Role of Psychologists in Interdisciplinary Relations in Special Education

Kasky-Hernández, Lynda; Cates, Gary L.

doi:10.1108/s0270-40132015000030a019

Cited by 2 publications

(1 citation statement)

References 2 publications

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“…Flanagan (2011) notes these check-in times are particularly good for school psychologists to connect with families, to address concerns and provide feedback or information on interventions. School psychologists are well-situated for being a direct source of support (Davies, 2020) by facilitating collaborative partnerships between families and school personnel (Kasky–Hernandez and Cates, 2015; Talapatra et al. , 2019).…”

Section: Implications For Theory Practice and Policymentioning

confidence: 99%

Work–family strain of employees with children with disabilities

Stefanidis

King‐Sears

Gilic

et al. 2022

EDI

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PurposeThe purpose of this study is to investigate the relationships between (1) employed parents' work–family conflict (WFC), (2) their children with disabilities' support needs, (3) their children's age, and (4) those parents' levels of school engagement.Design/methodology/approachData were collected from 193 US parents of children with disabilities who completed a survey regarding work and family strain as well as school engagement. Descriptive statistical and correlational analyses were used, followed by moderated regression analysis.FindingsResults indicate that higher levels of WFC have a negative impact on parents' school engagement. Similarly, children with disabilities' increased needs for parental support have a negative impact on school engagement. Moreover, the age of children with disabilities holds a moderating role in the relationship between support needs and school engagement.Research limitations/implicationsHuman resource managers can acquire information regarding employed parents of children with disabilities' increased support needs and formalize flexible policies leading to supportive workplace cultures. School personnel can instigate a range of options that facilitate parents' school engagement, such as maximizing use of technology via virtual meetings and activities.Originality/valueThese innovative findings contribute to theoretical underpinnings in work and family strain research as well as conservation of resources theory, given the lack of previous empirical work specific to children with disabilities and their employed parents.

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Section: Implications For Theory Practice and Policymentioning

confidence: 99%

Work–family strain of employees with children with disabilities

Stefanidis

King‐Sears

Gilic

et al. 2022

EDI

View full text Add to dashboard Cite

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Creating and Sustaining Collaborative Professional Development in Special Education

King

Santos

O’Brien

et al. 2022

Handbook of Research on Interdisciplinary Preparation for Equitable Special Education

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Shortages in personnel qualified to address the academic, behavioral, and mental health needs of people with disabilities are well documented. The limited interdisciplinary training professionals in special education and related disciplines receive greatly exacerbates the challenges faced by exceptional populations, particularly in regions that have historically struggled to provide sufficient access to special education services. This chapter describes the Interdisciplinary Training Project in Special Education and School Psychology (SP2), a federally funded, interdisciplinary program that combines elements of the School Psychology, Special Education, and Applied Behavior Analysis programs at the University of Iowa. Specific sections describe the national and state-level context supporting the development of SP2, identify the components designed to promote interdisciplinary knowledge and competence, and delineate challenges associated with creating and maintaining interdisciplinary programs.

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Role of Psychologists in Interdisciplinary Relations in Special Education

Cited by 2 publications

References 2 publications

Work–family strain of employees with children with disabilities

Work–family strain of employees with children with disabilities

Creating and Sustaining Collaborative Professional Development in Special Education

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