This paper considers parents who misuse substances. The potential impacts of their substance misuse on their ability to parent effectively and safely (parenting capacity) are…
Abstract
This paper considers parents who misuse substances. The potential impacts of their substance misuse on their ability to parent effectively and safely (parenting capacity) are explored, as are some of the barriers many parents face when attempting to seek treatment for problematic substance misuse. The terms ‘use’ and ‘misuse’ are used interchangeably in this paper and ‘substances’ refers to alcohol, illicit drugs and overuse of prescribed medicines. It is important to make the distinction between parents whose use of substances does not constitute dependency and might be best described as ‘recreational or hazardous’. Such individuals might not seek treatment and estimates of prevalence rates of use among this cohort are difficult as they remain hidden from services. Parents who might already be in treatment services or who might be seeking treatment might be described as ‘problematic or dependent’ although presentation at services is neither necessary nor sufficient to assume that the individual's misuse of substances is problematic or indicative of a dependency. The use of substances is associated with numerous harms to the individual: psychologically, socially, interpersonally and physically, and is a risk factor towards negative parenting practices. The use of substances in itself is not an indication of neglectful or harmful parenting, as many parents who use substances have adequate parenting skills, however, it is more frequently associated as a risk rather than a protective factor when considering potential harms. Most of the research refers to mothers although we are aware that some fathers may have sole parenting responsibility for their children. Parents, in particular mothers, face many barriers when trying to access substance misuse treatment services. When they are in treatment, services often lack the skills and experiences to be able to balance managing child protection issues and engaging the parent in treatment. A full review of the issues associated with parenting and substance misuse is beyond the scope of this paper and the reader is referred to Fowler (2003), Cleaver et al (1999), Velleman and Templeton (2007) and Day and George (2005) and the British Psychological Society's Child Protection Portfolio (2007) for further discussion.
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Kashmir Goddard, Jane Montague and James Elander
This study aims to reflect on ways that the experiences of vulnerable users of drug and alcohol services can inform social work practice and policy to improve treatment engagement…
Abstract
Purpose
This study aims to reflect on ways that the experiences of vulnerable users of drug and alcohol services can inform social work practice and policy to improve treatment engagement and mitigate negative responses to interventions.
Design/methodology/approach
The research used semi-structured interviews and photovoice in an interpretative phenomenological analysis of the experiences of people in treatment for drug or alcohol problems whose child was the subject of a Child Protection or Child in Need order.
Findings
The research gave insights into participants’ experiences of loss of control, unfairness and stigma. Participants described how they felt powerless in the social services system and were afraid to be open and honest with practitioners for fear of having their children removed.
Practical implications
The research highlighted the need for more training and professional development for social work practitioners to address power imbalance issues, and the need to promote non-threatening professional practice that removes penalties for disclosure of substance use, enabling substance users who are parents to be more honest about their drug use.
Social implications
The research showed the value of phenomenological methods for investigating sensitive issues with vulnerable users of treatment services in a way that can inform policy and practice.
Originality/value
This paper explores ways that phenomenological research with vulnerable, hard-to-reach participants can produce insights about the potential benefits of social work practice that is non-threatening and encourages greater openness and honesty among substance users who are parents.
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Rabia Aslam, Najmonnisa Khan, Muhammad Mujtaba Asad and Ushaque Ahmed
This paper aims to address the relationship of teachers’ technological pedagogical content knowledge (TPACK) and their technology proficiency according to the International…
Abstract
Purpose
This paper aims to address the relationship of teachers’ technological pedagogical content knowledge (TPACK) and their technology proficiency according to the International Society for Technology in Education Standards for Teachers (ISTE-ST) in public and private universities of Karachi, Pakistan.
Design/methodology/approach
Quantitative approach with survey research design was used. In total, 520 teachers of public and private universities were selected on the basis of simple random sampling technique. Data was collected through questionnaire distribution.
Findings
Strong significant correlation was found between teacher’ TPACK and teachers’ technology proficiency, teachers’ ability to engage in professional development and teachers’ ability to promote digital citizenship and responsibilities in students.
