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.

中文翻译：

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教师在主流课堂中使用心理教育报告

本研究调查了支持学习困难儿童的教师如何在教学实践中利用心理学家的报告。以前的研究检查了教师对如何编写报告的偏好，而不是如何使用它们。对 12 名教师（7 名小学教师、4 名高中教师和 1 名学前教师）进行了半结构化的定性访谈，并跟进了成员检查和评估者之间的可靠性。调查结果表明，虽然教师重视报告中的建议部分，但他们也对其他部分感兴趣，特别是有关学生背景的信息。同时，教师根据自己的专业知识并与其他利益相关者合作，选择性地使用报告中的信息。