The Effectiveness Of The Educational Psychology Report: An Exploratory Study Taking Into Account The Perspectives Of Stakeholders Across The Youth, Caregiver And Educational

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Li Jin, Sahar Taresh, oyyappan Duraipandi

Abstract

There has to be more parental and student input into how special education needs are addressed, and educational psychology services need to be held more accountable, especially when it comes to showing the results of their interventions on their clients, who are kids and teens. This is according to recent policy changes and research in the field of special education. The research set out to investigate the effects of consultation in four areas: first, how teachers feel about their own influence on their students' progress; second, how parents felt about the effect of consultation on their child's progress; third, how students felt about the effect of the actions taken after educational psychologists consulted with school staff and/or parents on their own progress; and lastly, what educational psychologists thought were the most important factors for consultation to have a positive effect on students' progress. Educational psychologists collaborated with classroom instructors via Target Monitoring and Evaluation (TME) conferences to establish goals and track students' development. To find out how people felt about the consultation, researchers used semi-structured interviews. Reviewing and further developing the Service's approach to consultation is necessary to ensure that parents and pupils are more involved in determining and monitoring targets, even though EPs and those to whom they offered consultation perceive consultation as a helpful approach.

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