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School improvement efforts to increase student performance are sought by states throughout the nation. One Midwestern state implemented a statewide initiative to do just that. The purpose of the initiative was to improve instruction and learning for students with disabilities as well as other at-risk learners through a districtwide state improvement process. Two phases comprised this initiative. The first phase involved districtwide reform efforts designed to support school improvement through capacity building, differentiated instruction, and process coaching. The second phase was to expand the school improvement initiative through parent-teacher partnerships in school districts and in institutions of higher education (IHEs). Each individual district's involvement was to teach current teachers and parents how to work together to improve student outcomes. The IHEs were chosen as part of a comprehensive sustainability effort to train teacher candidates how to work with parents and families, thus building capacity among current and future teachers and parents. This article describes the implementation efforts of 80 school districts and the teacher preparation programs of seven IHEs regarding statewide school improvement efforts through parent-teacher partnerships.

Early emerging adulthood (ages 18-25) is a time of risk for type 1 diabetes (T1D) when relationships with parents and providers are changing. We examined whether individuals' high-quality relationships with mothers are associated with greater perceptions of patient-centered communication (PCC) with their doctor and whether PCC is associated with better adherence and glycemic control through diabetes-related self-efficacy. Additionally, we tested whether associations of PCC with self-efficacy and diabetes outcomes are stronger among those who had transferred to adult care. One-year post-high school, 217 individuals with T1D (60% women, 53% in adult care) reported perceptions of maternal relationship quality, PCC, self-efficacy, and adherence. Glycemic control was measured via HbA1c assay kits. Structural equation modeling indicated good model fit and revealed indirect paths linking higher maternal relationship quality to better adherence through higher PCC, and higher PCC to better HbA1c through adherence. Transfer status moderated the link between PCC and self-efficacy, suggesting PCC may be especially important when emerging adults transfer to adult care.

ObjectiveTo examine (a) changes in parental involvement across early emerging adulthood, (b) whether yearly fluctuations in parental involvement were associated with adherence and glycated hemoglobin (HbA1c) over time, and (c) whether higher involvement was more beneficial for those with poorer executive function (EF).MethodsA total of 228 high school seniors (M age = 17.76) with type 1 diabetes reported on mothers' and fathers' acceptance, knowledge of diabetes activities, disclosure to mothers and fathers regarding diabetes, and adherence at four yearly time points. At baseline, participants completed performance-based measures of EF. HbA1c was collected from assay kits.ResultsGrowth curve models revealed significant declines in disclosure to fathers and mothers' and fathers' knowledge of diabetes activities; no changes were found in mothers' or fathers' acceptance nor disclosure to mothers. Multilevel models indicated significant between-person effects for nearly all aspects of parental involvement with more acceptance, knowledge, and disclosure associated with better HbA1c and adherence. Within-person effects for disclosure to fathers, and mothers' and fathers' knowledge indicated that in years when emerging adults perceived higher amounts of these types of involvement (compared with their own average), HbA1c was lower. Within-person effects were found for acceptance to mothers, disclosure to mothers and fathers, and mothers' diabetes knowledge for adherence. Disclosure to fathers and mothers' knowledge of diabetes activities were especially beneficial for HbA1c for those with poorer EF performance.ConclusionsParental involvement in diabetes management remains important during the high-risk time of emerging adulthood, especially for those with poorer EF.

OBJECTIVE:The objective of this study was to examine 1) whether teens' glycemic control and adherence to type 1 diabetes treatment regimen worsen during the transition from late adolescence to emerging adulthood, and 2) whether teens' executive function (EF), as measured by performance and self-reported problems with EF, is predictive of these changes (after controlling for general intelligence). RESEARCH DESIGN AND METHODS:High school seniors with type 1 diabetes (N = 236; mean age 17.74 years) were assessed at three yearly time points. At baseline, during the senior year of high school, participants completed a self-report measure of problems with EF and performance-based measures of EF and general intelligence (IQ). Glycemic control was determined on the basis of results collected from HbA1c assay kits, and teens reported their adherence at all three time points. RESULTS:HbA1c increased significantly across the three time points and adherence declined. EF performance was not associated with adherence or HbA1c at baseline, nor with changes in adherence over time. However, better EF performance predicted slower increases in HbA1c over time (i.e., slope) while controlling for IQ. Teens' self-reported problems with EF were associated with worse glycemic control and poorer adherence at baseline (i.e., intercept), but they did not predict changes in either HbA1c or adherence over time (i.e., slope). CONCLUSIONS:Abilities involved in performance on EF tests may be one resource for maintaining better glycemic control during the transition to emerging adulthood. Assessment of such EF abilities may allow for the identification of individuals who are most at risk for deterioration of glycemic control during this transition.

The study examined how 'transition readiness' skills develop from relationship processes with parents, friends, and healthcare providers. During their senior year of high school and one year later, participants (N = 217) with type 1 diabetes completed measures of transition readiness skills (Self-Management; Self-Advocacy), adherence, HbA1c, and relationships with providers (patient-centered communication), parents (monitoring/knowledge), and friends (knowledge/helpfulness) surrounding diabetes. Self-Management skills increased across time. Higher friend knowledge/helpfulness during emerging adulthood was associated with increased Self-Management skills. Adherence improved when relationships with providers and friends matched transition readiness skills, indicating that these relationships may facilitate transition skills in early emerging adulthood.