Originality/value
TPACK and ISTE-ST are used for effective teaching. TPACK is used to measure teachers’ ability to integrate technology in their teaching, while ISTE-ST is used to measure the proficiency technology integration. This study is unique as it discusses the relationship of TPACK and ISTE-ST framework in term of teachers’ ability to promote digital citizenship and responsibilities in students and teachers’ ability to engage themselves in professional development program.
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Sarah K. Howorth, Matthew Todd Marino, Sara Flanagan, Melissa J. Cuba and Cheryl Lemke
The integration of technology in special education can profoundly enhance student outcomes (Marino et al., 2024a). For instance, assistive technologies such as speech-to-text…
Abstract
Purpose
The integration of technology in special education can profoundly enhance student outcomes (Marino et al., 2024a). For instance, assistive technologies such as speech-to-text software and communication devices enable students with disabilities to participate more actively in the learning process (Fernández-Batanero et al., 2022). Additionally, adaptive learning platforms can customize content to meet individual student needs, fostering personalized learning experiences (Contrino et al., 2024). Moreover, technology can support differentiated instruction, equipping teachers to address the diverse learning profiles and capabilities within their classrooms (Unal et al., 2022). Numerous impediments obstruct the efficacious integration of technology in special education training and implementation. These include inadequate access to requisite technological resources, insufficient professional development opportunities and limited administrative support (Brennan et al., 2024). Furthermore, educators frequently encounter difficulties tailoring technology to the distinct needs of their students, necessitating specialized training and sustained support across the teacher education process (Basham et al., 2024; US Department of Education, 2024a).
Design/methodology/approach
This manuscript describes how the University of Maine’s (UMaine) Special Education Teacher Preparation Program addressed these challenges in its special education teacher preparation program through a strategic partnership with the National Center on Innovation, Design and Digital Learning’s (CIDDL) Tech Alliance. Sponsored by a grant from the US Department of Education Office of Special Education Programs, the alliance provides technical assistance for teacher preparation programs to improve technology integration and enhance student performance. The case study begins with a description of the CIDDL Center, followed by the demographic trends of Maine’s PK-12 public school students. Next, an analysis of the UMaine program provides insights into its challenges related to these topics. Finally, the outcomes of this case study are discussed.
Findings
The administration and faculty reported ten primary barriers to (RQ1): “What are current barriers related to the UMaine Special Education Teacher Preparation Program’s ability to increase the capacity of education technology integration during the teacher preparation program?” In response to (RQ2): “What was the faculty’s base-line knowledge and capacity to leverage technology within the University of Maine College of Education and Human Development (COEHD) special education, educator preparation programs, and other related education programs?” About 80% of faculty surveyed indicated they considered themselves to have moderate to expert knowledge of the use of digital tools when conducting research/literature reviews (e.g. accessing research databases, locating resources, checking for relevance and credibility of sources). About 80% also indicated having moderate to expert knowledge of the use of technology for communications, such as the use of digital tools for communication/collaboration (e.g. social media, collegial interactions, communities of practice, etc.). Findings also indicated the following faculty needs, which are consistent with the program needs. (1). Limited understanding of how emergent technology can support students with disabilities. (2). Limited knowledge to incorporate Universal Design for Learning during courses taught by professors outside special education. (3). Limited knowledge and abilities to conduct student clinical observations at a distance using technology. In response to (RQ3): “In what ways could the special education program support sustainable strategies to increase innovative technology practices to support positive outcomes for preservice teachers and their future PK-12 students with and without disabilities?” Findings indicated the need for a clear vision at the college and program level of how different types of technology (e.g. assistive technologies, virtual reality, augmented reality and artificial intelligence) could be integrated in the coursework.
Research limitations/implications
This exploratory case study examined UMaine’s Special Education Teacher Preparation Program and its collaboration with the national CIDDL as part of a Tech Alliance initiative. Researchers employed a practice-oriented design (Ebneyamini and Sadeghi Moghadam, 2018) that incorporated multiple data sources, contextual analysis and both qualitative and quantitative data to ascertain the educator preparation program needs related to equipping teachers to utilize technology. The research is limited in that it addresses only one program in the United States. However, the Tech Alliance included ten programs.
