

“Press On, Continue On”: Rural Parents’ Experiences of Transitions Within Early Intervention

Common misconceptions of suspension: Ideas and alternatives for school leaders

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