Successfully managing Type 1 diabetes involves adherence to a complex daily medical regimen, requiring self-regulatory skills that rely on neurocognitive processes known as executive functioning (EF). Adolescents with poorer rated EF abilities display poorer diabetes outcomes. The purpose of this study was to examine the relationship of EF questionnaire and performance measures with adherence and glycemic control, after controlling for IQ and general questionnaire response style. Adolescents with Type 1 diabetes (M age = 17.74, SD = .38 years) and their mothers (N = 196) completed a self/mother-report questionnaire assessing adolescents' ratings of EF abilities (Behavior Rating Inventory of Executive Functioning-Self-Report). Adolescents also completed performance-based tests of EF (Delis-Kaplan Executive Function System) and intellectual functioning (Wechsler Adult Intelligence Scale, 4th ed., Vocabulary). Adherence was indexed via 2 self-report inventories and the number of daily blood glucose checks, and glycemic control via HbA1c obtained from assay kits. Self/mother-reports of EF ability were associated with self/mother-reported adherence. Both questionnaire and performance-based measures of EF were associated with glycemic control. However, once IQ was taken into consideration, performance-based EF was no longer associated with glycemic control; IQ independently shared variance with glycemic control. Our findings suggest that self-reports of EF may be useful in identifying late adolescents who need assistance in managing diabetes in daily life. The finding that performance-based EF measures were not related to glycemic control independent of underlying intellectual capacity raises questions about the specific role of EF in diabetes outcomes. (PsycINFO Database Record

Parent empowerment includes the ability to meet the needs of one's family while feeling in control. This phenomenological study seeks to understand the experience of 71 parents of children with disabilities who participated with pre-service teachers in a 16-week special education course between 2006 and 2010. Analysis of pre-course and post-course parent focus group transcripts resulted in four shifts in perceptions of parent-professional partnerships: (1) from judgmental and impersonal to caring professionals; (2) from intimidation to confidence; (3) from defensiveness to trusting professionals; and, (4) from despair to hope. Results demonstrated parents' perceived increase in self-efficacy in decision-making, access to resources, group affiliation, positive perception change, feelings of mutual respect, experience as a change agent, and hope (i.e., empowerment). (Contains 1 table.)

Service learning is a well researched pedagogical approach to the scholarship of teaching and learning. This essay describes two special education teacher preparation approaches that successfully linked candidate learning outcomes together with service to the community. One approach attached undergraduate teacher candidates in special education with an elementary school to facilitate the delivery of an afterschool learning program for students in need of additional skill development. The other approach connected graduate candidates with community partners in support of the development and implementation of specific projects of value to the community agency. Each of these collaborative learning opportunities created a win for the community partner and a win for the teacher candidates, as each of these opportunities better prepared these candidates to build a strong sense of community from within their school and also by reaching beyond the walls of their own setting.

Partnerships for Autism through Collaborative Community Choice and Empowerment (Project PACE) was developed to empower parents and professionals (e.g., general or special education teachers, therapists, social workers, school counselors, psychologists) through training and education. Project PACE was designed to provide participants with basic facts about individuals with autism spectrum disorders (ASD) and strategies for working with these individuals utilizing collaborative partnerships. Once trained, participants themselves became trainers who presented the program to community agencies, schools, and parent support groups. This article describes the project planning phase, the implementation phase, and the evaluation phase (i.e., lessons learned). Results of this study suggest that Project PACE provides a cost-effective training model that allows parents and professionals to collaboratively develop, maintain, and improve services for individuals with ASD. (Contains 2 tables.)

A challenge for teacher educators in special education is to impact the beliefs and attitudes of preservice teachers in ways that cultivate or strengthen dispositions and inform practice. This study investigated the impact of service-learning experiences on the development of professional dispositions by undergraduate students in two preservice special education courses. A constant comparative analysis of student focus-group transcripts and reflective journal entries uncovered two convergent themes. First, students in both courses developed a sense of professional efficacy. Secondly, students developed positive regard for the abilities of students with disabilities and the contributions of parents as partners in their children's education. Recommendations are provided for designing service-learning experiences in ways that maximize the impact of the experiences on preservice teachers' perceptions and attitudes toward working with students with disabilities and their families.

The use of visual representations (VRs) in mathematics is a strongly recommended practice in special education. Although recommended, little is known about special educators' knowledge of and instructional emphasis about VRs. Therefore, in this study, the authors examined special educators' own knowledge of and their instructional emphasis with VRs in mathematics for students with disabilities (SWDs) in Grades K-12. A total of 146 teachers (pre- and in-service) responded to an online survey. A mixed methods triangulation research design was utilized. Findings include the following: (a) teachers hold conceptions about VRs and the roles they serve in problem solving; their ideas, however, lack depth and are narrow in perspective; (b) what teachers emphasize about VRs to SWDs tends to match their own conceptions, but the explanations they provide for SWDs need expanding and refinement; and (c) given their narrow conceptions, VRs may be limited to a peripheral role in special educators' instruction.

