Teachers’ Use of Psycho-Educational Reports in Mainstream Classrooms

• Published in: Australian journal of guidance and counselling Vol. 28; no. 1; pp. 1 - 17
• Main Authors: Lindelauf, Joanne, Reupert, Andrea, Jacobs, Kate E.
• Format: Journal Article
• Language: English
• Published: Cambridge, UK Cambridge University Press 01.06.2018; SAGE Publications
• Subjects: Background; Educational Practices; Educational psychology; Elementary School Teachers; Information Utilization; Interrater Reliability; Interviews; Learning Disabilities; Learning problems; Learning Processes; Preschool children; Preschool Teachers; Primary secondary education; Psychoeducational Methods; Psychological evaluation; Psychologists; Qualitative Research; School psychologists; Secondary School Teachers; Semi Structured Interviews; Student Characteristics; Student Experience; Students with disabilities; Teacher attitudes; Teachers; Teaching; Teaching Methods; mainstream; learning difficulties; teacher; psycho-educational reports
• ISSN: 2055-6365; 1037-2911; 2055-6373
• DOI: 10.1017/jgc.2018.2

This study investigated how teachers who support children with learning difficulties utilise psychologists’ reports in their teaching practice. Previous research has examined teachers’ preferences for how reports should be written, rather than how they might be used. Semi-structured, qualitative interviews with 12 teachers (seven primary, four high school and one preschool teacher) were undertaken and followed up with member checks and interrater reliability. Findings suggested that while the teachers valued the recommendations section of the report, they were also interested in other sections, particularly information about the student's background. Simultaneously, teachers used information from reports selectively in relation to their own professional knowledge and in collaboration with other stakeholders. Implications for practice and further research are discussed.