Practical implications
The barriers noted for research question one are common across educator preparation programs (EPPs) throughout developed nations (Kerkoff and Cloud, 2020). For example, a study by Williams et al. (2023) indicated the influence of EPP program culture in relation to supporting teacher candidates’ growth is critical as they progress through technology-infused teacher preparation. Additionally, Karchmer-Klein et al. (2021) found that specifically developing teachers technological, pedagogical and content knowledge (TPACK) was crucial, yet not enough to lead to sustained technology integration across teachers’ pedagogical practice in the long term. The authors noted that although participants in their study perceived technology as important, there was a mismatch between this belief and the actual integration of technological tools into their teaching practice (Karchmer-Klein et al., 2021). The lack of access to assessment methods using technology and the integrated use of UDL in course design are also common barriers (Graziano et al., 2023; Marino et al., 2024b; Weisberg and Dawson, 2023). Graziano and colleagues identified key pillars that EPPs should strive for: (1) technology integrated coursework throughout their EPP curriculum, (2) faculty-modeled experiences, (3) opportunities to practice with reflection and (4) fostering of technology self-efficacy amongst EPP students. Likewise, Weisberg and Dawson (2023) noted two pedagogical styles were particularly beneficial for students in EPPs: (1) leveraging technology to teach about equitable and socially just access to education for all learners and (2) adopting a critical stance toward the role of technology integration in schools through modeling digital equity pedagogy.
Social implications
The integration of emerging technologies, such as artificial intelligence, in special education, as demonstrated by the University of Maine’s program, provides a transformative model that can be adopted worldwide. The necessity of comprehensive professional development and strategic collaboration is emphasized, aligning with global trends toward inclusive education and promoting equitable learning opportunities (Contrino et al., 2024; Fernández-Batanero et al., 2022). The use of assistive technologies, adaptive learning platforms and digital resources in special education is crucial for addressing the diverse learning needs of students with disabilities, making this model relevant and replicable in various educational contexts internationally. Barriers identified in the manuscript, such as limited access to technological resources, insufficient professional development and lack of administrative support, resonate with challenges faced by educational institutions globally. Addressing these challenges through strategic partnerships, as exemplified by the collaboration with the CIDDL, offers a framework for enhancing infrastructure and faculty capabilities internationally (Brennan et al., 2024; Gangone and Fenwick, 2024). Building digital literacy among teacher candidates and integrating Universal Design for Learning (UDL) principles into curricula fosters a more inclusive and technology-driven approach to special education, encouraging global educational stakeholders to prioritize similar strategies within their own contexts (Marino et al., 2024b).
Originality/value
The findings of this exploratory case study underscore the critical importance of integrating emerging technologies into special education teacher preparation programs. UMaine’s collaboration with CIDDL demonstrated that strategic partnerships and targeted professional development can significantly enhance the digital readiness of preservice teachers. This study noted comprehensive professional development, sustained support and the adoption of UDL principles are essential for equipping educators with the skills necessary to effectively incorporate technology into their teaching practices.
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Veselina Lambrev, Bárbara C. Cruz, Sarah M. Kiefer and Elizabeth Shaunessy-Dedrick
In this collaborative autoethnographic study, four faculty members in a US-based Doctor of Education (EdD) program reflected individually and collectively in the authors’…
Abstract
Purpose
In this collaborative autoethnographic study, four faculty members in a US-based Doctor of Education (EdD) program reflected individually and collectively in the authors’ community of practice through reflective journaling, self-reflection and discussion sessions to analyze the individual stories critically. This study aims to examine the influence of the authors’ involvement with an EdD program on the academic approaches to teaching, research and mentoring EdD students.
Design/methodology/approach
Professional practice doctorates have emerged in response to the growing need for practitioners to use evidence for continuous improvement. Although the literature has highlighted faculty members as change agents redefining the EdD as a professional practice doctorate, minimal research has explored how their involvement in such design work may affect their academic practices.
Findings
The authors perceived the involvement with the EdD program as transforming the faculty practices in five ways (i.e. shifting the epistemologies, embracing practice-based pedagogies, engaging in practice-based research, mentoring scholarly practitioners and intentional community building) and creating a shared vision of preparing scholarly practitioners.
Originality/value
The authors draw implications for redesigning EdD programs through participation in a faculty community of practice, prompting faculty to shift their practices to better support scholarly practitioners and affecting their identity as teachers, mentors and program developers.