This article describes a partnership between teacher education candidates in a small, rural, private university and students in a large, public, urban junior/senior high school. This partnership utilized technology and used a Literature as a Bridge (LAAB) program to foster discussions designed to be vehicles of learning for all participants. The objectives of this program were to: (1) have urban youth see higher education as an option for their future by giving them experience with college students, college expectations, and a college campus; (2) increase cultural competence by providing opportunities for teacher candidates to work with culturally and ethnically diverse students with experiences different from their own; and (3) allow literature to be a vehicle to bridge diverse groups. The dynamic relationship between teacher candidate and high school students set the stage for transformational learning for both the teacher candidates and the junior/senior high school students.

Acquiring a repertoire of competencies for creating and maintaining successful parent partnerships is an exceedingly important yet difficult task for pre-service educators. This mixed-methods study compared non-traditional and traditional approaches to transforming undergraduate student dispositions and competencies toward parent/professional partnerships. Results suggest that embedding parents of children with disabilities in the classroom, together with the use of activities that promote regular discourse, reflection, relationship building with professionally-relevant partners, transformed student dispositions toward parent/professional partnerships and increased student competence. Implications for teacher education programs are discussed. (Contains 3 tables.)

Although early childhood special education recommended practices and professional standards support the use of family-centered practices in intervention service delivery, empirical investigations have concluded that providers either do not value such practices or lack the skills necessary to build and maintain parent-professional partnerships. Given that preservice programs tend to rely on field-based experiences as the pedagogical forum for providing preservice students experiences with families (Miller & Stayton, 1996), they are less likely to develop family-centered dispositions and skill sets (Rosenkoetter & Stayton, 1997).

ObjectiveTo examine whether individual differences and intraindividual (within-person day-to-day) fluctuations in late adolescents' self-regulation were associated with daily adherence to the type 1 diabetes regimen. Methods 110 school seniors (M age = 17.78 years) and their mothers assessed adolescents' skills underlying self-regulation (executive function, attention, self-control, behavioral inhibition and activation, emotion regulation) and adherence, with glycosylated hemoglobin from medical records. Teens completed daily diaries reporting self-regulation failures surrounding monitoring blood glucose, adherence, and number of blood glucose checks each day for 14 days. Results Hierarchical Linear Models indicated that better daily adherence was associated with teen and mother reports of better self-regulation skills and teens' reports of fewer daily self-regulation failures. Daily adherence was unrelated to temperamental differences in behavioral inhibition and activation. Conclusions Results indicate that both individual and intraindividual differences in self-regulation contribute to daily adherence highlighting the importance of daily self-regulatory challenges to adherence.

Universities and colleges across the United States have been increasingly intentional in their effort to become educational institutions with a culture reflective of all their students, faculty and staff. However, achieving a proportionate representation of faculty for the community of students they serve seems to be a goal yet to be achieved by the higher education institutions. Closing this gap of representation of faculty and students is critical for allowing students from culturally and linguistically diverse backgrounds to access support and mentorship from faculty with whom they can identify. This paper describes the approach employed by an Early Childhood program of a southern university with faculty from culturally diverse backgrounds significantly underrepresented. Diverse students within the institution are unable to connect with a faculty member with whom they can identify. The faculty in this program took the initiative to discuss how the learning environment offered to pre-service teachers truly recognizes and creates learning opportunities inclusive of all cultural identities. The faculty and students participated in the Undoing Racism training program and further extended the conversations to address the needs of the program. Using the theoretical framework of the critical race theory, this paper describes how employing the Undoing Racism program to increase awareness and access to all students led to structural changes.

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. Pre- and 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 pre- and post-intervention differences. These findings have implications for school districts and agencies providing professional development to improve collaboration in IEPs.

This manuscript describes a statewide initiative to implement a training model for educators and parents of children with disabilities in more than 90 public school districts and 20 higher education institutions. The proposed model was designed to facilitate positive changes among families, teachers and administrators by increasing their knowledge, improving their attitudes and dispositions, and improving their ability to develop effective partnerships. Through this statewide initiative, teachers and families will be trained together in learning communities whose members share a vision and a mission to serve children with disabilities and improve student outcomes. This article describes (a) the theoretical and research basis that provides the foundation of this training model, (b) the core components of the training model, and (c) the procedures for implementing the model throughout the state.

This study investigated the influence of a professional learning intervention on parents and special educators' perceptions of collaboration to support student outcomes. Over a period of six months, participants worked together to identify effective ways to establish and sustain partnerships in their districts. Eight pre- and post-intervention semi-structured focus groups were conducted with homogenous parent and educator participant groups. Findings indicated that participants recognized specific needs of improvement in home-school partnerships in the areas of: communication, understanding, and appreciation of the families' experiences, contributions and funds of knowledge, and participation in special education processes. The post-intervention findings indicated that the training helped participants to gain critical insight over each other's perspectives. This study brings important considerations for school districts or other agencies to design and deliver effective professional development in the area of partnerships between schools and families.